As I reflect on what I have learned and how it will affect my ability to effectively and appropriately integrate technology in physical education is that it can be very time consuming. The GAME plan that I developed and have followed throughout the course can be viewed in more detail by reading the previous blog postings below. A work continually in progress, my physical education classroom website will increase collaboration and communication with teachers, students, parents, and other community members. Other teachers will hopefully take ideas from my physical education classroom website and use these ideas on their own website such as the students fitness video of the month (hopefully to become of the week) and helpful links to promote a healthy and physically active lifestyle. Parents and students will hopefully like to view the online physical activity calendar and participate in some of the activities as a family as a fun way to exercise and keep their bodies healthy. This website is hopefully helping people be physically active and healthy. Communication with parents via email will hopefully be a success form of communicating with parents as well. Through emailing parents and teachers we will able to have convenient communication with one another without having to figure out a time to meet in person or worry about students losing notes that are being sent to and from home. Communication can be shared for concerns as well as positive notes about the student. At this point my website is a constant work in progress; I will be constantly revisiting my GAME Plan and making adjustments to it as need to help my students get the most out of it. I will be able to modify and use the GAME plan process with my students by teaching them how to use it. Teaching the students how to set goals, take action, monitor, and evaluate and extend their work will help them set a goal and meet it.
One immediate adjustment that I will make to my instructional practice regarding technology integration in physical education class as a result of my learning from this course is adding digital storytelling. This will allow students to combine photographs, videos, animation, sound, music, text, and sometimes voice narration to create a multimedia movie. The students will make numerous digital stories and publish them on the class website. They will be able to share the history of sports, share stories about athletes, and so much more. Another piece of technology that will be integrated into the classroom is when a student earns a “gold medal” in my classroom; I will email the student’s family to let them know how proud I am of their child’s effort in physical education class. Having positive contact with families can promote a positive learning environment and can also help parent-teacher interactions in the future if a concern about the student arises thus making it easier for teachers and parents to work together to help the student. The more positive impact I can create with the students and their families, the more likely they will be to use the website outside of school activities. Integrating technology into physical education can be challenging at times, but it also very rewarding for both the students and the teacher.
This week’s focus is on monitoring my personal GAME plan; the steps below were used to get me closer to establishing my GAME Plan. The questions below helped me to reflect upon what I have learned so far.
Are you finding the information and resources you need?
The website is up and available to everyone throughout the world, not just local community members, which increases globalization of our world, and has potential to allow people to participate in these activities and communicate ways to be physically active and lead a healthy lifestyle (Cennamo, Ross, & Ertmer, 2009). I have found information and resources provided on links to help youth and adults to make healthy food choices and be physically active. I have my classroom calendar up and completed for the first couple months back to school. I have physical activities listed to encourage health and fitness outside of school. I have an updated back to school letter, introduction to my class, class rules, expectations, and several rubrics available on my website. Finding the information and resources I need is a continual task because daily I am coming across new and excited health and physical education topics and information I want to share.
Do you need to modify your action plan?
At this point in time I do not need to modify my action plan. I have the website up and running and I am finding excellent sources of information to post. I am working on surveys, questionnaires, and my classroom blog along with other classroom information.
What have you learned so far?
So far I have learned that creating a website can be exciting and challenging. The internet provides so much information at the touch of your can that it creates endless learning opportunities. However, when gathering and sorting through all the information it can be very time consuming. I have learned to give myself time and patience when collecting and sorting through the information. A lot of my handouts that go home with parents were already on the computer, so updating them and adding them to the website was not too difficult.
What new questions have arisen?
One question that has arisen is how I am going to get parents to fill out and return the consent forms. I do worry about is receiving the consent forms back in a timely manner. Many students and parents in our district “forget” to fill out and return forms, even with several reminders. Another question is should I assign homework to the students so they are required to access the physical education class website? Should it be mandatory and be part of their final grade or optional and used for extra credit? There are some families who do not have internet access, what should I do? If I plan on using the class blog for student assessment, how should I monitor and assess the blog? Assessment is more than the assigning of grades and serves a critical role in monitoring and evaluating the academic progress of students (Cennamo, et al., 2009).
There are many steps to be taken to create a classroom blog and website; however, they are steps that are taken to open up endless opportunities. Integrating technology into physical education will help me explore new options to help my students, learn and teach others, about ways to be physically active and lead a healthy lifestyle. No matter how many new questions and challenges I come across on this journey into technology, it will be well worth it in the end.
Kelsey
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
The effects of my classroom website increase globalization of our world (Cennamo, Ross, & Ertmer, 2009). Using a classroom website allows parents, students, teachers, and other readers to communicate and participate in activities to learn more about health and physical fitness. Access to hardware, software, and connectivity does not mean student learning will occur; it is how you use the technology that is important (Cennamo, et al., 2009). I need to make sure that all of my students and possibly parents know how to use the website properly, if they do not, I need to teach them. I also need to make sure that I keep my webpage up to date and working properly.
