SHAZAM!!!

SHAZAM!!!

Put a kick into health and physical education with

technology

Lauretta J.Burton Sandra OwenMike Tenoschok April 2001

Produced by Ying Wang,GRA

SHAZAM!!!SHAZAM!!!A joint project of Cobb County Health/Physical A joint project of Cobb County Health/Physical

Educators and the Department of Kinesiology and Educators and the Department of Kinesiology and Health,Health,

Georgia State University Georgia State University Need:Need:

Since 1997, the Cobb County Board of Since 1997, the Cobb County Board of Education has required 5 SDU credit hours Education has required 5 SDU credit hours in technology for certificate renewal.in technology for certificate renewal.

Typically, these courses did not provide Typically, these courses did not provide relevant health and physical education relevant health and physical education applications. applications.

Health and Physical Educators requested a Health and Physical Educators requested a 50 contact hours, 5 SDU credit hours 50 contact hours, 5 SDU credit hours technology course specific to health and technology course specific to health and physical education applications.physical education applications.

On-Line Course Description On-Line Course Description 32 hours32 hours interacting through a course discussion board, interacting through a course discussion board, on-lineon-line assignments, and Web Quest writing; assignments, and Web Quest writing; 12 hours12 hours in in classroom/gymclassroom/gym application; application; 6 hours 6 hours in skill training . in skill training . On-line course written by Sandra Owen On-line course written by Sandra Owen

Department of Kinesiology and Health Department of Kinesiology and Health Incorporates state, national, and Incorporates state, national, and

international technology standards into international technology standards into health and physical education learning health and physical education learning activities; http://www.gsu.edu/~wwwche activities; http://www.gsu.edu/~wwwche

Promotes critical thinking , problem-solving, and Promotes critical thinking , problem-solving, and reflection through “web-questing” by students reflection through “web-questing” by students and teachers; andand teachers; and

Emphasizes technology-based communication Emphasizes technology-based communication

Middle/High School Health and Middle/High School Health and Physical Education Technology Physical Education Technology

ApplicationsApplications Process:Process:

1. Instructor posted online HPE model1. Instructor posted online HPE model

2. Teachers developed and implemented2. Teachers developed and implemented field-based HPE applications, and field-based HPE applications, and

3. Posted their reflections on a course3. Posted their reflections on a course discussion board. Teachers were discussion board. Teachers were encouraged to read each others’ encouraged to read each others’ reflections reflections

4. Students posted reflections about the4. Students posted reflections about the technology-based learning experience technology-based learning experience

Technology Applications for Technology Applications for Health & Physical EducationHealth & Physical Education

Learning Expedition (P.E. Example)Learning Expedition (P.E. Example)The teacher directs students to The teacher directs students to http://k2.kirtland.cc.mi.us/~balbachl/exprog.htm http://k2.kirtland.cc.mi.us/~balbachl/exprog.htm to to review various steps to meet a personal exercise goal. review various steps to meet a personal exercise goal. Upon selecting the goal, the student is asked to Upon selecting the goal, the student is asked to review the suggested strategies for the goal and review the suggested strategies for the goal and develop a plan of action. Students are asked to team develop a plan of action. Students are asked to team with a peer and communicate by e-mail celebrating with a peer and communicate by e-mail celebrating successes and supporting each other during the successes and supporting each other during the difficult “behavior back slides.” difficult “behavior back slides.”

Teacher’s commentTeacher’s comment:”These websites correlated :”These websites correlated well with the Prudential Fitness test. Students learned well with the Prudential Fitness test. Students learned to calculate resting heart rate, max heart rate, heart to calculate resting heart rate, max heart rate, heart rate reserve, and training zone. Students worked well rate reserve, and training zone. Students worked well in pairs, helping each other to reach personal goals.” in pairs, helping each other to reach personal goals.”

