Group items tagged

In Turkey, there are limited studies in physical education and sport field related to TPACK. Shared article can be given as a good example that aimed to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers. Findings revealed that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting.

Unfortunately this is a common problem for every institute and department. Instructors are not enthusiastic and creative use of technology in classroom. In my undergraduate study in CEIT ! , we processed many courses with only PowerPoint presentations :) we learnt many technology but the integration of technology in teacher training is unfortunately insufficient.

"Teachers in many subjects, including math, science and foreign languages, are all using technology to switch up the way students learn. However, one area that hasn't recently been in the spotlight is physical education (PE), where it's assumed students just run around playing soccer or basketball." If you wonder about flipped learning in physical education, this sharing is for you ;)

just a brief introduction how technology helps students to become physically active in PE class

There is an article about flipped classroom in physical education (PE). It gives general information on what flipped learning is, and why this is a teaching method for the future. Also, it informs to readers how the method can be applied to the subject PE. There is nothing new; the method is the same as the other courses.

Hello Everybody. I invited Matti Pirttimaa to our group. He is a university teacher at the University of Turku, Finland and he is very interested in our coursework. Please welcome Matti to our Diigo group. 

In our University we use Moodle2. Last autumn we started to use Moodle2, it is a little more advanced version, but don't have possibilities for social media. I think also that as a disadvantage. Evrim, I would to ask you, which is the main subject of the students in this group? Are they subject teacher students? How about this your course and your role here, is that an independent course just for learning technology in education? Or are you studying some other subject, but you use this group and social media tools for learning the subject content? Whatever, I think these things are very usefull for the students despite of the disciplines.

Matti, this is "Research and Practice on Technology in Teacher Education" graduate course. Students are from the masters and PhD programs such as computer education, science education, curriculum and instruction, math education, and physical education. Throughout the semester, we will be investigating recent practices on how technology is integrated into teacher education programs as well as the TPACK framework. We are using these tools to extend our class interaction beyond what happens in a limited 3 hour face to face meetings. Besides, students are using this further after the class ends.

This is the abstract of a research study . In this study they invited a research panel (six researchers) and an expert panel (54 science-related educators) to propose and validate the framework of TPACK-practical. They applied two rounds of anonymous communications and Delphi survey techniques; identified a total of eight dimensions of TPACK-practical and corresponding indicators and rated them as having high levels of importance. They found disciplinary differences between the different groups of experts. Their findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences

While I was doing research on TPACK, I saw that validity of TPACK-practical model was examined in Turkish context.In that study, it was revealed that the adapted form of the survey exhibited the same item-factor harmony and structure as the original form. Here is the link: http://www.sciencedirect.com/science/article/pii/S0360131515001189

This infographic foresee the future of education technology. It was prepared on 2012. It states that today technology is fixed and centralized either in a computer lab or within the classroom. The technology use in education take place in three environments. In classrooms education is teacher-centered. Regarding studios, they give the opportunity of peer to peer interaction in which teachers are facilitators. And virtual environments facilitate learning regardless of physical space

In the article, you can find beneficial explanation of advantages and limitations of flipped classrooms.

Thank you for this informative and easy-to-read article Ezgi. I agree with most of what the writer argues; however, the 2nd con about "trusting" the student made me feel a bit unease because as teachers and also human beings we have to trust others at least to a certain degree and I believe that teachers are a bit way too sceptical as to their students' credibility. I get the reasons behind this and totally agree yet still argue that we shouldn't count "trusting the student" as a con for flipped classrooms. After all, in a traditional school, the teacher still counts on the student when she sees a completed homework which might have been done by the student's father.

Thanks for your sharing Ezgi, I really like it :) In my opinion, 5th con is valuable to discuss because there are so many studies in the literature indicating that screen time has been considered as a main issue for physical inactivity among children and adolescences. Almost all parents complain about their children's long time usage of technological devices. Therefore, while planning a flipped classroom, this subject must be considered seriously.