iMovie

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/

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.

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