Needs of Target Population
According to Moncada, Paterson and Pierce (2014), the needs of the population is to develop current, relevant skills to become active participants in a global community. We want to empower the students to push the limits of their education by personalizing the structure of school and the learning process. Cultivate a culture and environment of intellectual growth, creativity and problem solving skills for each individual with good habits of mind integrated into the curriculum. Develop knowledge, skills and attitudes based on performance and mastery as well as an emphasis on understanding. Create challenging, meaningful and purposeful education for students where high achievement is the norm. For Grades 6-9, the focus is on the fundamentals and for Grades 10-12 the focus is on application.
Identify a Problem and Its Causes
National Standards and Grade-Level Outcomes for Physical Education have been adopted throughout K-12 schools. “Linked to standards-based learning is standards-based accountability. Standards-based accountability mandates ongoing assessment of students’ progress, which requires teachers to systematically assess, collect data on and provide evidence of student growth (i.e., that students are meeting grade-level outcomes).” (SHAPE, 2014) Traditionally, physical education teachers have relied on observation to assess student performance of motor skills. This creates a few challenges as details can be overlooked or even missed based on live observation. Once the performance is over we cannot go back and analyze what occurred with accuracy, potentially missing meaningful feedback. Taking into account the large number of students per class, as well as throughout the day, keeping track of all the information gathered and making sense of it to plan further instruction can be overwhelming. In addition, this creates a missed opportunity to make student achievement and progress towards the standards and outcomes visible. To overcome these challenges, work towards standards, meet outcomes and to enhance the learning experience for our students we can integrate iPads and applications with Physical Education. These technologies combine well to record, analyze, give feedback, track progress, organize data, plan for further practice, and provide visible evidence of student learning of motor skills. With these technologies in hand, learning becomes more student-centered because it creates an environment where students take on a more active role in the process. Units and lessons can become more individualized to meet specific student needs as well as collaborative and project based making the experience for students engaging and intrinsically motivating. Students could store and organize information, choosing which evidence (pictures, video, text, audio, etc.) best represents their growth in a digital portfolio. Utilizing these technologies enables students to be future ready, with practice, application and acquisition of tech skills to go along with motor skills.
This project is intended for the International Community School in Kirkland, Washington. According to Moncada et al. (2014) the school serves Grades 6-12, is a choice school in the Lake Washington School District where student admission is done through a blind lottery. It is a public school, born of community action in 1997 to create a small, academically rigorous secondary education program with a focus on international awareness. The school includes 443 students and all classes meet a minimum of 4 times per week. The school already provides 6 core subjects for 6 years: Humanities, International Studies, Math, Science, Arts and Spanish where promotion to upper curricular levels is tied to mastery learning. The aim for this project is for student learning in physical education to be high achieving and for that learning to be communicated and visible.
Define a Solution
On each iPad download the Coach’s Eye, Edmodo and Dropbox applications. Coach’s Eye is the performance-enhancing video app that uses the built in camera to capture video for analysis. Evaluation of performance is possible due to slow motion capabilities, adding annotations with drawling tools and audio commentary. Two videos can also be compared side-by-side. Video or have students video each other performing motor skills in class. Using this app offers a variety of methods for providing meaningful and specific feedback to students based on their performance. Edmodo is a social media platform designed for education. Teachers can create groups for classes, manage coursework and interact with students. Transferring video to Edmodo is a method for sharing feedback and getting discussion started about our learning. Video captured from Coach’s Eye is easy to share with Edmodo, Dropbox as well as Email, Text, Facebook, Twitter, YouTube and more. Dropbox is a cloud storage app that lets you store all photos, videos and documents in an easy to save file for each class and individual student by name. When students are ready to share items they could easily access them from here, for example when putting together their digital portfolio. There are a number of free sites that students can choose from that offer a platform for creating portfolios.
For the students and teacher to use the iPad and applications to further support standards-based learning, communication and providing evidence towards each students’ acquisition of motor skills.
The total budget for this project is $9,059.85. The iPad Air 2 can be purchased at www.apple.com. The applications can be purchased and installed in the App Store by clicking on the app icon when you turn on the iPad Air 2. You will need to enter a credit card # and address to make the purchase even if it is free of charge.
Over the course of the first year the students and teacher will gain experience in using the technology as an assessment tool to fine tune further learning specific to the individual and group needs. This will become evident as performances are evaluated, feedback is provided and instruction is differentiated for each individual.
At the end of the year a digital portfolio can be viewed for each student demonstrating what they have learned in regards to motor performance in a variety of contexts. The portfolio would show a pre-assessment of a motor skill, the feedback provided, how they practiced and what growth took place.
A highlight video could be put together to share with the community how we have used the technology to enhance our learning in physical education.
For each student to use the iPad and applications to create an individualized digital portfolio that provides evidence of their performance, assessment, growth and achievement of motor skill and movement in more than one context.
For the teacher to use the iPad and applications to create class and individual files for the collection, storage and use of information for the purpose of communicating and making visible our standards-based learning in physical education.
The iPad Air 2 and apps can be used to enhance the learning in physical education in many creative ways. Videos could be created ahead of time for students to watch, saving class time or intriguing the students as to what they will do in class next. Slideshows or a series of pictures could be used to demonstrate the critical elements or cues of the techniques we are learning. One student could video while the other performs, switching back and forth so each student is active. Students can also podcast including video about the topics they are learning. Polls, assignments and pictures could be posted in Edmodo to guide questioning and discussion. Checklists and rubrics can be created, peer assessment as well as self-assessment opportunities present themselves. Many possibilities exist and should be explored if the technology can supplement student learning. Other apps can also be installed, most of them free, that will engage students in learning the other standards in physical education.
Activities and Timeline
First, purchase the iPad Air 2’s. Once received install the apps on each iPad. Create class organizational folders for Edmodo and individual student folders for Dropbox. Use the technology early in the first couple weeks of school to get motor skill pre-assessment for each student. Provide students with individual feedback on their performance, discuss strengths and areas for improvement. Post some video in Edmodo for each class to guide the discussion. Have students practice transferring the video file to their individual Dropbox. Throughout each unit have students select what they want to keep as evidence of their progress. By the end of the year each student can create a digital portfolio.
Students will gain tech skills as well as motor skills throughout the year. Each student becomes part of the learning process and are actively involved in their learning. Each student will be able to share what they have learned and the evidence collected can be made visible. Communication between the teacher and students will be strengthened as many opportunities are presented to assess, provide feedback and plan for deliberate practice. Learning in physical education is shared with the community raising its profile.
This project will impact all students. It will help provide each student with video analysis of their performances throughout the year, specific feedback about what they could do to improve and provide evidence of their learning. The use of technology will help engage the learner by personalizing instruction. Students will develop tech skills to go along with motor skills so learning is integrated. Grades 6-9 will focus on the fundamental performance of a skill and grades 10-12 will focus on the application of skill within various contexts. The iPad and apps could be used as much as daily if it facilitates learning for the lesson. By the end of the year all stakeholders in the community will be able to see students’ progression and the learning in physical education will become visible.
Moncada, Peterson & Pierce. (2014) ICS student/parent handbook 2014-2015.
Retrieved from http://www.lwsd.org/school/ICS/SiteCollectionDocuments/Registration%202014/Handbook%202014-2015%20final.pdf
Society of Health and Physical Educators [SHAPE]. (2014). National standards and
grade-level outcomes for K-12 physical education. Champaign, IL: Human Kinetics.