体育教学模拟教学方法的技术整合:GoPro PE试验1.0

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
B. Hyndman, Lisa H. Papatraianou
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To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). 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引用次数: 0

摘要

教师教育计划在协助职前教师(pst)提供适合发展的体育教育(PE)课程方面发挥着独特而重要的作用。尽管扮演着重要的角色,但体育课的“物理”性质和在线高等教育项目日益增长的外部环境,使得为pst提供现实生活中的实际体育学习体验变得具有挑战性。一个可能的解决方案是为在线学生提供模拟的校园学习体验。在教育环境中出现的一种技术形式是GoPro视频录制设备,它有可能模拟体育学习并解决一些关键的学习领域。迄今为止,通过GoPro视频技术模拟体育实践学习过程的潜力的研究很少。本文的目的是在技术教学和内容知识(TPACK)框架的基础上报告教师实地笔记的观察和反思。据透露,GoPro技术的适用性得益于其便携性和相机捕捉视角的能力。对于教师培训项目来说,通过提供体育实践课的模拟经验来提高PST的“准备”是至关重要的,以确保达到研究生的标准。在现代社会,体育教师的有效准备是至关重要的。随着促进体育教学准备的培训方法、工具和交付方式的不断发展,我们未来体育教师在健康与体育(HPE)整体学科中的准备程度将继续得到评估(McMahon & Dinan-Thompson, 2014)。然而,关于如何以适当的教学方式将技术融入体育教学的问题仍然存在(Juniu, 2011)。1998年,Shulman报告说,教师应该有能力通过适合学生学习概况的教学方法来展示内容知识,而不管教育环境如何(例如,篮球场上的实践课)。由于体育的实践性通常是在结构化的、坐着的教室之外进行的,体育教师考虑可以应用于课堂之外的技术集成来捕捉和提高学生的参与度是很重要的(Juniu, 2011)。职前教师(pst)必须发展适当的教学知识,并随后应用各种教学技能,以便在与其他教学学科不同的实际环境中使用(Hyndman, 2017)。为创新教学实践准备体育教师教育(PETE) pst的期望反映在高等教育部咨询小组(TEMAG)建议和澳大利亚教学和学校领导研究所(AITSL)标准中。最近澳大利亚TEMAG的建议强调了创新技术的应用,促进了提高pst“课堂准备”和“课堂交付”的方法(TEMAG, 2015)。此外,AITSL研究生教师标准描述了管理一系列教学策略和参与专业学习的重要性,特别是与创新技术的使用有关(AITSL, 2011)。然而在美国,据报道,在PETE计划中使用技术尚未得到有效实施(Leight & Bechtel, 2010)。教师教育准备的指导方针继续涉及技术的使用,尽管技术在聘用PETE - pst方面的促进作用并不明显。考虑到这一点,有必要考虑新兴的技术形式,以及如何将技术的创新应用融入教学实践(Casey, Goodyear & Armour, 2016)。因此,本文运用技术整合框架作为体育教师和PETE项目的指导,考虑GoPro视频捕捉技术对模拟实际体育体验的促进作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0
Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the ‘physical’ nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). Yet questions still remain as to how technology can be integrated within PE teaching in a pedagogically appropriate manner (Juniu, 2011). In 1998, Shulman reported that teachers should have the ability to demonstrate content knowledge via pedagogical methods that are adaptable to the learning profiles of students irrespective of the educational setting (for example, practical classes on basketball courts). Due to the practical nature of PE often being taught away from structured, seated classrooms, it is important that PE teachers consider technology integration that can be applied beyond the confines of a classroom to capture and enhance student engagement (Juniu, 2011). Pre-service teachers (PSTs) must develop the appropriate pedagogical knowledge and subsequent application of a variety of teaching skills to use in practical contexts that often differ from other teaching disciplines (Hyndman, 2017). 7 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 The expectation to prepare Physical Education Teacher Education (PETE) PSTs for innovative teaching practices is reflected in the Tertiary Education Ministry Advisory Group (TEMAG) recommendations and Australian Institute for Teaching and School Leadership (AITSL) standards. The recent Australian TEMAG recommendations emphasise the application of innovative technology, facilitating methods to enhance ‘classroom readiness’ and ‘classroom delivery’ of PSTs (TEMAG, 2015). Additionally, the AITSL graduate teacher standards describe the importance of administering a range of teaching strategies and engaging in professional learning, especially relating to the use of innovative technology (AITSL, 2011). Yet in the United States, it has been reported that the use of technology within PETE programs has not been effectively implemented (Leight & Bechtel, 2010). Guidelines for teacher education preparation continues to involve the use of technology despite the occurrences of lackluster facilitation of technology to engage PETE PSTs. With this in mind, there is a significant need to consider emerging forms of technology and how innovative uses of technology can be integrated into teaching practices (Casey, Goodyear & Armour, 2016). Therefore, this paper applies a technology integration framework as a guide for PE teachers and PETE programs to consider the facilitation of GoPro video capturing technology to simulate practical PE experiences.
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