In order to carry out my GAME Plan I will need to have resources. I will need to make sure I have electric copies of all documents, this way I can upload them onto my classroom website. I would like to upload fitness videos that my students make; therefore, I will need to have permission slips from the parents. I will constantly be searching for new links that provide current and important information about health and physical fitness. I will also continue to create questionnaires and surveys that will provide me with feedback on my website.
The additional information that I will need is to check with my district to see if there are any guidelines for specific software and/or regulations when using technology. I also need to double check if our school district has a certain list of blogs that are approved for classroom use. I also need to gain more information on how I will effectively monitor and respond to blog postings and the increased communication on my classroom website.
The steps I have taken so far are that I am in the process of creating and modifying all classroom information. I have created the classroom rules, calendar of events, provided links to websites on physical fitness and health for both kids and adults, and I have also created a few other classroom documents.
As I continue to develop and carry out my GAME Plan, I am reminded how my classroom website will be a great communication tool to offer flexibility in the methods and setting in which students can communicate with others, teachers and experts (Cennamo, et al., 2009). The use of the classroom website, blog, and email will increase collaboration and communication between my students, the parents, and the teachers, to help students learn and succeed.
Reference:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Customed.). Belmont, CA: Wadsworth, Cengage Learning.
The task at hand was to integrate the National Educational Technology Standards and Performance Indicators into elementary physical education. When setting a goal to strengthen my confidence and proficiency in at least two indicators in the NETS-T I chose 3b and 3c. NETS-T 3b: collaborating with students, peer, parents, and community members using digital tools and resources to support student success and innovation. NETS-T 3c: communicating relevant information and idea effectively to students, parents, and peers using a variety of digital-age media and formats.
GAME Plan:
Set Goals: My goal is to create and maintain a website that will effectively aid me in communicating information and ideas about physical education, health, and fitness to students, parents, and other interested readers. For this goal to be achieved, my website needs to be consistent and have appropriate information, without being too cluttered from text or images (Cennamo, Ross, & Ertmer, 2009. p.64).
Take Action: The actions I will take to achieve my goals is to have class announcements, calendar of events, classroom project and assignment rubrics, physical education and health links, and a link to my classroom blog.
Monitor: I will monitor my website progress by keeping a journal of the feedback and blog postings from students, parents, and other readers. “Students and parents may need guidance on what and how to post” (Cennamo, et al., 2009. p.74). I will need to make sure I teach the students how to use the website and blog appropriately. I will also need to make sure that I send home information on the website and its use to the parents, and possibly offer a training session if needed. I will also need to make sure that I have the website set up so I have approve or possibly reject any postings before they can be seen by others.
Evaluate and Extend: I will evaluate and extend my learning by journaling. I will use my journal to track the progress of learning. I will also provide questionnaires to the students, parents, and other readers through the website. I will use the questionnaires to provide feedback and help me improve the website. “It’s amazing how much a learning environment can change when technology is added to the mix” (Cennamo, et al., 2009. p.51). With the use of my GAME Plan I will be able to better knowledge of physical education, health, and fitness to those around the community.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers
After taking this course I still feel that my personal theory or model of how students learn most closely resembles the constructivism theory, although I feel each learning theory plays an important role. “People create meaning through their interactions with each other and the objects in the environment” (Orey, 2001). This course has deepened my knowledge and understanding of all of the learning theories and the use of educational technologies. I feel that by knowing all of the learning theories I am better able to meet the learning needs of all students because no two students are exactly the same in the way they learn. I feel that this course has allowed me to incorporate new instructional and learner centered technology tools into my classroom.
Some immediate adjustments I will be making to my instructional practice regarding technology integration are to make sure I am incorporating technology in my instructions and to activate the learners more often. As a physical educator one of my main goals is to get the students active in my class, my other goal is to get my students the knowledge to be active for the rest of their lives. Incorporating technology into my classroom will help get the students the knowledge they need to lead an active and healthy lifestyle. Two technology tools I would like to use in with my students are concept mapping and virtual field trips. These are two technology tools presented to me in this course that I feel could be very useful for the students. With budget cuts at our school a virtual field trip would be a useful technology tool to help the students experience new places to the best of my ability. Virtual field trips give the students an opportunity to “go” where you physically cannot, compare information with other primary sources, and engage in critical thinking activities (Laureate Education, Inc., 2011). “Concept maps are graphical tools for organizing and representing knowledge” (Novak, & Canas, 2008. P.1). . I found a virtual field trip called A Healthy Diet & Exercise: Impact on Wellness, http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14737. Through this virtual field trip we can explore food intake, nutrition labeling, dysfunctional eating, and exercise. The concept map will be completed with the class to help create a map of the information the students will be going to go through in their virtual field trip and put it in a central location. The concept map helps the students to support dual coding of information and will help learners visualize idea and connections between ideas (Laureate Education, Inc., 2011). The concept map will be used to help the students visualize the information and create a better connection of a healthy diet and exercise. The concept map will help the students with a better understanding of whether they are following a healthy diet and good exercise habits. The concept map is an overview of the information that will be covered in the virtual field trip that will be explored by the class. The concept map will be used to help the students visualize the information and create a better connection of a healthy diet and exercise. I will then preview the virtual field trip with the students and described the concept map. The students then helped me finish filling out the concept map. The students will then use the concept map as we explored our virtual field trip. I feel that virtual field trips and concept mapping tools will have an influential impact on my student’s ability to receive, organize, share, and use information. The students will be able to use technology to help them engage and create more meaningful experiences in the learning process. I would like to research other virtual field trips and incorporate them into my classroom and eventually create my own.
