2. Outline
I. Welcome & Ice Breaker
II. On Campus Course Goals and Schedule
III. Assignments Review
IV. TPACK as a Conceptual Framework
V. Action Research in Action
I. Becoming a #PEGeek Session 1
2
3. Ice Breaker Activity
Congratulations- You are half way!
1. Describe your most vivid
memory as a WVU PETE
MS student.
2. How have your
professional beliefs,
attitudes, dispositions,
or behaviors changed in
the past year?
1. To what/whom do you
attributed these
changes?
3
Seoraksan National Park, South Korea
4. NASPE Advanced Teacher Standards
Standard 1. Professional Knowledge
Make new connections within existing knowledge to gain
understanding of how to apply their knowledge to PE
Standard 2. Professional Practice
Use and integrate techniques and concepts appropriately to
enhance student learning
Standard 3. Professional Leadership
Engage in ongoing professional learning by contributing to
professional knowledge, organizations, and one’s own practices
4
6. Assignments Review
6
•Unit-based readings
available on website
•Post responses on your Blog
•Posts due: 6/14, 6/28, 7/12
Readings & Blog
Posts (3)
•Becoming a #PEGeek
•Make it an A+ Unit
•Map My Research
Application
Assignments (3)
•Develop a plan to integrate an
instructional technology into a
unit of instruction
•Google+ Presentation of ARP
Plan after week on-campus
Action Research
Project Plan
•Prepare and submit a funding
plan to support your ARP
•www.donorschoose.org
Grant Proposal
for ARP
On Campus Sharing
Equipment Needs:
Doug.satterfield@mail.wvu.edu
7. iClicker2 in PET 673
• What is the iClicker2?
A student response system that have been used to
evoke student learning, engagement, and
motivation.
• For our purposes the integration of the
iClicker2 will be used to:
A) Set-up Learning
B) Develop Knowledge
C) Assess Learning
7
Register iClicker on eCampus
9. Rate yourself (iClicker2)
On a 1 to 5 scale I understand the TPACK
framework…
1 (A) = What is TPACK?
2 (B) = I remember Jones saying “TPACK” in the pre-
class lectures, but couldn’t clearly describe what it is
3 (C) = I could tell the President of the University that I
took a class where TPACK was the framework
4 (D) = I could explain TPACK to the President of the
University
5 (E) = I could explain and answer questions about
TPACK to the President of the University 9
11. Can we TPACK without being
‘technocentric’?
Five basic instructional decisions:
1. Choosing learning goals
2. Making practical pedagogical decisions based on the
nature of the learning experience
3. Selecting and sequencing activity types to shape the
learning experience
4. Selecting formative and summative assessment
strategies to document what and how well students are
learning
5. Selecting tools and resources that will help students to
benefit from the planned learning experience
11
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development.
In C.D. Maddux, (Ed), Research highlights in technology and teacher education 2009 (pp.99-108). Chesapeake, VA:
Society for Information Technology in Teacher Education (SITE).
13. TPACK in PE
13
Activity Type Description Possible Technology
Step 1: NASPE Standard / Learning Objective
Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William
and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs-
Feb2012.pdf
Step 2: Select Learning Activity Type:
Knowledge Development
Knowledge Application
Skill Practice
Skill Application / Performance
Step 3: Select Possible Tools / Technologies / Resources
14. 14
Activity Type Description Possible Technology
Read text Students gather information from
textbooks, lab activities (both print and
digital formats)
Web sites, e-books,
online databases
Take notes Students record information from
lecture, live or recorded games, videos,
presentations, group work
Word processor,
mobile device, tablet,
Wiki
View images Students examine still image/objects,
print- or digital-format
Document camera,
digital camera, Web
sites
Standard 4 Health Enhancing Levels of Physical Fitness
Knowledge DEVELOPMENT Activity Types
Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William
and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs-
Feb2012.pdf
15. 15
Activity Type Description Possible Technology
Select a health-
related physical
fitness test
Students learn the correct form(s) for
and choose relevant test(s) to measure
a HRF component
E-books, Web sites,
virtual demonstrations
Maintain a PA log Students record a log of activities,
perceptions, reflections on feelings, PA
both in and outside of school
Concept mapping
software, Word
processor, spreadsheet
Set goals Based on analysis of fitness or PA data,
students identify and set appropriate
HFR and PA goals
Word processor,
content-specific
assessment software
Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William
and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs-
Feb2012.pdf
Standard 4- Health Enhancing Levels of Physical Fitness
Knowledge APPLICATION Activity Types
16. 16
Activity Type Description Possible Technology
Evaluate and revise
physical
performance
Students review, consider, and make
changes to an exercise performance
based on feedback from T or peers
Exergames, digital
video camera
Standard 4- Health Enhancing Levels of Physical Fitness
Skill Practice Activity Types
Juniu, S., Hofer, M., & Harris, J. (2012, February). Physical education learning activity types. Retrieved from College of William
and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/PhysicalEducationLearningATs-
Feb2012.pdf
Activity Type Description Possible Technology
Demonstrate/teach
HRF concept or
principle
Students communicate their
understanding of a HRF concept or
principle
Digital camera, digital
video camera,
presentation software
