Article: Using iMovie in the Classroom
This article is about using iMovie as a means of demonstrating student learning. Students can take current knowledge and create a movie to show they understand what they have learned. Teachers can also introduce content with iMovie. Teachers can take the days lesson or important information for the day and turn it into movie or a trailer to go over key concepts. Students can access this information and iMovies at anytime. This article also shows work created by students.
I have started using iMovie trailers in class to show the days lesson. After the trailer we will open up to discussion and clear up any questions regarding the days activity. The next step is to have the students create their own iMovie. My idea is two have students create their own game with small groups. They will then present their created game using iMovie. Students are creating something original, taking ownership of learning, and collaborating with peers.
Meeuwse, K. (2013, June 17). Using iMovie in the classroom. [web log]. Retrieved from https://iteachwithipads.net/2013/06/17/using-imovie-in-the-classroom/
Mr. Duncan's World of PE
Trying to make sense of PE and technology!
Thursday, June 28, 2018
Tuesday, June 26, 2018
Video and PE
Article: The use of digital video in physical education
In this study by Weir and Connor (2010), research was conducted to find the capacity of technology to provide focused feedback on performances that were examined through the reviewing of video clips of students' performances in physical education. The use of digital video as an aid to both formative and summative assessment in physical education was also examined. The authors discovered that video can be of significant benefit in physical education, but it is not something that can be applied to conventional teaching strategies without careful planning and preparation on the part of the teacher. Weir and Connor also found video was a useful aid to learning and in maintaining student engagement. Digital video is also a powerful aid to formative assessment. Teachers used electronic learning portfolios and they found that they provide an interesting, enjoyable and educationally valid way students can demonstrate progression and long term learning. This type of video collection also helped students gain individualized learning experiences.
This information is valuable to a PE teacher that would like to advance towards reaching 21st century learners. Taking video to a physical skill setting will allow students to see how they perform these skills.This will help individualize lessons to each student because they will know what to specifically focus on during skill development. Teachers and students can also use this video as formative assessment. This formative assessment can also be used to to help students self and peer assess. Students can help themselves and others with skill development. They can continually ask questions like, "where am I and where do I want to be?" Video in this setting is very powerful. Being able to utilize this technology effectively will take planning and may need to be developed over a long period of time. It is also important to find the most efficient means of taking, collecting, and organizing the video. With advancing technology there are many applications that can handle these demands, finding the proper tech is the next step to this process.
Weir, T., Connor, S. (2010). The use of digital video in physical education. Technology, Pedagogy and Education, 18(2), 155-171.
In this study by Weir and Connor (2010), research was conducted to find the capacity of technology to provide focused feedback on performances that were examined through the reviewing of video clips of students' performances in physical education. The use of digital video as an aid to both formative and summative assessment in physical education was also examined. The authors discovered that video can be of significant benefit in physical education, but it is not something that can be applied to conventional teaching strategies without careful planning and preparation on the part of the teacher. Weir and Connor also found video was a useful aid to learning and in maintaining student engagement. Digital video is also a powerful aid to formative assessment. Teachers used electronic learning portfolios and they found that they provide an interesting, enjoyable and educationally valid way students can demonstrate progression and long term learning. This type of video collection also helped students gain individualized learning experiences.
This information is valuable to a PE teacher that would like to advance towards reaching 21st century learners. Taking video to a physical skill setting will allow students to see how they perform these skills.This will help individualize lessons to each student because they will know what to specifically focus on during skill development. Teachers and students can also use this video as formative assessment. This formative assessment can also be used to to help students self and peer assess. Students can help themselves and others with skill development. They can continually ask questions like, "where am I and where do I want to be?" Video in this setting is very powerful. Being able to utilize this technology effectively will take planning and may need to be developed over a long period of time. It is also important to find the most efficient means of taking, collecting, and organizing the video. With advancing technology there are many applications that can handle these demands, finding the proper tech is the next step to this process.
Weir, T., Connor, S. (2010). The use of digital video in physical education. Technology, Pedagogy and Education, 18(2), 155-171.
Monday, June 25, 2018
Effects of Multimedia in PE
Article: The Effects of Multimedia Computer Assisted Instruction on Learning the Swimming Basic Skills for Physical Education Students.
This study showed us that students using multimedia had a greater increase in basic swimming skills. The researcher believed that this improvement was not only due to use of the multimedia tool, but the tools ability to interact with learners and meet their various needs. The students with the multimedia program had the ability to analyze and correct the errors in the skill performance. One of the most common ways they did this was by observing a movement and comparing it to the desired movement pattern of the skill. They used video and pictures with this program.
Video is so powerful in the physical education setting. When performing any skill the student does not know what they look like. They can imagine what they look like, but it is often not a correct interpretation. This is especially true with lower level physical education classes. The ability to watch demonstrations and then perform to expected levels may be very difficult for those that may lack coordination or the strength to perform such skills. When given verbal feedback students may not have the knowledge to make corrections or the ability to understand that they are not completing the desired task. Taking video of any skill followed by video analysis of that skill will provide students with an enhanced opportunity to excel. Students can pin point specific attributes of their own skills to correct, modify to help efficiency and then master any physical skill. Using video in my class is something I have been toying with for a couple years. The hardest part is finding the most efficient way to share this video to the students. There are several apps I have tried: Coaches Eye (costs money), hudl Technique (sharing is not efficient), Flipgrid (have not tried in class, but excellent for sharing and allowing student feedback). As I continue to pursue video in class it will extend to sharing instructional videos as well as using video for formative assessment and skill mastery.
