ICT’s in a HPE Physical Activity lesson

I introduced a new sport to my Year 5 class this week – European Handball. Students were emailed prior to the lesson asking them to bring their tablets/laptops out to the court for the lesson. As other students such as Lauren mentioned in this blog, one PE period per week makes it challenging to provide opportunity for physical activity and meeting the ICT challenge. As a way of integrating ICT’s, before we started any physical activity on the court, students were organised into collaborative groups and then accessed an email I had sent which contained a number of web links and YouTube clips. They watched and read the clips and then created a Google document on the Google Drive summarising key facts and information about the sport of European Handball. Students were asked to ‘share’ their document for comment.  After the lesson, students were emailed with some follow up questions to answer and provide me with the URL for their document, so I could comment. Still waiting for some emails!


One to One Tablet Program

I discovered that the year 5 & 6 classes at my prac school all have a tablet that they carry with them to all classes, including HPE, if requested. My mentor teacher said they have used them on a previous occasion to monitor heart rate before, during and at the end of specific exercises. We are about to start a unit on Futsal Soccer, so I am thinking I will try and develop some activities that requires recording heart rates; graphing or recording those results via a Google document on Google drive; then shared, so that others can compare results; make positive and constructive comments and suggestions; and make some analysis of what the results mean.

Inter-House Athletics Carnival

Yesterday and today at my prac school was the inter-house athletics carnival and it was a very successful event. The program was tracking really well throughout the day but unfortunately just finished up a little over time at the end. It gave me a glimpse of the large amount of behind the scenes preparation and planning goes into making such a day flow well and be an enjoyable experience for all students, staff and spectators. The careful preparation of recording sheets, ‘Standards’ competitors, running sheets, and previous records sheets are all so essential. The availability of wireless networked laptops in the recording tent and the use of a ‘multi-timer’ at the finish line for sprints makes for efficient data capture and storage.  Here is a link to a website that can supply such devices, including devices with the ability to printout the lane results immediately. 

I’m hearing you!

I have just read through a couple of blog posts, one from Jess and another from Kaz. Both express some concern about the effective and innovative use of ICT’s in their prac. location. One school seems quite well resourced but the other more limited. Both locations appear to have challenge and I can relate to Jess in that my prac location has one to one tablets program for year 5 and 6. However, the HPE timetable is fairly full with preparing for athletics carnival on Friday. I haven’t yet had the chance to introduce innovative use of ICT’s. Looks like it will have to be in week two or three, once I work out what to do! One thing that another teacher at the school suggested was a Smart Pen that records everything as it is written as well as the audio that accompanies the writing. This can then be replayed by students to capture all the important info and make sure nothing is missed. One such product is demonstrated on this link. I will investigate further regarding how useful this is in a HPE context. Stay tuned.

Create a Webquest!

Well, I have just finished the creation of my first Web Quest activity. What a challenge! I am super impressed with some of the other examples I checked out, however, the amount of time it took me to prepare my Web Quest was very demanding. In saying this, I can really see the benefits and advantages of a student based inquiry model. There are so many great online resources – games, activities, videos –  as well as an abundance of downloadable worksheets prepared for any year level and a wide variety of topics. I will certainly be trying to tap into these and hopefully become more proficient at creating better web quests.  Here’s a link to Questgarden, the site used to create my webquest.

Work That Matters!

Interesting site that David commented on and tagged in ‘Best content in ICT’s and pedagogy’. I viewed another source the other day, a YouTube video titled ‘Learning for tomorrow – Flipped Learning‘, that seemed to echo a lot of what the author of this blog says regarding the need for content, tasks, lessons and assessment to go beyond the traditional teaching approach that is constrained and shaped by the classroom and set curriculum. Instead, if we want students to engage and enjoy, then the content; method of delivery; task activities; and assessment, needs to be based on things that matter to our digitally rich and savvy 21st century students. If we as educators are preparing students today for jobs and careers that don’t even exist at the moment, then perhaps we need to let go and allow those who are more adventurous, creative and willingly alternate, develop their own ways to demonstrate their understanding and knowledge, albeit foreign new and even uncomfortable for the educator. In this YouTube clip, the teacher allows, even encourages students to produce their alternate forms of assessment. Students do not have to complete his set assessment, as long as they can demonstrate in other ways their learning. This is still to some extent connecting assessment to a mark on a report. What about the following quote that comes from this Mind/Shift website. How brave are you????

‘What if we let our students do work that they actually cared about and wanted to create, not for a grade but because of its potential contribution to and effect on the world?”   Will Richardson

Bloom’s Digital Taxonomy

In preparing my assignment 2 Unit of Work, I came across this version of ‘Bloom’s Taxonomy’. It expands on the original (Bloom, 1956) and ‘revised’ version (Anderson and Krathwohl, 2001), who changed the order of the top two thinking skills and added verbs to describe the stages. Churches (2007), added digital verb expressions to the verbs as well as a brief description of digital tools and terms that match the various levels of Bloom’s, appropriate for the 21st century context. (See the diagram below), however, for a more detailed explanation click on this link. Terms like uploading, sharing, hacking, gaming, social bookmarking, twittering, tagging and blogging are explained and connected to varying levels of Bloom’s.

Mind map of Bloom's Revised Digital Taxonomy