Standard 4- Health Enhancing Levels of Physical Fitness
Skill Application Activity Types
17. TPACK in PE- Small Group Activity
17
Activity Type Description Possible Technology
Step 1: NASPE Standard / Learning Objective
Each group will be assigned one NASPE Standard
Step 2: Select Learning Activity Type
List and describe 2 activities (and descriptions) for each
activity type that aligns with your standard
Knowledge Development
Knowledge Application
Skill Practice
Skill Application / Performance
Step 3: Select Possible Tools / Technologies / Resources
List possible tools & technologies to support activities
Create four, 3-column tables
Find helpful resources on the
class Wiki “Unit 4 On
Campus” page
Write or type your responses to these two prompts. 9:15-9:25
Share will classmates at your table. Summarize your group responses in a word document and email to emily.jones@mail.wvu.edu 9:25-9:40
Then you will share your summary with the group. 9:40-9:50
Story of climbing Seoraksan – they said it would take 5 hours. Six of us were up at 5:30am, saw the sunrise, packed several bottles of water, no snacks. Figured we would be down for lunch. All of us were NOVICE climbers. We did not reach the summit until 2pm, we were hungry, thirsty, we were tired, but we were enjoying the company, the gorgeous view, and story-telling. Our feet hurt from the climb up, but we were thrilled and full of gratitude for those who had shared their water and snack with us on the way.
On the way down, we stopped and swam in the fresh mountain pools, we rejoiced in the fact that we were going DOWN instead of up!
Turns out they meant, for a seasoned climber it took 5 hours to get to the top--- not round trip!
Point being, next time we will do things different. We will plan differently.
Reading and Blog posts: Complete
Application Assignments: Started- will present on campus to peers. Share weekly plan.
Action Research Project Plan: Started- will work on this all week with peers, sharing ideas and building your plan
Grant Proposal for ARP: Not started- will work on this this week- most of the tasks will be conducted off campus after class.
Set up Learning – assess prior knowledge/beliefs, provoke thinking about new content, guague level of understanding
We will do a little CFU and then- go to eCampus and register your iClicker.
Development Knolwedge – Stimulate large group discussion, provide immediate / individualzed feedback, synthesize instructional content
Assess Learning – exit polls, pre-test, practice questions, reading/lecture summary questions
The conceptual framework, Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), builds upon Lee Shulman’s constructs of pedagogical content knowledge (PCK) to include technological knowledge. This framework establishes that effective teaching with technology takes involves not only PCK, but also knowledge of technologies themselves and the interaction the technology may have on subject matter / content and pedagogical practices of teachers. The interaction of these three bodies of knowledge allows for and enriches teaching and learning through the integration of technology. Further, the use of TPACK in course design and management allows for technology to be used to solve/address the instructional challenges in senior seminars that have been previously addressed.
CK: Subject matter knowledge- including knowledge of central facts, concepts, theories; frameworks that organize and connect ideas (Shulman, 1986). Understanding the body of knowledge within their subject area/professional field.
PK: The knowledge about the practices and methods of teaching and learning. Involving aspects of student learning, classroom management, lesson plan development and delivery, and evaluation of student learning.
PCK: Shulman purports that pedagogical content knowledge considers a teachers knowledge and knowing how teaching approaches fit the content and knowing how to situate the content in ways to best suit the needs of the learners. Frankly, PCK is an intersection of content and pedagogy.
TK: Technological knowledge refers to the knowledge of basic and advanced technologies. This involves knowledge an skills required to operate certain technologies and can generally be acquired through tutorials, hands-on use, and workshops.
TCK: When TK and CK are combined, TCK refers to the knowledge of how the application of technologies influence or change the subject matter in which they teach. For example, digital video or computer simulations of sport movements can change the nature in which the subject matter can be changed or interacted with.
TPK: TPK refers to the knowledge of the existence, components and capabilities of various technologies as they are used within teaching and learning settings. Further, this is the recognition of how teaching may change as a result of using certain technologies. An example may be how technology-based projects or idea (i.e., WebQuests, discussion boards, etc) may influence student interactions with and learning of content.
TPACK: TPACK acknowledges the interactions and relationships among these three knowledge bases in understanding and negotiating the meaningful integration of technology in teaching and learning settings.
TPACK and its components exist within all educational contexts; from Math edu, to Science edu, to Physical Education; and therefore is a suitable conceptual framework to use in the design, management and implementation of a senior seminar with aim of addressing the instructional challenges previous mentioned.
Technocentric – making instructional, social, or educational decisions based upon the technology--- not the needs of our learners or context-related situations
