Reflective Essay

Prior to taking this course, I thought I had a sound understanding of implementing technology and utilizing a variety of different tools to enhance my instructional strategies. However, I realized that there are plenty more opportunities when using technology that even a physical education teacher can use. If anything, I learned that any and all technology could be related to physical education, which is something that definitely resonated with me after completing this course.

            The variety media, resources and activities throughout this course have helped develop my own technology skills as a professional teacher. As part of this course, we were instructed to create a blog and twitter page to track and share our findings with our colleagues. Aside from our own postings, we were also expected to utilize social media and blog sites as a collaborative tool. Going outside of my own comfort zone and creating such tools to use and then collaborate within, was a huge advance for myself as a teacher.

            One social media tool that I am going to try to implement in the classroom is a Wellness Twitter Page.  The purpose of the class Twitter will be for means of communication between teacher and student, as well as communication and discussion between student and student. “It is important to remember that, no matter what your position is on social media, for young people it is amongst the most common mediums in which they write regularly. A survey in January of this year calculated that there are 11,784,460 Facebook and 2,200,000 Twitter users in Australia, with an incredible daily average of 1.4 million tweets per day. Given, many of those tweets are as easily forgettable as they are laughable. But their occurrence signals the incredible use of social media as a platform for writing” (November & Mull 2012). This means that with the opportunity to utilize a widely popular social media tool, students can begin to see the larger picture of using technology in education and eventually the work force. Students need to be able to see how social media tools can be used for other purposes other than meaningless socializing and retweeting of “garbage.”  The tool will be extremely beneficial in my high school wellness classes since all students have access to the internet via school provided chromebooks, as well as instant access per use of their cell phones. Assignments, collaboration, and other discussions can be completed with ease. Potential roadblocks that I can see happening are students not being allowed to sign up on twitter per parental or guardian restriction, lack of internet access at home or issues with privacy and appropriateness. The latter of the roadblocks is of priority because students at the high school age are very famililar with twitter and social media use. With this expertise comes issues of posting appropriate or going against class privacy settings. For example, how would I ensure, other than class expectations, that students do not send private messages or post inappropriate tweets in regards to topics we are discussing? With the expectation of remaining appropriate, students would be removed and penalized accordingly. My plan to overcome that priority roadblock would be to truly instill expectations and create a safe environment for students to ensure the twitter page remain a place of learning.

            Twitter use in the classroom supports ISTE for students standard 2: digital citizen “ students Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical” (ISTE 2016). Twitter supports engaging in positive, safe, legal and ethical behavior when using technology. This means they are utilizing the social media tool with responsibility and not criticizing, bullying or engaging in inappropriate behaviors.  The ISTE standard that supports teachers is standard 2: design and develop digital age learning experiences and assessments. This standard supports the use of a twitter page because the teacher is designing a learning experience and digital learning environment used to aid in development of content knowledge, skills, and attitudes. (ISTE 2006)

            One long term smart goal that I will set for transforming my classroom environment in order to help students gain needed technological tools for their future is to implement one new Web 2.0 tool a year. By doing so, I will not feel overwhelmed by the number of tools I could implement, and focus more on just one that I can master and implement. If I can implement and master one a year, my teaching practice will remain updated and I will have built a bank of web 2.0 tools. Another long term smart goal is to become more proficient with the ISTE standards for both students and teacher. By remaining updated with these standards, the teacher will be able to provide the utmost learning experience while also staying accountable for teacher standards.

References

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Socitey for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

November, A., & Mull, B. (2012, October 12). How twitter can be used as a powerful educational tool. Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/how-twitter-can-be-used-as-a-powerful-educational-tool/b

Voice Thread

https://voicethread.com/share/8788417/

The voice thread I created was for my high school students who might be absent from class. Since PE is slightly different then other content areas, delivering content may look different! Our current grading system requires students to earn physical activity points on a daily basis. If students are not in class, they simply do not receive points. In order to make a more "fair" approach for those students who are sick, out long term due to injury or other instances, the PE department has created a variety of alternative assignments depending on the unit.

Within this specific voice thread, students who miss a day of the fitness unit must perform a fitness workout at home. They may utilize their resources or create a workout of their own. Students must write a mini description on the logging sheet provided to them at the beginning of the semester and have a parent/guardian sign off upon completion. Although students can simply have their parents sign the sheet and cheat, we stress the honor system and hope for the best. The voice thread explains the expectation as well as encourages students to perform the activities! The logging sheet has been given hard copy to students at the beginning of the semester and again at the beginning of the unit to ensure papers are not "lost."

Enjoy the voice thread.

Constructionism and Constructivism

                                                          Constructionism and Constructivism

   

           Constructivism can be defined as “the theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate 2015). This learning philosophy or theory was explained in a fashion that it does not truly have a place in the classroom. Constructivism has “no absolute and is uniquely constructed within the minds and experiences” (Laureate 2015).  Constructionism is the learning theory in which teachers should utilize and implement within their teaching practices. Constructionism is “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate 2015).  Within this theory, students build and share what they learn with others. The concept revolves around the idea of building meaning. The relationship between the two are formed around the central theme of constructing within the mind and experiences.

