Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technologybased Service Learning Projects

This article was downloaded by: [Adelphi University], [Stephen Silverman] On: 05 May 2014, At: 05:56 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Physical Education, Recreation & Dance Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ujrd20 Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technologybased Service Learning Projects Anne Gibbone a & Kevin Mercier a a Adelphi University in Garden City, NY. Published online: 30 Apr 2014. To cite this article: Anne Gibbone & Kevin Mercier (2014) Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-based Service Learning Projects, Journal of Physical Education, Recreation & Dance, 85:5, 18-22, DOI: 10.1080/07303084.2014.897568 To link to this article: http://dx.doi.org/10.1080/07303084.2014.897568 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the Content ) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions

ACCOMPLISHING PETE LEARNING STANDARDS AND PROGRAM ACCREDITATION Service learning provides teacher candidates an opportunity to fulfill academic goals through community service projects (Cutforth, 2000). Service learning in physical education teacher education (PETE) programs has been in existence for some time (e.g., Carson, 2008; Peterson, Judge, & Pierce, 2012). High-quality products of service learning have been shown to address school and community needs while providing teacher candidates with valuable learning experiences (Bishop & Driver, 2007; Galvan & Parker, 2011). In addition to meeting the needs of community members and teacher candidates, service learning projects can support PETE programs in their effort to gain accreditation (Watson, Hueglin, Crandall, & Eisenman, 2002). Teacher candidates use of technology is a component of the PETE program standards. Although ideas for technology integration in physical education have been the focus of many recently published professional articles (e.g., Hicks, Hancher-Ruch, & Casselman, 2012), many PETE programs continue to struggle in the area of holding teacher candidates accountable for using technology effectively in their teaching (Juniu, 2011). This article presents a sampling of technology-based service learning projects within the context of schools and universities that can be used to achieve several goals. The purpose is to share a collection of projects that through Teacher Candidates Technology-based Service Learning Projects ANNE GIBBONE KEVIN MERCIER the authors teacher candidates have implemented in the school setting. The end product should be a contribution that will flourish at the school site. These projects have been used as evidence for program accreditation and to demonstrate that the teacher candidates are meeting program standards. Since technology is continually transforming the need to develop professional skills and experiences, technology use for education is receiving ongoing attention. New to the body of literature on this topic is how technology-based service learning projects can be used to fulfill technology-specific accreditation requirements in higher education. The authors have found success in educating their teacher candidates to use technology in physical education, and they, in turn, have been successful in taking this knowledge further by creating and implementing their service learning projects with a technology component. The results of these projects have been used to enrich the PETE program. The purpose of this article is to provide examples of how to meet both PETE program goals and accreditation standards through field-tested technology-based Anne Gibbone (gibbone@adelphi.edu) and Kevin Mercier are assistant professors in the Department of Exercise Science, Health Studies, Physical Education and Sport Management at Adelphi University in Garden City, NY. 18 VOlumE 85 NumbER 5 may/june 2014

service learning projects. A second purpose is to show how these, and similar projects, will meet new requirements. Teaching Standards, Technology, and Physical Education Technology continues to be an integral part of the current benchmarks for teacher education programs. Currently, SHAPE America Society of Health and Physical Educators in combination with the Council for the Accreditation of Educator Preparation (CAEP) reviews colleges and universities that offer PETE programs for accreditation. In 2013, CAEP became the accrediting body for educator preparation from a consolidation of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Accreditation Council. Accreditation provides such institutions the recognition of meeting national standards designed for quality assurance. A voluntary peer-review process by field professionals, public representatives, and policymakers is used to evaluate teacher preparation programs. Once it is determined by the accreditation agency that the required national standards have been met, the PETE program is considered accredited (NCATE, 2008). PETE programs must meet specific technology-related standards for accreditation. A summary of the CAEP standards that include technology in the definition are presented in Table 1 (CAEP, 2013). Additionally, other standards can be met through the use of technology, depending on how the technology is applied and rationalized. The role of SHAPE America is to assist institutional accreditation by providing specific PETE program learning goals. It also helps determine the status of the program during the process by reviewing the program s assessment of data, as well as their teacher candidate s work samples. This evaluation is based on the National Standards for Initial