Day 2

 Small Group Task : ◦ Lead reviewers will cluster and discuss reading  Generate collective summary to be shared with class,  Share personal reactions  Prepare 3-4 discussion points and/or questions related to reading to lead discussion  Large Group Task : ◦ Each reading group will share and lead discussion with whole class Woods et al., 2008 Team 1 lead Team 2 lead Team 3 lead Team 4 lead Team 5 lead Gibbone et al., 2010 Team 1 lead Team 2 lead Team 3 lead Team 4 lead Team 5 lead Mishra & Koehler 2006 Team 1 lead Team 2 lead Team 3 lead Team 4 lead Team 5 lead

External Barriers: ◦ Lack of training ◦ Lack of administration support ◦ Limited time for teacher planning ◦ Budget constraints Internal Barriers: ◦ Basic resistance to change ◦ Incompatible with values ◦ Conflict with teaching beliefs ◦ Teacher technology knowledge / proficiency Ertmer, 1999; Pierson, 2001

 Characteristics of Quality Technology PD: ◦ Demonstrates explicit technology and instructional connections ◦ Models effective uses of technology ◦ Provides hands-on and “active learning” with technology ◦ Focuses on technology use to enhance student learning ◦ Provides on-going support and follow-up Ince et al., 2006; Martin et al., 2010

Assessment & Evaluation of Student Learning Digital photography, digital video LCD projectors Fitnessgram, Activitygram

 Idea Sharing with Professionals  Instructional Aides  Assessment & Student Evaluation The introduction of digital video into teaching and learning should be gradual, purposeful, and subject to regular review on part of teacher and learner – Weir & Connor, 2009, p. 168

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1. Reference Clips ◦ selected and edited by teachers to show particular aspect of performance to practice or improve upon 2. Feedback to Learners ◦ captures student performance, allows them to view with specific focus on cues to demonstrate 3. Assessment of Learning ◦ students shoot videos of performance to document progress for teacher evaluation PET 441 Example- raw footage

 How have you seen or used video to deliver content or assess student learning?  If given a choice, which type of video would you most likely use in your teaching? Why? ◦ Reference Clips ◦ Feedback to Learners ◦ Assessment of Learners

 Bulletin boards  Snapshots to send to local media  Yearbook photos  Class newspaper/ Blog  Student of the week

 “A Day in the Life of…”  Scavenger hunts of concepts learned ◦ Example Example  Student designed class newspaper  Know Your Community ◦ Example Example  Evaluate School PA “friendliness”  Sport Photo Journalist  How I’m/My Family is Active at Home  Skills check  Check for understanding ◦ Example Example

Hands HighChest to Target Back to Target Ready Position

 With a partner, photograph what one might look like when using a light, medium, and hard force when hitting a tennis ball with a racquet. Describe what clues are given by the body to reflect light, medium, and hard force.