Two long-term goal changes I would like to make to my instructional practice regarding technology integration would be integrating technology everyday and using a classroom blog. One of my goals is to try to incorporate some form of technology into my classroom daily. As a physical educator I want to use my instructional time wisely because I want the students as physically active as I can possibly get them. I believe that incorporating more technology into my instructional strategies will help me to get the students engaged in the learning process from the beginning and help the student to get a better understanding of what I am trying to teach them. My second goal is to start incorporating a blog into my classroom. I feel that a blog will help open up the lines of communication between me and the students, parents, and the social interaction between the students as well. I will start off by having the students contribute to the blog once a week and go from there. I will have information for the parents on the blog as well as the students. I will make sure I have useful website and questions for the students to post to on my classroom blog. I feel these two goals will be useful in integrating more technology into my physical education classroom to help engage the learning of my students.
References
Hulse, J.W. (n.d.). A Healthy Diet & Exercise: Impact on Wellness. Retrieved January 22, 2013, from http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14737
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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The social learning theory is where “students are actively engaged in constructing artifacts and conversing with others” (Laureate Education Inc., 2011). A big part of the social learning theory focuses on cooperative learning. “Cooperative learning focuses on having students interact with each other in groups, in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.139). This week’s instructional strategy of cooperative learning correlates with the principles of social learning theories because both focus on students working together to enhance the learning environment. When students work together they gain knowledge from each other to create or construct meaning for new knowledge.
“For the students to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler, et al, 2007, p.139). Using Technology with Classroom Instruction lists collaborative learning tools, using technology, which correlates to the cooperative learning strategy. It talks about Multimedia; one example of Multimedia is videos. In my PE class the students are required to work in groups to complete a video demonstration of an overhand throw. The students feed off of each other to come up with the best, most creative ideas on how to make a video to properly demonstrate the overhand throwing technique. “In this way, the students are not only working together in cooperative groups to create the movie, but are actually participating in cooperative teaching” (Pitler, et al, 2007, p.143).
The technology tools that students have access to today have opened up many ways to engage students in the learning process. They have allowed more ways for the students to become engaged in and out of the classroom setting and allowed the students to create a more meaningful connection to the information gained. When teachers allow their students to work collaboratively on projects, using technology, they are more creative and the students gain more from the experience. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks and allowing members of groups to communicate even if they are not working face to face” (Pitler, et al, 2007, p.140). Social learning and technology are great ways to engage the students in meaningful experiences.
References
Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
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This week in Using Technology with Classroom Instruction that Works, we explored an instructional strategy that embeds technology: “Generating and Testing Hypotheses”. We also explored constructivist/constructionist learning theories and how they correlate with the instructional strategies. “Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate Education, Inc., 2011). “Constructionism is a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2011). “When students generate and test hypotheses, they are engaged in complex mental processes, apply content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When students are asked to generate hypotheses, they are asked to make a guess on what might happen. Then the students prove their hypotheses, they have to gather data and analyze it. This process is most often thought of as a science concept; however, it can be used in all subjects (Pitler et al, 2007). I feel that the instructional strategies correlate with the learning theories because, when students are creating and stating their hypotheses, it is constructivism, and when the students are collecting their data and inputting it into a form a technology like spreadsheets, it is constructionism.