            Utilizing technology to support constructivism and constructionism is one approach Mr. Orey discussed in his media clip. Within the learning experience, Dr. Orey used PowerPoint as the example tool that supports students constructing meaning. PowePoint allows students to construct information into a presentation or means of expression. Essentially, students are “creating” and are “engaged deeply” within their learning process. With this creation process and tools, students are almost forced to create an experience that will essentially create networks of memory.

            The peer-reviewed article that I researched was in relation to physical activity and physical education.  The concept of the constructivist approach “examined the impact of a constructivist curriculum on in-class physical activity” (Chen 2007).  The student concluded with results that suggested that the constructivist approach did in fact facilitate content knowledge learning with little risk of reducing in class physical activity. “It is believed that motor skills and physically active behavior are acquired through the same construction process” (Chen 2007).

            Using the constructivist approach in physical education or health education can be made simple. I utilize it almost on a daily basis because students are encouraged to create and construct their own meaning of physical activity through the choices of activities they get to participate in during classes. However, in terms of health education, I could incorporate constructionist-learning style while in the classroom. Students can create their own technology presentation on topics, such as the juniors diet and supplement project. The ISTE standard that students meet during this type of activity would be Standard 4: Innovative Designer. Since students are taking an active role in constructing through technology. Teachers implementing such assignment would be ISTE 1:Faciliate and inspire student learning and creativity. Through the students construction, students are utilizing their creative juices and forming. Encouraging students to remain engaged and creative allows for networks of memories and content to be learned.

            The sources that I researched were all geared towards physical education. It was imperative that I find ways to incorporate this learning theory into my own content area. I realized that there are ways of encouraging students to create their own learning process and experience to achieve learning goals. For example, in physical education, students who participate in small-sided team games are forced to create their own success through cooperation and team strategy. I can incorporate these strategies into my GH lesson simply.  Since students are creating their own research project and presentation based on their diet and supplement choice, it will be the students construction of content and meaning that be related to GH.

Chen, A., Martin, R., Sun, H., & Ennis, C. D. (2007, December). Is In-Class Physical Activity at Risk in Constructivist Physical Education? Retrieved February 08, 2017, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4477689/

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

YouTube. PE Video Social Constructivism - YouTube. Retrieved February 7, 2017, from http://www.youtube.com/watch?v=ogT90PFYTeI

Virtual Field Trip to Grand Canyon

Virtual Field Trip

Students attended an online virtual tour through the Grand Canyon. The Grand Canyon was chosen as the place because throughout the students exploration, they can begin to realize the importance of truly being physically active rather than solely watching a video clip or panoramic pictures. The virtual field trip promotes miles walked in relation to walking, a very low impact cardiovascular activity. The goal of the virtual field trip is to encourage students to get outside and get moving through hiking. Many students simply do not have motivation to exercise outside. They can explore their natural world through online experiences thus thinking it is okay to not experience it first hand.

Virtual Field Trip Site:
http://www.rockymountainscenery.com/parks/grandcanyon/index.html



This graphic organizer ( the Venn Diagram) was used with students who visited the Grand Canyon during their experience hiking. The comparison between a virtual tour and how they might experience it physically in real person will be identified.  The benefits of physical activity will be introduced during the lesson before and enforced through this virtual field trip.


Graphic Organizer:
https://www.lucidchart.com/documents/view/e0be9145-6116-479f-a4da-9bd97c01cd42

This lesson was well received by my high school juniors. Students enjoyed filling out the online tool as they were looking at the pictures and identifying the differences between physically attending and simply viewing online. Students all have chrome books and were able to participate in the field trip at their own pace. The lesson promoted physical activity and encouraged learning the benefits of staying physically active. Aside from the benefits, students were also able to identify the negative aspects of viewing nature through an online lens. The culminating activity that students participated in was a hike through a local park; Hubbard Park. Students were able to explore and feel the physical benefits as well as enjoy the natural world.

Behaviorism and Technology

         

            Behaviorism can essentially be defined as a behavior management plan that either reinforces or punishes behaviors. The relationship between behaviorism, instructional strategies and technology tools all interrelate one common factor; the student. In the traditional classroom, students are conditioned depending on their behaviors demonstrated. For example, in an elementary classroom, a teacher might have a behavioral contract, a recess chart or reward chart. Depending on the behaviors demonstrated the student may either be rewarded or punished accordingly. Dr. Orey described behaviorism and technology in such a way that may perfect sense. Technology tutorials are used to present a small amount of information with guiding questions and encouraging answers that are then deemed right or wrong.  Strategies that work in relation to the learning theory are integration of tutorials and encouraging student independence. Students can now watch their own independent tutorial and perform accordingly based off of their provided answer. One downfall is that tutorials are simply remediation and reducing the idea of focusing on student understanding. This style of teaching (drill and practice), is not an enriched way of teaching or learning. 