Technology Applications for Technology Applications for Health & Health & Physical EducationPhysical Education

Guided Co-Operative Questioning: HealthGuided Co-Operative Questioning: HealthTeacher reviews the five types of guided co-operative Teacher reviews the five types of guided co-operative questions, has students pair-up, and directs students questions, has students pair-up, and directs students to http://165.112.78.61/club alert/club drug alert.htmlto http://165.112.78.61/club alert/club drug alert.htmlEach student writes two guided co-operative Each student writes two guided co-operative questions to discuss with his/her partner. Each pair questions to discuss with his/her partner. Each pair posts on the course discussion board new posts on the course discussion board new understandings about club drugs.understandings about club drugs.

Teacher CommentTeacher Comment:”I was pleasantly surprised by :”I was pleasantly surprised by the students’ ability to write questions and their the students’ ability to write questions and their honesty during peer discussions and reflections.”honesty during peer discussions and reflections.”

Student CommentStudent Comment::”By reading the article on club”By reading the article on clubdrugs, we would not have learned as much as we did drugs, we would not have learned as much as we did by asking each other questions on it, and answeringby asking each other questions on it, and answeringthem too.”them too.”

Assessment of Course Assessment of Course ImpactImpact

Measured 9 learning environment Measured 9 learning environment variables, 6 learner variables, and 6 variables, 6 learner variables, and 6 teacher competency variables. teacher competency variables.

Items were taken from the Seven Items were taken from the Seven Dimensional Analysis Model developed by Dimensional Analysis Model developed by the Milken Exchange.the Milken Exchange.

Instrument reliability for this sample of 20Instrument reliability for this sample of 20teachers was .88teachers was .88

One tailed, Paired t test, alpha .05, MES One tailed, Paired t test, alpha .05, MES =1=1

Assessment of course impactAssessment of course impact

Learner VariablesLearner Variables

My students’ communication skills have been My students’ communication skills have been improved through the use of technology improved through the use of technology (t=2.89, .005 , power=.97)(t=2.89, .005 , power=.97)

Technology has prompted insightful, complex Technology has prompted insightful, complex questioning by my students (t=2.20, .025 , power= questioning by my students (t=2.20, .025 , power= .98).98)

Technology has improved my students’ ability to Technology has improved my students’ ability to forecast results(t=2.15, .025 , power=.98)forecast results(t=2.15, .025 , power=.98)

Technology has increased my students’ Technology has increased my students’ meaningful application of contentmeaningful application of content(t=1.85, .05 ,power= .99)(t=1.85, .05 ,power= .99)

Assessment of course impactAssessment of course impact

Learning Environment VariablesLearning Environment Variables

Technology facilitates the use of a wide variety of Technology facilitates the use of a wide variety of instructional strategies designed to maximize instructional strategies designed to maximize learning and meet individual needs (t=3.08, .005 , learning and meet individual needs (t=3.08, .005 , power=.97)power=.97)

Teachers and students initiate communication with Teachers and students initiate communication with experts on a regular basis to find, test, and elaborate experts on a regular basis to find, test, and elaborate on knowledge areas (t=2.49, .025 , power=.97)on knowledge areas (t=2.49, .025 , power=.97)

Content supported by technology is carefully Content supported by technology is carefully integrated with district curriculum and linked to integrated with district curriculum and linked to local and state standards (t=2.16, .025 , power=.98)local and state standards (t=2.16, .025 , power=.98)

Assessment of course impactAssessment of course impact

Teacher competency VariablesTeacher competency Variables

Technology has increased my opportunity to Technology has increased my opportunity to communicate and has improved my communicate and has improved my communication skills (t=2.39, .025 , communication skills (t=2.39, .025 , power=.99)power=.99)

My use of technology has deepened my My use of technology has deepened my understanding of content ( t=2.07, .05 , understanding of content ( t=2.07, .05 , power=.99)power=.99)

Future PlansFuture Plans

Add applications on “assistive technology”; Add applications on “assistive technology”; “incorporating international, translated e-mail among “incorporating international, translated e-mail among schools ”; and “incorporating technology in a one schools ”; and “incorporating technology in a one computer classroom”.computer classroom”.

Submit application to the state education department Submit application to the state education department for technology SDU approval .for technology SDU approval .

Submit application for technology college course Submit application for technology college course credit approval.credit approval.

Market the course to school districts.Market the course to school districts.

