Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility... more
Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. ...
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness... more
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness technologies such as exergames, activity devices such as heart rate monitors, instructional programs such as online PE programs and tools for observing and assessing student teachers such a Livescribe. This session was specifically geared towards providing an overview of the tools that are available and the benefits and challenges of how to implement these within your PHETE program. Rec n' Read: the cultural relevance of the aboriginal youth mentor programs in teacher education
The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many... more
The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators' role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and le...
The purpose of the study was to examine the accuracy of pedometer steps and activity time (Walk4Life, WL) for youth with developmental disabilities. Eighteen youth (11 girls, 7 boys) 4-14 years completed six 80-meter self-paced walking... more
The purpose of the study was to examine the accuracy of pedometer steps and activity time (Walk4Life, WL) for youth with developmental disabilities. Eighteen youth (11 girls, 7 boys) 4-14 years completed six 80-meter self-paced walking trials while wearing a pedometer at five waist locations (front right, front left, back right, back left, middle back). Trials were video taped to determine actual steps and activity time. Time exhibited a smaller percent error in comparison to steps across locations. Apart from the front left, location had minimal influence on accuracy. The WL demonstrates acceptable accuracy for steps and activity time.
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness... more
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness technologies such as exergames, activity devices such as heart rate monitors, instructional programs such as online PE programs and tools for observing and assessing student teachers such a Livescribe. This session was specifically geared towards providing an overview of the tools that are available and the benefits and challenges of how to implement these within your PHETE program. Rec n' Read: the cultural relevance of the aboriginal youth mentor programs in teacher education
Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility... more
Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. ...
Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility... more
Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. ...
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness... more
In this interactive presentation, a variety of tools that can be used to aid faculty members in PHETE programs were demonstrated, explained and discussed. Some of these included: web 2.0 tools such as wikis and blogs, interactive fitness technologies such as exergames, activity devices such as heart rate monitors, instructional programs such as online PE programs and tools for observing and assessing student teachers such a Livescribe. This session was specifically geared towards providing an overview of the tools that are available and the benefits and challenges of how to implement these within your PHETE program. Rec n' Read: the cultural relevance of the aboriginal youth mentor programs in teacher education