Physical Education Teacher Education (National Association for Sport and Physical Education [NASPE], 2008). National PETE Standard 3.7 (see Table 2) directly relates to technology use and is exemplified in the service projects presented next. A Technology-based Service Learning Project In the physical education program at Adelphi University, students complete a practicum (fieldwork) experience at both the elementary and secondary levels prior to student teaching. Completion of a service learning project is required for candidates during both of these placements. The project is outlined in the class syllabus, and the requirements and grading rubric are presented to the teacher candidates in the first week of the semester. Class time is provided to students to support project development. Adelphi University is fortunate to have a course titled Technology in Health and Physical Education, required for all physical education majors. Students learn about many types of technology and how to use them in their physical education teaching. A full semester course such as this is not a requirement for conducting successful technology-based service learning projects. This class, however, provides teacher candidates with a plethora of ideas and experiential learning opportunities for incorporating technology into their projects and ultimately into their teaching. In keeping with the guidelines of service learning, students are informed that they cannot receive monetary compensation for their service. Furthermore, they must receive written permission from their supervisor and a member of the school administration to conduct their project contribute something to the school or community that is not currently in place Table 1. CAEP Accreditation Standards Met through Service Projects Standard 1: Content and Pedagogical Knowledge 1.5 Providers ensure that completers model and apply technology standards as they design, implement, and assess learning experiences to engage students and improve learning; and enrich professional practice. Standard 2: Clinical Partnerships and Practice 2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P 12 students. Standard 3: Candidate Quality, Recruitment, and Selectivity 3.4 The provider creates criteria for program progression and monitors candidates advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains. Note: As approved by the CAEP Board of Directors on August 29, 2013. JOPERD 19

Table 2. National PETE Standard #3: Planning and Implementation A teacher candidate is expected to Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives (Standard 3.7). Furthermore, the Glossary of Terms describes Technology as tools used appropriately to work effectively with students and increase student learning and performance. Technology either is discipline-specific or tailored to achieve lesson/unit learning goals and objectives. Source: NASPE (2008). Downloaded by [Adelphi University], [Stephen Silverman] at 05:56 05 May 2014 provide a service that occurs beyond the scope of their physical education class responsibilities provide a service or product that can be replicated or used in the future implement a technology related to physical education in their project It is important to ensure that candidates take into account pedagogical appropriateness and meaningfulness when they decide what type of project to pursue. Students are encouraged to discuss their service projects with their teacher mentors early in the semester. When thinking about performing a technology-related needs assessment, essential questions must be asked. Teacher candidates will be most productive if they are prepared with conversation tips and probing questions to investigate the situation at their placement and decide on a project idea in cooperation with their mentoring practitioner. Students are informed to conduct a districtlevel needs assessment by asking the questions listed in Table 3. These open-ended questions allow teachers in districts with both basic and more sophisticated technologies to identify areas for enhancement. Identifying an area of need and interest with their teacher mentors has led to more teacher candidate success in completing their projects. Often teacher mentors say that they do not have the knowledge of or background in physical education technology to use in their teaching. Teacher mentors have stated that they enjoy learning from teacher candidates who offer ideas and frequently build technology components into new or existing physical activity programs. The authors have found that it is important for the teacher candidate to be able to highlight a project s purpose and build confidence in their teacher mentor s ability to maintain it. These conversations allow for an exploration of ideas either with existing technology or with new technologies in order to explore the realm of possibilities. These possibilities can involve expenses if so inclined, or they can be designed without incurring costs. Another benefit of timely communication and mutual agreement on a project is the likelihood of school support. Special circumstances may arise when completing projects, such as the need for additional staff members or the need to reserve equipment. A change in the scale of the project and the need to adhere to individual school policies are examples of situations that have been resolved through ongoing conversations and joint support. In any event, the diversity of potential project ideas can accommodate almost any environment. When reviewing your PETE program it is essential to consider ways to systematically ensure that teacher candidates prepare and apply technology as an instructional tool before and during field or clinical experiences. Teacher candidates benefit from these experiences in multiple ways. In sharing their Wavebreakmedia Ltd/Wavebreak Media/Thinkstock 20 Volume 85 Number 5 May/June 2014