Metwaly, D. (2016). The effects of multimedia computer assisted instruction on learning the swimming basic skills for physical education students. Series Physical Education & Sport/Science, Movement & Health, 16(1), 49-53.
Screencast of Flipgrid student tutorial
Please click the link below for a screen cast tutorial of Flipgrid for students.
https://drive.google.com/file/d/1SEoXW_ydhakplu63nxepxxerSzpydxtW/view
https://drive.google.com/file/d/1SEoXW_ydhakplu63nxepxxerSzpydxtW/view
Monday, January 29, 2018
The power of a digital movement
This article discusses our ever evolving world. Specifically the digital world in which we must set parameters to meet expected behavior that is socially responsible within this society. According to Galera, Munoz & Pedrosa (2017), “Social networks have provided a world of infinite possibilities for their users: the ability to socialize, to be informed, to contribute socially with positive attitudes of solidarity and empathy, to be trained intellectually, etc.” This ability does not come without risks though. The responsibility of being a digital citizen.
People who actively use social networks receive a lot of attention and messages are directed towards them. These messages demand citizen participation. Social movements now work through this media and as numbers grow with the cause the demands of these movements must be met. According to the authors, “Networks allow young people to channel and extend their social commitment to others” (p. 138). Social media is the way of our young citizens. This digital world is where they will be. It is imperative for educators to understand these concerns and expectations of how students learn and interact with each other. Education must be aligned with this form of citizenship for our students to place value within their life.
This is a risky place to interact because we must first teach students how to interact appropriately in this environment. Teachers can show and tell what is right and wrong, but it is harder to monitor these behaviors because the makeup of the digital world is so big. When students have been taught and can show they can be productive digital citizens a whole new world of learning can take place.
Implementation of this digital world could look very interesting for physical education. We could create fitness movements within our school through social media (platform pending). This could also be a great way to get parents involved as well. Kids could post homemade workouts and challenge other students to do them. They could upload videos on how to perform new exercises. Sharing games that they created that could be played at home with a small group of friends. This digitally social world could be very powerful for my students to jump on the fitness for life train.
Galera, M. D., Muñoz, C. F., & Pedrosa, L. P. (2017). Youth empowerment through social networks. Creating participative digital citizenship. Communication & Society, 30(3), 129-140. doi:10.15581/003.30.3.129-140
Tuesday, October 10, 2017
Kahoot!
This article discusses the web based review game called Kahoot! This learning tool helps students gain an understanding of class success through formative assessment. Teachers and students can create these Kahoots! themselves. They display questions through a projector with a maximum of four answers. Students use a personal device with internet access to log into the game the instructor has created. Each review game is assigned a code that you will type in when ready to play. The personal device is used only to answer the question. They cannot read the question or answers through the device, but instead gain all information through the projector. According to Turner (2016), “The use of Kahoot to engage learners has been effective.”
As teachers struggle to reach students in their learning environment it is essential to utilize technology is an effective manner. Kahoot! is one way to engage students through the use of technology. Since these Kahoots! can be shared and reused it is also a great way to keep track of review games as well as formative assessments. Where are the students at? What do they know? What do they need more practice with? This online game also gives students immediate feedback. This quick feedback is essential to help students move forward with learning.
Turner, N. (2016, January 10). Design project rationale: Kahoot. [Web log]. Retrieved September 19, 2017, from https://nicholasrturnerblog.wordpress.com/project-rationale/
Monday, September 25, 2017
Active Video Games in PE
This article supports the role of active video gaming
in the physical education (PE) setting. Active video games require
moderate-to-vigorous physical activity and appears to be a potential avenue to
lower the childhood obesity rate in a manner that children would most enjoy.
These type of games are opposite of sedentary video games where you are sitting
as you play. Zhang et al. (2016), states, “Children are influenced by
technology. Instead of trying to reduce screen time, the preceding physically
active video games may be prime candidates for placement in school physical
education. In fact, it has been evident that active video gaming intervention
has potential in promoting physical activity in school physical education.”
This article also discusses the difficulties of active video gaming, which
include cost of gaming consoles, games, and controllers. The need to have
updated games so the students face different challenges regularly is also
important when considering students interests in the game.
I can support active video gaming in the sense of the
student who has trouble being successful in PE. Maybe they are not the most
skilled when it comes to being in a physical environment. The games might be able
to help these students gain confidence in the gym. It is very hard for me to
support active video gaming in any other sense though. I believe kids grow the
most physically when they are in the physical game like environment. If they
can control their bodies and be safe then the games can become more
challenging. The more challenging the game to more students can learn strategy
and excel their physical skills. As I try to help my students understand the
joys of being an outside kid and how to be tough in that environment the video
games are an advocate for kids to be inside in the safety of their home. I also
feel it is hard to practice and gain the correct form for manipulative and
locomotor skills while you have a controller in your hand. The role of the PE
teacher is to help kids find a sport or game that they can be successful in and
learn the skills to be active throughout the entirety of their life. I believe
the active video game would take this role of a PE teacher away.
Zhang,
T., Moore, W., Gu, X., Chu, T. L. & Zan, G. (2016). Promoting
children’s physical activity in physical education: the role of active video
gaming. Journal of Teaching, Research, and Media in Kinesiology, 1-13.
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iMovie
Article: Using iMovie in the Classroom This article is about using iMovie as a means of demonstrating student learning. Students can take ...
-
This article discusses our ever evolving world. Specifically the digital world in which we must set parameters to meet expected behavior t...
-
Article: The use of digital video in physical education In this study by Weir and Connor (2010), research was conducted to find the capaci...
-
This article discusses the web based review game called Kahoot! This learning tool helps students gain an understanding of class success th...