Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-based Service Learning Projects

Gibbone, Anne; Mercier, Kevin

doi:10.1080/07303084.2014.897568

Cited by 10 publications

(5 citation statements)

References 8 publications

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“…The second group (N=80 teachers) was selected for conducting the survey study using the questionnaire. Table (1) shows description and distribution of the research sample.…”

Section: Sample Of the Studymentioning

confidence: 99%

“…According to Gibbone and Mercier (2014), modern technology has become the growing digital generations' way of thinking. Adherence to traditional methods of education will definitely lead to a sharp separation between the ways through which students learn in educational institutions and their ways of thinking in the outer world.…”

Section: Introduction To the Studymentioning

confidence: 99%

See 1 more Smart Citation

"The Reality of Education Using "Madrasati" Electronic Platform in the Physical Education Lesson from the Primary School Teachers' Point of View in Taif"

Althumali¹

2021

المجلة العلمية لعلوم الرياضة

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“…The second group (N=80 teachers) was selected for conducting the survey study using the questionnaire. Table (1) shows description and distribution of the research sample.…”

Section: Sample Of the Studymentioning

confidence: 99%

Section: Introduction To the Studymentioning

confidence: 99%

"The Reality of Education Using "Madrasati" Electronic Platform in the Physical Education Lesson from the Primary School Teachers' Point of View in Taif"

Althumali¹

2021

المجلة العلمية لعلوم الرياضة

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“…Recent studies have shown that physical education training programs are struggling to effectively introduce and model the best practices of technology integration [22,23]. While teacher training may address technology in physical education, Williams [19] suggested that preservice teachers remain inadequately prepared to translate content to an online environment and thus future training related to OLPE is needed.…”

Section: Introductionmentioning

confidence: 99%

Training Online Physical Educators: A Phenomenological Case Study

Goad

Jones

2017

Education Research International

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Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.

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“…Technology courses are to be experimental in nature and have a field based experience so that teacher candidates will have the opportunity to explore the different functions and applications of technology in a physical education setting (Gibbone & Mercier, 2014). Field based experience with technology is a crucial part in sufficing the accreditation component, but also aids in spreading best technology practices/lessons to public schools.…”

Section: Professional Preparationmentioning

confidence: 99%

“…Field based experience with technology is a crucial part in sufficing the accreditation component, but also aids in spreading best technology practices/lessons to public schools. This opportunity gives preservice teachers the venue to introduce the concepts and lessons of technology interrogation and share them with their mentor teachers (Gibbone & Mercier, 2014). Wyant, Jones, and Bulger (2015) descriptive study investigated the influence of a single PETE programs technology course to determine the strengths, weaknesses, and potential benefits of such a course in an undergraduate program.…”

Section: Professional Preparationmentioning

confidence: 99%

Predicting Student Success in Online Physical Education

Goad¹

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(i.e. study environment). Lastly, a direct binary logistic regression was performed to assess the impact of significant factors from the previous analysis on the likelihood that student would complete or not complete an online HRF course. Results: The model contained 6 independent variables (GPA, class standing, hours worked outside of school, achievement, organization and study environment). The full model containing all predictors was statistically significant (χ 2 (6, N=821) = 94.296, p<.001), indicating that the model was able to distinguish between students who completed and did not complete the online HRF course. Four of the independent variables made a unique statistically significant contribution to the model: (1) GPA, (2) Class Standing, (3) Hours Worked Outside of School and (4) Organization. The strongest predictor of a course completion were student who reported entering the course with a GPA of 2.6-4.0, recording an odds ratio of 3.96. This indicated that students who entered the course with a GPA above a 2.6 were almost 4 times more likely to complete an online HRF course than those who entered with a lower GPA, controlling for all other factors in the model. Conclusion: Upon course entry, students who did not complete the course generally reported a combination of the following factors: GPA below 2.6, worked more than 20 hours outside of school, underclassman class standing, and reported weak organizational beliefs. This analysis provides an initial understanding of the unique student characteristics affecting online HRF course completion. been invaluable. I would also like to thank my committee members, Dr. Eloise Elliott, Dr. Barbara Lublow, and Dr. David Daum for serving on my committee: thank you all of your guidance over the years. Without all of your supervision and constant help this dissertation would not have been possible.

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Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-based Service Learning Projects

Cited by 10 publications

References 8 publications

"The Reality of Education Using "Madrasati" Electronic Platform in the Physical Education Lesson from the Primary School Teachers' Point of View in Taif"

"The Reality of Education Using "Madrasati" Electronic Platform in the Physical Education Lesson from the Primary School Teachers' Point of View in Taif"

Training Online Physical Educators: A Phenomenological Case Study

Predicting Student Success in Online Physical Education

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