thoughts about the processes and outcomes, teacher candidates feel as though they have made a significant contribution since they are able to see their work executed. They also have an opportunity to practice communication skills through gaining approval and working with others in their endeavors. In many situations, teacher candidates have the chance to be involved with teacher functions and procedures outside of the gymnasium that they likely would not otherwise have been able to experience. Sample Projects That Meet PETE Program Accreditation Standards This section includes an overview of sample projects that demonstrate how candidates can meet the needs of their fieldwork community while accomplishing the goals set forth by the academic community. Frequently schools have underutilized existing technologies that teacher candidates can learn to use and then work with teacher mentors to implement. In some situations candidates have taken technology that was sitting in a closet and taught their mentors how it can be effectively used. In other situations, candidates introduce new technology that is then purchased by their teacher mentor once student interest and meaningfulness have been exhibited. Still, many times technology is available in the school or district, or through personal devices that can be used with creativity and planning. Activity-tracking Devices. Pedometers and heart-rate monitors have been around for a while and still remain popular in physical education. Teacher candidates have accessed this equipment as well as mobile applications (apps), such as Pedometer Free or Walk Star. In both circumstances candidates have created worksheet packets with their teacher mentors. The packets contain lesson ideas, activities, and student worksheets that use the technologies. Since they are electronic documents, teacher mentors are left with the files to continue to use and modify after the teacher candidate finishes their fieldwork. Activity packets help keep students focused, motivated, and moving, and can also be used for assessment. Mobile Applications. Since mobile devices may already be widely used by both students and teachers, candidates have tapped into ipads and smartphones as resources for service projects. Apps have been used for new lesson ideas, new unit development, and to enhance the learning of content that is already being taught. Apps have helped teachers with grouping, attendance, exercise instruction and programming, timing, score keeping, game instructions and strategies, and video demonstrations. Most often, teacher candidates review apps and class time is provided to experiment and model how they can be integrated into lessons and student resources. Teacher mentors are generally interested in continuing the use of the apps after they have viewed a demonstration of their uses. Lists of apps that have been reviewed for quality are available on the Internet; for example, the SPARK organization ipad resource list can be found at http://www.sparkpe.org/wp-content/uploads/ madforipad.pdf. One example of a candidate s use of an app for service learning is the creation of an online survey through Edmodo to conduct pre- and post-content assessments. Edmodo is a management system used by many districts to enhance communication and information delivery. One candidate realized that during certain instructional units, such as First Aid, teachers were spending a great deal of time preparing, grading, and on class management. This candidate set up both entry and exit assessments to evaluate the content Table 3. Technology Needs-assessment Questions What technology is available at the school? How many items are available? How is technology currently being used? Are there any plans to acquire technology for physical education? What type of technology would you be interested in using? Would you be interested in gaining information about technology used to support professional productivity? Would you be interested in viewing lesson plan ideas that include students use of technology? knowledge of the students each year by using Edmodo. Students could access the assessments during class time using an ipad or outside of class time using any device with an Internet connection. The teachers then spent more time focusing on improving instruction by locating instructional media and providing more time for hands-on experiences. Together, this process improved the quality of the lessons and provided a more efficient way to collect data on the students progress. New curriculum topics have also been explored by candidates for example, geocaching with mobile devices. One candidate found out that teachers were interested in adding a new outdoor activity unit to their program. By allowing students to bring their mobile devices to class, they used free compass and GPS apps, such as Compass Free and OpenCaching, to participate in the class activities. The candidate created tasks and worksheets for this unit, which captured the interest of the teacher mentor, and the unit was further developed into an elective course. Additionally, the GPS component was so well received that it was also used by the teacher mentor during the golf unit. Web Site Creation. Web page construction or enhancement is often suggested by teacher mentors for service projects because candidates tend to have more expertise in setting up and designing pages. Candidates have taught their