One way that constructivist/constructionist learning theories and generating and testing hypotheses instructional strategies are used in my physical education class is that the students form groups and are asked to create new games. The students work together to create a new game, they use PowerPoint to create rules and diagram the playing field. Then before they play the game they have to make a prediction what might go wrong with the game and why it will not work. They also have to predict what part of the game will go very well and why it will work. The students then look for possible solutions for the problems they may encounter. Next, the students have to weigh out the options to create the best possible solution for the problem before testing the game. The students enjoy creating the new games because they can take their favorite parts of each game we play and incorporate it into one game. Sometimes the new games that were created work out great and other times they do not, and the students have to make adjustments. Allowing the students to create new games for my class gets them more engaged in the class and gives them the freedom to construct and build new knowledge.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.Fisher, D. (2004). Setting the “opportunity to read” standard: Resuscitating the SSR program in an urban high school. Journal of Adolescent and Adult Literacy, 48, 138-150. doi:10.1598/JAAL.48.2.5
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
This week, in Using Technology with Classroom Instruction that Works we explored two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. As I reflect on these strategies and how they relate to cognitive learning theories, I think about all the different learning strategies that are used to help engage our students in the learning process daily. “The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use , and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I often use KWL charts in my classroom to connect what the students already know, to what they want to know, to what they have learned. Teachers often use cues and questions to help students complete the “What do you know?” and “What do you want to know?” from the KWL chart (Pitler, et al, 2007). As a final cue to KWL charts teachers can use multimedia to activate background knowledge by showing a movie or activity from sources such as ExploreLearning, BrainPop, United Steaming, or PBS (Pitler, et al, 2007). By providing KWL charts and using technology the students gain a clearer idea of what they are going to learn. Technology’s potential applications are readily evident in using cues, questions, and advance organizers; as teachers and students can use a variety of technology tools to create well-organized, visually appealing organizers (Pitler, et al, 2007).
“The instructional strategy summarizing and note taking focuses on enhancing student’ ability to synthesize information and distill into a concise new form” (Pitler, et al, 2007). Dr. Orey discussed an important informational processing theory called, Paivio’s Dual Coding hypothesis, where information is stored as images and text (Laureate Education, Inc., 2011). Dual coding can be used in note taking; the students can incorporate different formats and put them together to help them in remembering the notes. Concept Mapping Tools support dual coding of information and help learners visualize ideas and connections between ideas (Laureate Education, Inc., 2011). Concept mapping can be used by teachers as cues, questions, and advance organizers or it can be taught to the students and they can use it as a summarizing and note taking strategy. When students combine different types of notes, they have a higher chance of recalling the information, because the information has been viewed in multiple forms. “Technology can scaffold, or provide support, while students are learning the summarizing process” (Pitler, et al, 2007). Using technology and the tools that it provides, like concept maps, advance organizers, and note taking strategies, teachers are able to help their students learn how to retain information in a better way.
By incorporating instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” and integrating multiple senses in my classroom I will help my students better be able to retain and recall information. Technology is often pushed aside in physical education for multiple reasons; however, it is important to include preparing our students for the 21st century. I am constantly reminded that everyone learns and engages differently and I must find a way to reach every student, every day.
References
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
In Using Technology with Classroom Instruction that Works I explored two instructional strategies that embed technology: “Reinforcing Effort” and “Homework and Practice” and how they relate to the behaviorist learning theory. “The instructional strategy of “Reinforcing Effort” enhances students’ understanding of the relationship between effort and achievement by adding their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). In the video segment Behaviorist Learning Theory, Dr. Orey also talked about operant conditioning and that it has two subcategories: reinforcement and punishment (Laureate Education, Inc., 2011). As human being we constantly use reinforcement and punishment to aid in getting the desired outcome. “Reinforcing Effort” can be a simple positive comment from a teacher, about a job well done, for some students; but others do not make the connection as easily and need their efforts to be tracked to understand effort. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). I believe that “Reinforcing Effort” is important for students to see, in the classroom, because students will start to understand the relationship between effort and achievement. One way I like to reinforce effort in my physical education classroom, I like to use a rubric with a scale from 1-4, to have the students and myself rate their efforts daily in class. This helps so I know how much effort they feel they are putting forth in class and they see how I feel they are doing in class. I have the final say on what their effort grade is, however, this helps them understand how hard they are truly working in class.
The instructional strategy of “Homework and Practice gives students a chance to review and apply what they have learned” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187). Although, I do not give much homework in physical education, I do believe it plays an important role in some subjects. However, I do use a lot of “Practice” in my physical education classroom. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). “Frequent practice – and practice in varied contexts – is necessary for learning to take place. Skills are not acquired without frequent practice” (Smith, 1999, para. 5). I believe that “Practice” is an important part of the behaviorist learning theory because practice is essential for learning to take place. Although most of the practice in physical education is done without using technology, technology can be useful as well. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 192). Using forms of technology to aid in “Practice” will help to reach every student to mastering a skill. I feel that building a classroom around multiple learning theories, instructional strategies, and technology will help to reach and engage every student, to help them meet their fullest potential.
References
Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E. R., Kuhn, M., & Maleoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Smith, M. K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of informal education, http://www.infed.org/biblio/learning-behavourist.htm, Last update: May 29, 2012.
Lifelong PE 