1. Integrating Instructional Technology
in Physical Education and Sport
PET 673
On Campus
Day 2
Unit 4
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2. iClicker Check for Understanding
Which of the TPACK components is reflective in this scenario?
(Multiple Choice)
1 . Mrs. Franklin participates in a professional
development workshop to learn how to
design a personal for her PE class
A. TK
B. TPK
C. TPACK
D. CK
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3. iClicker Check for Understanding
Which of the TPACK components is reflective in this scenario?
(Multiple Choice)
2. Mr. Grey creates a slide show of rules, technique
videos, and a series of skill challenge activities
for his archery unit so that students can progress
through the challenges at their own pace and
refer to info as needed.
A. TCK
B. TK
C. TPACK
D. TPK
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4. iClicker Check for Understanding
Which of the TPACK components is reflective in this scenario?
(Multiple Choice)
3. Mr. Gates uses audio tracks that have time verbal
instructions embedded (e.g., walk, jog, skip, etc.)
for when students enter the gymnasium and
begin their warm-up activity.
A. TPK
B. TCK
C. CK
D. TPACK
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5. iClicker Check for Understanding
Which of the TPACK components is reflective in this scenario?
(Multiple Choice)
4. Ms. Allen contemplates using sport movement
analysis software to help her communicate
the complexities of biomechanics
A. TCK
B. TK
C. TPK
D. CK
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6. Outline
I. Action Research in Action
II. Teacher Skill & Value of Teaching with
Technology
III. Lesson Planning & Delivery Tools
IV. TK- Prezi
I. Becoming a #PEGeek Session 2
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7. Action Research in Action
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8. Action Research
“A disciplined process of inquiry conducted by
and for those taking the action. The primary
reason for engaging in action research is to
assist the actor in improving or refining his or
her actions”
- Sagor (2000)
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9. Identifying Problems –
Seeking Solutions
• Daily instructional decisions present contextual
challenges (e.g., ability of learners, interest and
engagement of students, weather, etc.)
• Action research is a systematic approach to
problem solving
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10. Types of Action Research
Descriptive
• Implement existing strategy
within instructional setting
• Examine outcomes of existent
strategy, to understand its
workings, and strengths and
limitations
Quasi-Experimental
• Implement a new strategy or
idea within instructional
setting
• Examine outcome of
hypothesis or “theory of
action,” strengths and
limitation
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A desire to learn what we need to know to improve future performance

11. Stages of Action Research
1. Clarifying Vision and Target (Pre-Planning)
2. Deliberate Planning (Planning)
3. Implementing Action and Collecting Data
(Action)
4. Reflecting on Data and Planning Informed
Action (Result)
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12. Clarifying Vision and Target
• Identifying a focus for your ARP may take time
and some guided reflection
– It should be one that you are passionate about
and believe improvement is possible and you are
capable of completing
– Jones already selected my “focus” what else do I
have to think about?
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13. Clarifying Vision and Target -
Reflective Interview Activity
• 10-15 minute reflective interview; 3 minute summary
(“This is what I understand you to be saying”); 3 minute
response for clarification
• Be an active listener
• Keep notes – hand written
• Remember this is a brainstorm session, so for now please
only ask questions, don’t provide your opinion or
suggestions just yet.
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14. Interview Questions
• Tell me about your preliminary ideas for your
technology action research project? (Unit selection?
Learning activities? Students? Technology? Why? etc.)
• What do you envision your students gaining
(performance target) from your ARP?
• What improvements do you hope to see in your own
teaching practices (process target) as a result of your
ARP?
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15. Peer Share
• Spend a few minutes to collect your
thoughts, then group into 4-5 and share your
ideas and initial plans for your ARP
• Group members are now able to ask
questions, and provide comments or
suggestions
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16. Teacher Skill & Value of Teaching
with Technology
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17. Research on Teacher
Comfort with Technology
• Teachers who are comfortable with technology are
more likely to integrate that technology into their
teaching1
• Positive attitudes toward technology has been linked
to time spent and experience with technology 2
• Secondary PE teachers who had greater proficiency
(with technology) reported increased use of
technology in their teaching3
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1Freidus & Grose, 1998
2Migliorino & Maiden, 2004
3Gibbone et al 2010
First
Order
Barriers
(External)
Second
Order
Barriers
(Internal)

18. Gaining Skill or Technology
Proficiency
• Typical formats for gaining technology skills:
A. Professional development sessions (in or outside
district)
B. Self taught
C. Teacher preparation program
D. Learn from peers/colleagues
E. Other?
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Based on your experiences which would you say best reflects how
you have (or prefer) to learn about technology?

19. Training & Comfort Themed Quotes from Blog #2
I need more training the use of technology before I can integrate it further
into my curriculum.
We have very minimal training on how to use technology and gadgets in our
physical education curriculum.
I have the assumption that teachers without formal training do not use
technology. Not only do they not use it, they are not people who seek it out
and explore new ways to used technology.
I also think that in order to be able to effectively use technology, a teacher
must first have the resources available and must also be trained in how to use
it.
I am not offered opportunities to get proper training in areas of technology.
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20. Optimistic / Attitude Themed Quotes from Blogs #1 and #2
I am hoping to learn more and hopefully find ways to use the resources
effectively.
As I gain more experience I am learning that a good teacher will make the
best of technology and can achieve specific objectives if used properly.
I still have positive attitude toward technology use in education because I
believe instructional technology use can make my job easier and more
efficient.
The more open you are, the better you will be as a teacher
I strongly believe that when implemented correctly, the use of technology in
physical education can have a positive impact on student learning and
learning outcomes.
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21. Self Teaching Mode
• Technology Summary,
Reviews, Suggestions
– Bonnie Mohnsen (PE
specialist)
• http://www.pesoftware.co
m/Technews/news.html
– Kathy Scrhock (generalist)
• http://www.schrockguide.n
et/index.html
– #PEGeeks
• On Twitter or Google+
Communities
– Computer Using Educators
• http://cue.org/
• Online Tutorial and
Resources
– http://www.lynda.com/
– http://www.skillshare.com
/
– http://www.youtube.com
– Web-based Owners
Manuals
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22. Lesson Planning & Delivery Tools
A Sample of ideas
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23. Web-based Resources
• Videos: YouTube, Kahn Academy, Tedx Talks, ESPN Sport
Science
• Tutorials: Take Charge Be Healthy , Fitness for Life
• Healthy / Nutrition Interactive: Anatomy Arcade,
BBC Interactive Body, USDA My Plate , Dole SuperKids
• Organization: Google Drive, DropBox
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Potential Standards addressed using Web-based resources : 2, 3, 4, 5, 6
Planning & Delivery

24. Prezi
• Basics
– Selecting a Template
– Inserting information
– Inserting photos
• Advanced
– Background music
– Audio overlay
– Sharing- Embedding
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25. PE Geek Session #2
Lunch 12:30-1:30
Geeks prepare from 1:30-2:00
Session starts 2:00
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