mentors how to edit the pages once the basic elements are established using hosts such as Teacherweb or Wix. Some districts use an internal system, in which case candidates would need to work with their mentor and instructional technologist for accessibility. Common sections of the web pages include an overview of physical education, class handouts, staff biographies, event marketing, forms, policies, fitness information, unit descriptions, worksheets, slideshow presentations, and videos. Teachers can continue to update the site on their own after the candidate has left because the candidate reviewed the maintenance procedures. Exergames. Some schools have access to active gaming using video systems and projectors, and others are exploring the potential of using this form of exercise in physical education. One candidate found free or reduced-price previously used equipment that the school was able to acquire. This candidate assisted her teacher mentor during the adapted physical education class. The class was highly inactive most of the time, so she decided to include active gaming to help motivate the students. She worked with her teacher mentor to learn the games, equipment setup, and strategies for teaching special-needs students to increase their physical activity time. The unit was a great success and is a valuable addition to the program. Digital Video. Digital video is another form of technology that can enhance instruction. Many physical education programs JOPERD 21

have a Fitness Friday, Wellness Week, or other similar initiatives. Several candidates have utilized school-specific initiatives to provide media to support learning and awareness. Video content has included fitness-station video clips publicizing units taught in physical education, or physical education initiatives to increase exposure and promotion. Fitness-station video clips have been projected during class sessions, for warm-ups, or even posted online for students to view outside of class. Students can use video resources to practice skills on their own or as tutorials for learning or studying class content. Videos about fitness-testing protocols and methods to improve fitness have helped reduce student anxiety and provide appropriate activities and demonstrations. Teacher candidates have used ipads and/or smartphones to record the video, DropBox to store it, and YouTube to share it. Some videos call for editing, so having practice with Windows Movie Maker or imovie programs is useful for the candidates. The videos can be used over and over, and the teachers have the ability to create new ones, since the candidate demonstrated the procedures to them. Promotional videos have been used during Back to School Night or shared on in-school video displays or the district web site. All of these examples can be used to support candidates effective use of technology during a clinical experience, which satisfies the CAEP accreditation standards. Furthermore, these products also provide evidence of appropriate use of technology to meet learning goals and objectives that influence student learning and performance. Summary This article has presented a variety of technologies that teacher candidates have used for their service learning projects. The purpose of this article was to provide a framework for the process and selection of meaningful ideas and to initiate discussions on the array of technology-enhanced projects that candidates can offer to the community. Additionally, technology-based service learning projects can be directly aligned with PETE program standards and accreditation requirements. References Bishop, J., & Driver, S. (2007). Implementing service-learning in undergraduate adapted physical education. Journal of Physical Education, Recreation & Dance, 78(8), 15 19. Carson, R. L. (2008). Introducing the lifetime exercise and physical activity service-learning (LE PAS) program. Journal of Physical Education, Recreation & Dance, 79(1), 18 22, 35. Council for the Accreditation of Educator Preparation. (2013). CAEP standards for accreditation of educator preparation. Retrieved from http:// caepnet.org/accreditation/standards/ Cutforth, N. J. (2000). Connecting school physical education to the community through service-learning. Journal of Physical Education, Recreation & Dance, 71(2), 39 45. Galvan, C., & Parker, M. (2011). Investigating the reciprocal nature of service-learning in physical education teacher education. Journal of Experiential Education, 34(1), 55 70. Hicks, L., Hancher-Ruch, H., & Casselman, K. (2012). Using partnerships to promote health and physical education. Journal of Physical Education, Recreation & Dance, 83(7), 39 45. Juniu, S. (2011). Pedagogical uses of technology in physical education. Journal of Physical Education, Recreation & Dance, 82(9), 41 49. National Association for Sport and Physical Education. (2008). National standards and guidelines for physical education teacher education (3rd ed.). Reston, VA: Author. Peterson, J. C., Judge, L., & Pierce, D. A. (2012). Conducting a communitybased experiential-learning project to address youth fitness. Journal of Physical Education, Recreation & Dance, 83(6), 30 36. The Standard of Excellence in Teacher Preparation. (2008). Unit standards in effect 2008. Retrieved from http://www.ncate.org/standards/ NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default. aspx Watson, D. L., Hueglin, S., Crandall, J., & Eisenman, P. (2002). Incorporating service-learning into physical education teacher education programs. Journal of Physical Education, Recreation & Dance, 73(5), 50 54. J fatchoi/istock/thinkstock 22 Volume 85 Number 5 May/June 2014