Technology Integration in PETE Helena Baert, SUNY Cortland, NY Joanne Leight, Slippery Rock, PA.

Technology Integration in

PETE

Helena Baert, SUNY Cortland, NY

Joanne Leight, Slippery Rock, PA

Introduction and Warm-Up

Four Groups! Back of Business Card1. Limited to no Technology

Integration: depends on faculty, only student teaching, discussion but no plan, some courses

2. Technology Course in PETE3. Full Integration – Technology Plan4. Technology Course + Full

Integration (with Technology Plan)

Session AgendaO IntroductionO Warm-up and needs?O Connecting Practice to ResearchO Standard 3.7O Slippery Rock exampleO SUNY Cortland exampleO Keys to integrating Technology in

PETE

IntroductionO My concerned engagement “wii day”O In 2008, the national Physical Education Teacher Education

(PETE) standards included a more integrated approach to teaching pre-service teachers about technology and stated that teacher candidates should be able to plan and implement technology infused learning experiences that meet lesson objectives. – CONTEXT SPECIFIC

O With the inclusion of the 2008 standards, PETE faculty have the task to create instruction that effectively integrates technology.

O Study investigated the preparedness for technology integration of 198 PE teacher educators.

O Sheingold & Hadley (1990) stated that integrating technology is not about helping people use computers; it is about helping teachers integrate technology as a tool for learning. Effective teachers must therefore understand the relationship between the content, pedagogy, and technology.

O Theoretical Background: Roger‘s Diffusion Theory (2003) and the Technological Pedagogical Content Knowledge (TPCK) Framework (Mishra & Koehler, 2006)

TPACK

Research Purpose

1. Identify the types of technology currently used in PETE courses (Instructional vs K-12)

2. Investigate the current technological proficiency of PETE faculty

3. Examine the relationship between proficiency and integration

4. Identify the factors that affect technology utilization of PETE faculty

SurveyO Section 1: Technology Proficiency and Integration

● Section 1.1.: Personal use : yes or no

● Section 1.2.: Technology Proficiency using a Likert scale from 1 to 5

● Section 1.3.: Technology Integration Scale: (1) Non-awareness: I am unaware this technology existed

(2) Awareness: I am aware of this technology but I do not use it

(3) In class use: I use it in the classroom/gym

(4) Teach to Teach: "In class use" and I teach my students how to teach PE with the technology

(5) Share & Reflect: "Teach to Teach", and I share with others how the technology can be applied to teaching.

O Section 2: Factors that influence the utilization of technology O Section 3: Approaches to technology integration: actions and beliefsO Section 4: Demographical Information

Questions that aroseO Technology Course or not?O Full integration but how?O Technology in Student Teaching but

how?O Combination of the above – is that our

best bet? O How do we begin? How do we teach

faculty and students?O And what should we teach them? …

Standard 3.7

NETS/ISTE1. Facilitate and Inspire Student

Learning and Creativity.2. Design and Develop Digital Age

Learning Experiences and Assessments

3. Model Digital Age Work and Learning4. Promote and Model Digital Citizenship

and Responsibility5. Engage in Professional Growth and

Leadership

What did we learn? For Faculty

O Learning about technology is different than learning what to do with it.

O More PD for PETE Faculty: develop TPCK in a gradual and spiral-like manner, beginning possibly with more standard and familiar technologies (areas in which teachers may already have developed TPCK), and moving on to more advanced or non-familiar technological solutions.

What did we learn? For Teacher Candidates

O Practice is an important route to learning: Teacher educators must find ways to provide preservice teachers multiple opportunities to work through these problems of practice before they enter their first classrooms, whether by internships, case-studies (traditional or video), or problem-based learning scenarios.

O PE 202: Technology for PETE (TK)O Required course since Spring 2004O Lecture and Lab component

O PE 352: Secondary PETE Methods (TPK)O Technology infused lesson

O PE 455: Student Teaching (TPCK)O Work Sample PE Unit Plan – Must

include technology

SRU: Technology for PETE ContentO Microsoft

O WordO Publisher

O Award certificate, Flyer, Fitness Calendar, BrochureO Excel

O Grade Sheet, Heart Rate Chart/GraftO PowerPoint

O Interactive games, Electronic portfolioO Movie Maker

O Digital VideoO Google

O GmailO Google Sites

O Web DesignO Blogger

SRU: Technology for PETE Content

O Discussion BoardsO NASPE Talk / NASPE Forum

O iPadsO PodcastingO WikiO TwitterO Computerized Exercise EquipmentO Heart Rate MonitorsO Personal Response SystemsO Technology Tools 4 Teachers -

presentations

Technology Tools 4 TeachersO Photo sharing

O Word cloudsO Social bookmarkingO Online surveysO Mind mappingO Video creationO Online videosO Brain games/

Puzzle makersO ScreencastsO BackchannelingO Study toolsO Grants O Video tutorials

O Student organizationO Organized web researchO Live video conferencingO Learn a languageO Online pollingO Cell phone pollingO File sharingO Downloading videosO Search engines for

studentsO Covert text to speechO Online rubricsO Delivering modern

substitute lesson plans

O No required Technology course (No TK)O Student Teaching with technology

(TPCK)O Advanced students Technology CourseO Technology CommitteeO Scope & Sequence (TPK)O Technology Lab (TPCK)O New technology course Spring 2012 –

Experiential approach (NETS/ISTE)

Keys to successful integration

O Remember the goal: Using technology to engage students and improve learning

O Technology integration is context specificO Program based Scope & SequenceO Create opportunities for practice (labs)O PD: New 21st century technologies should

be integrated as tools for learningO PD: Technology + IntegrationO Teaching assistants as Technology

Assistants? – eliminating fear factor

O NETS : http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

O ISTE.orgO Need and want help with creating a

scope and sequence document? Please contact us and join us in the process.

O Helena Baert: helena.baert@cortland.edu

O Joanne Leight: joanne.leight@sru.edu