This 3-sentence summary provides an overview of the key points from the document: The document presents a 3-minute technological presentation analyzing how two films can be used to relate technology and filmmaking techniques to a Physical and Health Education (PDHPE) curriculum, discussing how the films create real-world connections for student learning and carry meaning for students through addressing current and new learning opportunities with technology. The presenter reflects on learning about short filmmaking and how they will apply these new skills to engage students in their future PDHPE teaching through technology-based projects.

1. My 3 Minute Technology Journey – Produced by Kyle Bettinzoli Good Afternoon my fellow teachers in training, today I am here to present my 3 minute technological presentation. Throughout, I will analyse two different media productions, raise awareness of the key concepts and how they are portrayed via film making techniques; discuss how films and technology can relate to my subject area and aid student learning and understanding and finally how they carry meaning to all students and the possibility that teachers will start using innovative technologies to create excitement and engage students. I will end my production by wrapping up how I and my future students can create and learn from my newly developed skills.

2. 1) Analyse the selected artefacts for relevance to your subject area and students’ lives Role of filmmaking in the Cross Curricular Content section of your syllabus. - With reference to two features, explain how the artefacts connect with your subject’s curriculum Technology can relate to many subject areas in many different ways. The PDHPE syllabus from year 7 to 10 and 11 to 12 contains key competencies that state that students should be working with technology in relation to developing and communicating ideas, working together and problem solving to help better understand concepts. On page 20 in the 7 to 10 syllabus and page 17 of the 11 to 12 syllabus, it states that “Skills of analysis are applied to explaining the ways the body moves, interpreting a range of data and monitoring the effectiveness of health policies and programs” which strengthens my idea that there is room for technology to aid one in developing higher level intellect. Firstly, the film “Forbidden” can be related to the PDHPE curriculum through recreation, that is developing a short film to show one really understands a certain topic. It could be deconstructed by a teacher with their pupils, as a model to discuss and teach film making techniques with pupils so that they can create their own film and show what they have learnt. There are short, mid and long shots, coupled with close ups and many of the basic film making techniques used to reinforce information that students might find necessary to emphasise in a project. This connects with the PDHPE curriculum as the curriculum states “Students work with and learn about a range of technologies that impact on health, physical activity and movement skill and performance. This includes a wide range of ICT applications.”

3. 1) Analyse the selected artefacts for relevance to your subject area and students’ lives With reference to two features, explain how the artefacts create real world connections to support student learning This slide differs from the last one as the last one was based around the artefacts relating to the curriculum competencies, this slide however relates the artefacts to ways in which students can create connections and learn. The film “A Vision of K-12 Students Today” is created to emphasise the information on the signs they are holding up. If PDHPE students where to recreate a short film with the major muscle groups on signs, that would be a real world connection that supports student learning. Another example may revolve around teachers using the film “forbidden” to identify and illustrate relationship and family issues such as resentment, trust and frustration and how to correctly deal with these in a junior PDHPE course. Below you can see frustration and feeling of resentment the child feels at the grandma, when she embarrasses her in front of the boy. The negative consequences from these feelings and possibility of her actions of letting her frail grandma walk the streets without help can be used to teach students the correct way of dealing with issues and make real world connections. One can adopt healthier techniques to deal with frustration, for example talking to parents instead of letting ones frail Granma escape just because your pissed at her.

4. 2) Using a pedagogical lens, discuss how the artefacts carry meaning to students ? Makes insightful statements and explains how the artefacts connect to current learning and addresses new learning opportunities for students What The Film Says - A Vision of K-12 Students Today - This film simply yet powerfully communicates that current learning is boring and teachers aren’t engaging students. It’s begging teachers to use technology in engaging ways to help students develop higher level thinking skills. The film points out numerous times that the new generation are technology natives, that using technology every day for extended periods of time is habit and far more interesting then pen and paper. The film says let us create, via technology. Engaging them with something they are interested in will be far more effective than direct teachers droning on. The Film “forbidden”has an insight deep within; it has been proposed that it could be used as deconstruction material to help students learn how to create movies which would ultimately aid the students in understanding their own learning. How It Says It/ Techniques Used – A vision of K-12 Students today – The artefact creates meaning through the use of signs. Students are holding up signs which indicate they are surround by technology, which is than opposed by the contrasting sign, “I’ll spend two hours reading a book” which illustrates times are changing. Furthermore, as the film progresses, students hold up signs, asking them to come up with ideas, technology related ideas that is, to crack the boring shell and give them something new, something they haven’t done. Signs such as “I Blog” “I txt” “I listened to 5 hours of harry potter on iPod” “ I instant message” are not only personal things that interest the children, they are also ideas that they want teachers to use when teaching. The child holding the sign illustrating “61% of teachers don’t let students create” is depicted through a close up shot which emphasises the child’s disgruntled face and the emotion really illustrates that kids wants to engage, but with material that interests them.

5. 2) Using a pedagogical lens, discuss how the artefacts carry meaning to students ? Identifies insightful applications for the artefact in the context of their pedagogical area andwhat I have learnt that I will take forward with me Throughout my discovery journey of short film making, I can now see that the artefacts, although maybe not directly specific in quality content material for PDHPE teaching, the skills that are used to create them can be used an applied to create real life PDHPE based projects, this is a break for pen and paper and can create authentic learning. I have learned how to master PowerPoint through slide timing, cutting, cropping, pasting, over laying, motion capture methods and many more. With my new profound knowledge, I will be shore to engage my students with experiences they are rarely exposed to which in turn, I believe will create optimal engagement.