Embedding ICT in PE

1. Embedding ICT in PE Steve Cayley Adviser for e-Learning

2. Overview • National Curriculum ICT • Embedding ICT in PE • What it looks like in practice • Practical Implications • Response of Teachers and Students

3. National Curriculum ICT • Significant key concepts that can be applied and developed in PE • Using data and information sources • Models and modelling • Control and monitoring • Refining and presenting information

4. ICT in PE • Questions • Is the ICT adding value to the lesson? • Would the learning outcomes be achieved as or more efficiently without the use of ICT? • Is the identified form of ICT the most appropriate one to use? • Are teachers aware of the ICT capabilities of pupils and do they apply ICT in ways that help challenge and motivate pupils? • Are there opportunities in the plenary for pupils to communicate their understanding of how ICT has contributed to their learning in PE? • Do schemes of work reflect the range of uses of ICT: • by pupils, to consolidate and develop their ICT capability • by teachers, to support teaching of the National Curriculum for PE

5. ICT in PE ICT can be used as a tool to: • support teachers: • to improve lesson design; • to transform teaching and learning; • to engage and motivate pupils more effectively; • provide opportunities for pupils to learn in alternative and challenging ways; • support both individual and collaborative work; • allow pupils to use data-loggers to measure effort expanded in different activities and to record improvement in fitness levels; • enable pupils to improve their decision-making skills through the use of computer generated models; • help pupils refine and present their ideas more effectively and in different ways.

6. What does it look like in practice? • Tools of the Trade • Hardware • Laptop • Camera • Projector (or not) • Cabling • Software • Backup • Networking

7. What does it look like in practice? • Use of images • Still Images • Video • Lesson starters • In the Action • Plenary • Analysis away from the lesson

8. What does it look like in practice? • Lesson Management Issues • Planning lessons • Organisation of teaching space • Management of video clips • Use of reference clips • Maintaining Pace – Instant Feedback • Supporting Peer to Peer analysis

9. Impact on Teachers • Clip selection at lesson planning stage • Highly efficient video clip management • Clarified expectations • Highly motivated pupils, = increased pace of learning/mastery • Potential to share video content on line • Improved subject knowledge

10. Impact on Pupils’ Learning • More precise feed back • Learning = more focused • Better understanding of technical skills • Better motivation ( all ability groups) • Improved understanding from evaluation of own movement and comparison of others.

11. Impact on Pupils’ Learning “You used to get annoyed if you thought you were doing it right and the teacher could see you were doing it wrong” “You can see what other people are doing wrong and not make that mistake”

12. Impact on Pupils’ Learning “……. you’ve got to be yourself- not smiling at the camera……………..perhaps the camera should become camouflaged” “It certainly improved me with my swimming, I got a lot better, and got a better grade”

13. Impact on Pupils’ Learning • “Kids are motivated by it • They love it • It puts them more in charge of their own learning” • Head of PE