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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
Day 1Reading Response Activity
Woods et al., 2008
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
Mishra & Koehler
2006Team 1
leadTeam 2 lead
Team 3 lead
Team 4 lead
Team 5 lead
Barriers to Teacher’s Technology UseExternal 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
Ertmer, 1999; Pierson, 2001
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
Technology Training and Professional Development
Ince et al., 2006; Martin et al., 2010
Assessment & Evaluation of Student Learning• Digital photography, digital video• LCD projectors• Fitnessgram, Activitygram
IT to Assess, Monitor, and Evaluate Student Learning 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 PE
Idea Sharing with Professionals
www.peuniverse.com http://www.peuniverse.com/Videos/VideoDet
ail/tabid/221/IndexID/4344/Default.aspx
http://www.peuniverse.com/Videos/VideoDetail/tabid/221/IndexID/1162/Default.aspx
Digital Video in PE
Instructional Aides
www.peuniverse.com http://www.peuniverse.com/Videos/VideoDe
tail/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 PE
Assessment & Student Evaluationwww.peuniverse.com
http://www.youtube.com/watch?v=dMH0bHeiRNg◦ http://www.peuniverse.com/Videos/VideoDetail/t
abid/221/IndexID/1123/Default.aspx
Example
Types of Digital Video
1. Reference Clips◦ selected and edited by
teachers to show particular aspect of performance to practice or improve upon
2. Feedback to Learners◦ captures student
performance, allows them to view with specific focus on cues to demonstrate
3. Assessment of Learning
◦students shoot videos of performance to document progress for teacher evaluation
PET 441 Example- raw footage
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
Bulletin boards
Snapshots to send to local media
Yearbook photos
Class newspaper/ Blog
Student of the week
Digital cameras in PE
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
Hands HighChest to Target
Back to TargetReady Position
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.