Pet 673 integrating instructional technology in physical education
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PET 673- Integrating Instructional Technology in Physical Education. Day 2. Day 1Reading Response Activity. Small Group Task : Lead reviewers will cluster and discuss reading Generate collective summary to be shared with class, Share personal reactions

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PET 673- Integrating Instructional Technology in Physical Education

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Pet 673 integrating instructional technology in physical education
PET 673- Integrating Instructional Technology in Physical Education

Day 2


Day 1reading response activity
Day 1Reading Response Activity

  • Small Group Task :

    • Lead reviewers will cluster and discuss reading

      • Generate collective summary to be shared with class,

      • Share personal reactions

      • Prepare 3-4 discussion points and/or questions related to reading to lead discussion

  • Large Group Task :

    • Each reading group will share and lead discussion with whole class

Mishra & Koehler 2006

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead

Gibbone et al., 2010

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead

Woods et al., 2008

Team 1 lead

Team 2 lead

Team 3 lead

Team 4 lead

Team 5 lead


Barriers to teacher s technology use
Barriers to Teacher’s Technology Use

Ertmer, 1999; Pierson, 2001

External Barriers:

  • Lack of training

  • Lack of administration support

  • Limited time for teacher planning

  • Budget constraints

    Internal Barriers:

  • Basic resistance to change

  • Incompatible with values

  • Conflict with teaching beliefs

  • Teacher technology knowledge / proficiency


Technology training and professional development
Technology Training and Professional Development

  • Characteristics of Quality Technology PD:

    • Demonstrates explicit technology and instructional connections

    • Models effective uses of technology

    • Provides hands-on and “active learning” with technology

    • Focuses on technology use to enhance student learning

    • Provides on-going support and follow-up

Ince et al., 2006; Martin et al., 2010



Digital video in pe
Digital Video In PE

  • Idea Sharing with Professionals

  • Instructional Aides

  • Assessment & Student Evaluation

    The introduction of digital video into teaching and learning should be gradual, purposeful, and subject to regular review on part of teacher and learner – Weir & Connor, 2009, p. 168


Digital video in pe1
Digital Video in PE

Idea Sharing with Professionals

www.peuniverse.com

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/4344/Default.aspx

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1162/Default.aspx


Digital video in pe2
Digital Video in PE

Instructional Aides

www.peuniverse.com

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1154/Default.aspx

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1153/Default.aspx

  • Example 1

  • Example 2

  • Example 3


Digital video in pe3
Digital Video in PE

Assessment & Student Evaluation

www.peuniverse.com

  • http://www.youtube.com/watch?v=dMH0bHeiRNg

  • http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1123/Default.aspx

  • Example


  • Types of digital video
    Types of Digital Video

    • Reference Clips

      • selected and edited by teachers to show particular aspect of performance to practice or improve upon

    • Feedback to Learners

      • captures student performance, allows them to view with specific focus on cues to demonstrate

    • Assessment of Learning

      • students shoot videos of performance to document progress for teacher evaluation

    PET 441 Example- raw footage


    Think pair share
    Think, Pair, Share

    • How have you seen or used video to deliver content or assess student learning?

    • If given a choice, which type of video would you most likely use in your teaching? Why?

      • Reference Clips

      • Feedback to Learners

      • Assessment of Learners


    Digital cameras in pe
    Digital cameras in PE

    • Bulletin boards

    • Snapshots to send to local media

    • Yearbook photos

    • Class newspaper/ Blog

    • Student of the week


    Student uses of digital cameras
    Student Uses of Digital Cameras

    • “A Day in the Life of…”

    • Scavenger hunts of concepts learned

      • Example

    • Student designed class newspaper

    • Know Your Community

      • Example

    • Evaluate School PA “friendliness”

    • Sport Photo Journalist

    • How I’m/My Family is Active at Home

    • Skills check

    • Check for understanding

      • Example


    Check for understanding critical elements phases of movement
    Check for Understanding :Critical elements & Phases of movement

    Ready Position

    Back to Target

    Chest to Target

    Hands High


    Assess student learning
    Assess Student Learning:

    • With a partner, photograph what one might look like when using a light, medium, and hard force when hitting a tennis ball with a racquet. Describe what clues are given by the body to reflect light, medium, and hard force.



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