Day 1 on campus

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  • Image source:http://tpack.org/
  • Write or type your responses to these two prompts. 9:15-9:25Share will classmates at your table. Summarize your group responses in a word document and email to emily.jones@mail.wvu.edu 9:25-9:40Then you will share your summary with the group. 9:40-9:50Story of climbing Seoraksan – they said it would take 5 hours. Six of us were up at 5:30am, saw the sunrise, packed several bottles of water, no snacks. Figured we would be down for lunch. All of us were NOVICE climbers. We did not reach the summit until 2pm, we were hungry, thirsty, we were tired, but we were enjoying the company, the gorgeous view, and story-telling. Our feet hurt from the climb up, but we were thrilled and full of gratitude for those who had shared their water and snack with us on the way. On the way down, we stopped and swam in the fresh mountain pools, we rejoiced in the fact that we were going DOWN instead of up! Turns out they meant, for a seasoned climber it took 5 hours to get to the top--- not round trip! Point being, next time we will do things different. We will plan differently.
  • Reading and Blog posts: CompleteApplication Assignments: Started- will present on campus to peers. Share weekly plan.Action Research Project Plan: Started- will work on this all week with peers, sharing ideas and building your planGrant Proposal for ARP: Not started- will work on this this week- most of the tasks will be conducted off campus after class.
  • Set up Learning – assess prior knowledge/beliefs, provoke thinking about new content, guague level of understandingWe will do a little CFU and then- go to eCampus and register your iClicker.Development Knolwedge – Stimulate large group discussion, provide immediate / individualzed feedback, synthesize instructional contentAssess Learning – exit polls, pre-test, practice questions, reading/lecture summary questions
  • The conceptual framework, Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), builds upon Lee Shulman’s constructs of pedagogical content knowledge (PCK) to include technological knowledge. This framework establishes that effective teaching with technology takes involves not only PCK, but also knowledge of technologies themselves and the interaction the technology may have on subject matter / content and pedagogical practices of teachers. The interaction of these three bodies of knowledge allows for and enriches teaching and learning through the integration of technology. Further, the use of TPACK in course design and management allows for technology to be used to solve/address the instructional challenges in senior seminars that have been previously addressed. CK: Subject matter knowledge- including knowledge of central facts, concepts, theories; frameworks that organize and connect ideas (Shulman, 1986). Understanding the body of knowledge within their subject area/professional field. PK: The knowledge about the practices and methods of teaching and learning. Involving aspects of student learning, classroom management, lesson plan development and delivery, and evaluation of student learning. PCK: Shulman purports that pedagogical content knowledge considers a teachers knowledge and knowing how teaching approaches fit the content and knowing how to situate the content in ways to best suit the needs of the learners. Frankly, PCK is an intersection of content and pedagogy.TK: Technological knowledge refers to the knowledge of basic and advanced technologies. This involves knowledge an skills required to operate certain technologies and can generally be acquired through tutorials, hands-on use, and workshops. TCK: When TK and CK are combined, TCK refers to the knowledge of how the application of technologies influence or change the subject matter in which they teach. For example, digital video or computer simulations of sport movements can change the nature in which the subject matter can be changed or interacted with. TPK: TPK refers to the knowledge of the existence, components and capabilities of various technologies as they are used within teaching and learning settings. Further, this is the recognition of how teaching may change as a result of using certain technologies. An example may be how technology-based projects or idea (i.e., WebQuests, discussion boards, etc) may influence student interactions with and learning of content.TPACK: TPACK acknowledges the interactions and relationships among these three knowledge bases in understanding and negotiating the meaningful integration of technology in teaching and learning settings. TPACK and its components exist within all educational contexts; from Math edu, to Science edu, to Physical Education; and therefore is a suitable conceptual framework to use in the design, management and implementation of a senior seminar with aim of addressing the instructional challenges previous mentioned.
  • Technocentric – making instructional, social, or educational decisions based upon the technology--- not the needs of our learners or context-related situations
  • Post Blooms Taxonomy to Wiki

