18 SES 05, Using Technology to Empower Learning in Physical Education Settings
Curricular reform is ongoing in many countries worldwide and in Finland the emphasis is shifting to the inclusion of technology within pedagogical practices at all levels of education (Lonka et al., 2015; Government Publications, 2015). The primary challenge of integrating technology within education is finding and designing pedagogically meaningful educational settings in which technology adds value to teaching and learning. This requires a new set of competences for teachers, teacher educators and education leaders (Koehler & Mishra, 2005; Lonka et al., 2015).
The University of Jyväskylä (JyU) is currently undergoing a university-wide development of its teaching under the theme ‘eEducation: Digital learning environments’, which prioritises flexible, interactive, student-oriented learning environments of high pedagogical quality. As part of this institutional initiative, the physical and health education teacher education (PHETE) programme at JyU participated in a multidisciplinary eEducation project which saw the creation of a digital learning environment to support students’ reflective thinking on their teaching behaviour. The goal of the project was, through an associated course, to guide preservice teachers through reflections on their own behaviour during teaching situations in order to heighten their awareness of pedagogical decisions they made as teachers and how those decisions influenced student behaviour and learning. The course centred on videotaped microteaching lessons, which were subsequently analysed through various observation methods using educational technology. An online digital platform, Pedanet, was employed which supports individual and interactive learning, in line with principles of personal learning environments (PLE). Additionally, a web-based application, Moveatis, was designed for the analysis of teaching situations. The application was developed at JyU jointly between the Department of Sport Pedagogy and the Department of Mathematical Information Technology (moveatis.sport.jyu.fi/).
The aim of this study was two-fold. Firstly, the intention was to examine how physical and health education preservice teachers reflect on their own teaching behaviour, using the framework of Van Manen (1977) as a guide. The ability to reflect on teaching behaviour serves as a benchmark for professional development and also speaks to a teacher’s level of self-efficacy (Van Manen, 1977). Secondly, the meaningfulness of educational technology in supporting preservice teachers’ reflection was analysed.
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. 6th edition. London, UK: Routledge. Government Publications (2015). Finland, a land of solutions. Prime minister’s office Finland. (http://valtioneuvosto.fi/documents/10184/1427398/Ratkaisujen+Suomi_EN_YHDISTETTY_netti.pdf/8d2e1a66-e24a-4073-8303-ee3127fbfcac) Lonka, K. & Mind the Gap Research Group (2015). Working document 1. In Innovative schools: Teaching & Learning in the digital era. European parliament. (http://www.europarl.europa.eu/RegData/etudes/STUD/2015/563389/IPOL_STU(2015)563389_EN.pdf) Koehler, M.J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
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