            I utilize many behavioristic approaches in the classroom, but I do not integrate technology within each. Perhaps I could utilize google forms on a more regular basis which would provide immediate feedback on given topics? I am trying to think about how to integrate both into a physical education setting, but it is difficult to wrap my mind around.

If I integrated google forms within units, students meet ISTE 4: Critical Thinking, Problem Solving, and Decision Making. This is because with the use of google forms students are deciding which of the answers is correct per immediate feedback.They must utilize critical thinking skills depending on the question being asked too. With the implementation of such tool, teachers would then be meeting ISTE 2: Design and developing digital age learning experiences and assessments. By providing these 21st century learning experiences, the teacher is preparing the student for potential college and career experiences in the technology realm. 

I could not imagine integrating the Hour of Code into my classroom. That would be ridiculous. However, I would integrate Genius Hour into my Health units in several different fashions. Ideally, students would identify an area in which they are interested in whether it is a diet, health concern, awareness, disease, etc. They would create a question in which they would want to answer and research it with a plan, cure, presentations in mind. These research concepts would be geared towards each individual and they would have time during class to work on their piece. Currently, the district I teach in works off of a modified block schedule. This means we have 3 regular days of 8 periods/day and 2 days of 4 blocks days  (86 minute classes). On block days, students would be given time to work on their project. The students behaviors would be reinforced through the concept of check ins and they would not be allowed to move forward with their project until the previous part is completed (per rubric).  Ideally, this would motivate students to work diligently on their assignment and encourage intrinsic motivation. 

The use of technology through a behavioristic approach provides students with a 21st century learning experiences. Students are still rewarded or punished based off their behavior, but simply on a more immediate, technological basis. 

References:

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Socitey for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Laureate Education (Producer). (2015j). The changing work environment [Video file]. Baltimore, MD: Author.

Greetings From the Unknown World of Blogging

Purpose of Blog in Classroom:

Blogging within certain content areas may deem more acceptable than others. In my current position, as a PE and Health teacher I cannot wrap my mind around wasting valuable class time to allow for a blogging experience. Students need to be active in PE. Therefore, if blogging was a requirement, it would be an at home assignment for students to complete. However, within the health curriculum, students would be able to utilize their time in class to blog as I have them do now. Students currently write in a blue journal for the first 5 minutes of class regarding a topic of their own or a given prompt. This provides students with an opportunity to relieve stress (one of the topics covered) or express their current issues/feelings etc. 

The purpose of utilizing a blog in the classroom would be a to provide students with a safe, private place to write or express their feelings. My blog assignments would be used by students within their health education. I would monitor progress on a weekly basis to ensure students are providing well in depth understanding of a topic or a well written expression piece.

Currently, I teach high school PE/Health under what we call "Wellness Education." Within the students wellness education programs, they learn about physical education skills, sports, fitness, and different movement patterns. The health education students receive promote healthy nutrition strategies, stress management, bullying and much more.

The wellness program encourages and promotes lifelong physical activity in hopes of creating students who enjoy participating in activity now and later on in their life. My students are freshmen and juniors who are fully capable of blogging as it would allow for differentiated approaches with keeping the space casual. I would be incorporating blogging in the health education cycle and encourage students to use it as a form of stress management. Although coping with stress can take place in many forms, I feel as though students who are provided with a safe place to blog and de-load will be a great experience.The benefits of blogging for stress relief definitely outweigh the drawbacks. Blogging helps decrease stress through social interaction with others. ( Lukas n.d.)

The technology standards for both students and teachers challenge both groups of individuals to implement and utilize technology within a specific setting. Using a blog to reach these standards is a great way to go about doing so. Since the students will be blogging in their own personal space, the standard being met is ISTE 6: Creative Communicator (ISTE 2016). This standard will be met because students will be communicating clearly and expressing themselves creatively through the use of their own personal blog. The second technology standard that students also meet through the use of implementing blogging in such fashion would be ISTE 2: Digital Citizen (ISTE 2016). This standard is being met through the use of an online forum ( blog space) that promotes and requires students to abide by the rights, responsibilities and opportunities provided in the digital forum.

Implementing the blog also meets standards for teachers who are providing an educational experience. The first standard that this meets for teachers is ISTE 3: Model Digital Age Work and Learning (ISTE 2008). This is met through providing weekly samples of blogs for students to appropriately model after. The second standard that this meets for teachers is ISTE 2: Designing and Developing Age Learning Experiences and Assessments (ISTE 2008). This is met through providing a safe, comfortable blog space that utilizes technology integration rather than a simple paper and pencil assignment.

The use of blogging can be utilized as an educational tool for students in many settings. Within the Health Education setting, it can be utilized to promote stress management skills and the ability to appropriately express feelings/expressions/ideas on topics.

References

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

International Socitey for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Lukas, J. (n.d.). Coping through blogging: A review of studies on the potential benefits of weblogs for stress reduction. Retrieved January 20, 2017.