Day 1 on campus Day 1 on campus Presentation Transcript

  • Integrating Instructional Technology in Physical Education and Sport PET 673 On Campus Day 1 Unit 4 1
  • Outline I. Welcome & Ice Breaker II. On Campus Course Goals and Schedule III. Assignments Review IV. TPACK as a Conceptual Framework V. Action Research in Action I. Becoming a #PEGeek Session 1 2
  • Ice Breaker Activity Congratulations- You are half way! 1. Describe your most vivid memory as a WVU PETE MS student. 2. How have your professional beliefs, attitudes, dispositions, or behaviors changed in the past year? 1. To what/whom do you attributed these changes? 3 Seoraksan National Park, South Korea
  • NASPE Advanced Teacher Standards Standard 1. Professional Knowledge Make new connections within existing knowledge to gain understanding of how to apply their knowledge to PE Standard 2. Professional Practice Use and integrate techniques and concepts appropriately to enhance student learning Standard 3. Professional Leadership Engage in ongoing professional learning by contributing to professional knowledge, organizations, and one’s own practices 4
  • On Campus Course Schedule 5
  • Assignments Review 6 •Unit-based readings available on website •Post responses on your Blog •Posts due: 6/14, 6/28, 7/12 Readings & Blog Posts (3) •Becoming a #PEGeek •Make it an A+ Unit •Map My Research Application Assignments (3) •Develop a plan to integrate an instructional technology into a unit of instruction •Google+ Presentation of ARP Plan after week on-campus Action Research Project Plan •Prepare and submit a funding plan to support your ARP •www.donorschoose.org Grant Proposal for ARP On Campus Sharing Equipment Needs: Doug.satterfield@mail.wvu.edu
  • iClicker2 in PET 673 • What is the iClicker2? A student response system that have been used to evoke student learning, engagement, and motivation. • For our purposes the integration of the iClicker2 will be used to: A) Set-up Learning B) Develop Knowledge C) Assess Learning 7Register iClicker on eCampus
  • TPACK as a Conceptual Framework 8
  • Rate yourself (iClicker2) On a 1 to 5 scale I understand the TPACK framework… 1 (A) = What is TPACK? 2 (B) = I remember Jones saying “TPACK” in the pre- class lectures, but couldn’t clearly describe what it is 3 (C) = I could tell the President of the University that I took a class where TPACK was the framework 4 (D) = I could explain TPACK to the President of the University 5 (E) = I could explain and answer questions about TPACK to the President of the University 9
  • Technological Pedagogical Content Knowledge 10 Image source: http://tpack.org/ Mishra & Koehler, 2006
  • Can we TPACK without being ‘technocentric’? Five basic instructional decisions: 1. Choosing learning goals 2. Making practical pedagogical decisions based on the nature of the learning experience 3. Selecting and sequencing activity types to shape the learning experience 4. Selecting formative and summative assessment strategies to document what and how well students are learning 5. Selecting tools and resources that will help students to benefit from the planned learning experience 11 Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed), Research highlights in technology and teacher education 2009 (pp.99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
  • Student Content- Learning Needs Content-based Activities Educational, Instruction al Tools/Technologies 12 Activity Type Possible Technology Answer Question Inspiration, Word, Blackboard, Blog Create a Timeline Timeliner, Photostory, Word, Bubbleshare Create a Map PowerPoint, GoogleEarth Convergent Knowledge Expression Activity Types Harris, J., & Hofer, M. (2009).
  • TPACK in PE 13 Activity Type Description Possible Technology Step 1: NASPE Standard / Learning Objective Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs- Feb2012.pdf Step 2: Select Learning Activity Type: Knowledge Development Knowledge Application Skill Practice Skill Application / Performance Step 3: Select Possible Tools / Technologies / Resources
  • 14 Activity Type Description Possible Technology Read text Students gather information from textbooks, lab activities (both print and digital formats) Web sites, e-books, online databases Take notes Students record information from lecture, live or recorded games, videos, presentations, group work Word processor, mobile device, tablet, Wiki View images Students examine still image/objects, print- or digital-format Document camera, digital camera, Web sites Standard 4 Health Enhancing Levels of Physical Fitness Knowledge DEVELOPMENT Activity Types Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs- Feb2012.pdf
  • 15 Activity Type Description Possible Technology Select a health- related physical fitness test Students learn the correct form(s) for and choose relevant test(s) to measure a HRF component E-books, Web sites, virtual demonstrations Maintain a PA log Students record a log of activities, perceptions, reflections on feelings, PA both in and outside of school Concept mapping software, Word processor, spreadsheet Set goals Based on analysis of fitness or PA data, students identify and set appropriate HFR and PA goals Word processor, content-specific assessment software Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs- Feb2012.pdf Standard 4- Health Enhancing Levels of Physical Fitness Knowledge APPLICATION Activity Types
  • 16 Activity Type Description Possible Technology Evaluate and revise physical performance Students review, consider, and make changes to an exercise performance based on feedback from T or peers Exergames, digital video camera Standard 4- Health Enhancing Levels of Physical Fitness Skill Practice Activity Types Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs- Feb2012.pdf Activity Type Description Possible Technology Demonstrate/teach HRF concept or principle Students communicate their understanding of a HRF concept or principle Digital camera, digital video camera, presentation software Standard 4- Health Enhancing Levels of Physical Fitness Skill Application Activity Types
  • TPACK in PE- Small Group Activity 17 Activity Type Description Possible Technology Step 1: NASPE Standard / Learning Objective Each group will be assigned one NASPE Standard Step 2: Select Learning Activity Type List and describe 2 activities (and descriptions) for each activity type that aligns with your standard Knowledge Development Knowledge Application Skill Practice Skill Application / Performance Step 3: Select Possible Tools / Technologies / Resources List possible tools & technologies to support activities Create four, 3-column tables Find helpful resources on the class Wiki “Unit 4 On Campus” page
  • #PE Geek Sessions 18