Continue to develop and post web quest applications Continue to develop and post web quest applications for teacher access.for teacher access.

WebQuest Defined:WebQuest Defined:

““an inquiry-oriented activity in an inquiry-oriented activity in which some or all of the which some or all of the information that learners interact information that learners interact with comes from resources on the with comes from resources on the internet…”internet…”

(Dodge,1995)(Dodge,1995)

WebQuest Defined:WebQuest Defined:

Learners:Learners:– Obtain Obtain information from a information from a

variety of sourcesvariety of sources– ExamineExamine a body of knowledge a body of knowledge– ReconstructReconstruct new information new information– DemonstrateDemonstrate understanding understanding

WHERE DO WEBQUESTS FIT WHERE DO WEBQUESTS FIT IN BLOOM'S TAXONOMYIN BLOOM'S TAXONOMY

““It is very important to be cognizant of It is very important to be cognizant of Bloom’s Taxonomy Bloom’s Taxonomy of the Cognitive of the Cognitive Domain.”Domain.”– (Lane, 2000)(Lane, 2000)

The WebQuest Page

Components of a Components of a WebQuestWebQuest

IntroductioIntroductionn

TaskTaskProcessProcess

ResourcesResourcesEvaluationEvaluationConclusionConclusion

WebQuest:The IntroductionWebQuest:The Introduction

PurposePurpose– Prepare and Prepare and

hook the readerhook the reader

– Provide Provide backgroundbackground

– Communicate Communicate thethe

“ “Big QuestionBig Question””

WebQuestWebQuest: : TaskTask

Clear Clear description of description of what the end what the end result of the result of the learner’s learner’s activities will activities will be.be.

ExamplesExamples– Play Play – PowerPointPowerPoint– HyperStudioHyperStudio– Verbal PresentationVerbal Presentation

» DebateDebate

– Newspaper AccountNewspaper Account– LetterLetter– Videotape NewscastVideotape Newscast

WebQuest: ProcessWebQuest: Process

A description of clearly defined A description of clearly defined steps that learners should go steps that learners should go through in completing the taskthrough in completing the task

Can also provide learning adviceCan also provide learning advice

WebQuest: ResourcesWebQuest: Resources

A list of on-line resources which the A list of on-line resources which the instructor has located, ones that instructor has located, ones that will help the learners accomplish will help the learners accomplish the task. The resources are pre-the task. The resources are pre-selected by the teacher.selected by the teacher.

Some resources may not be on the Some resources may not be on the web.web.

ResourcesResources

AudioconferencAudioconference with an experte with an expert

TextbooksTextbooks AudiotapesAudiotapes Face-to-face Face-to-face

interactioninteraction Web PagesWeb Pages

E-Mail with E-Mail with expertexpert

Searchable Searchable databasesdatabases

WebQuest: EvaluationWebQuest: Evaluation

A rubric that examines the different A rubric that examines the different aspects of the student product. aspects of the student product.

Rubrics designed by the teacher are the Rubrics designed by the teacher are the most authentic assessmentsmost authentic assessments

WebQuest: ConclusionWebQuest: Conclusion

Brings closure to the Brings closure to the WebQuestWebQuest

Summarizes the projectSummarizes the project Reviews what the students Reviews what the students

have learnedhave learned Encourages reflection and Encourages reflection and

exploration of the topicexploration of the topic Gain feedback from studentsGain feedback from students

HowHow to Beginto Begin

The WebQuest Project should :The WebQuest Project should :– be tied to local, state or national be tied to local, state or national

curriculum standards;curriculum standards;– replace a lesson that you are not replace a lesson that you are not

totally satisfied withtotally satisfied with– make good use of the Webmake good use of the Web– require a degree of understanding require a degree of understanding

that goes beyond comprehensionthat goes beyond comprehension

Example WebQuestsExample WebQuests

Cobb County Health and Physical Cobb County Health and Physical Education Technology Application Education Technology Application

ProjectProject Go to the ITCweb pageGo to the ITCweb page

http://itc.gsu.eduhttp://itc.gsu.edu– http://itc.gsu.edu/webquests/index.htmlhttp://itc.gsu.edu/webquests/index.html