Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Music History- Laugh and Learn

The project I have chosen aligns with my curriculum project and research. Data will be gathered on the effects of laughter in the classroom. This research will show that humor can motivate students as well as aide memory. Overall, the project should conclude that laughter aids in the learning process. This project has great importance in the field of education, especially music education. Students have come to memorize for the tests, soon forgetting what they have learned. Adding a fun twist on a class that will aide students in their first year of college may increase enrollment. This may also help teachers discover that within reason, laughter plays an important role in education

"Please Sir, can we play a game?" : transforming games teaching and coaching: a practitioner's perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand

Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of Game Centred Learning (GCL) but more specifically, Teaching Games for Understanding (TGfU). This thesis uniquely examines from a practitioner’s perspective how the development of GCL and its dissemination occurred in New Zealand (NZ) 1945- 2015. The multi-method approach establishes through a triangulation of data sources utilising a bricolage approach that the development was not mandated by educational policy but evolved through various combinations of insights from early luminaries in the field and visits to NZ by a key figure in the field (Rod Thorpe). Additionally, a new guard of Physical Educators in pre-service teacher education colleges in NZ were also significantly influential in the dissemination of GCL strategies as was a new socio-ecological perspective in PE syllabi (1999; 2007). An emergent autoethnographic documentation of the author’s role further informs this evolution of GCL and TGfU practices in NZ. Bourdieu’s concepts of habitus, practice and field are used as markers to signal change and record tensions that ultimately led to adoption of GCL practice in PE teaching and sport coaching in NZ. The thesis findings present implications for PE practitioners through innovative GCL approaches, associated with play, mastery learning and TGfU, that involves transforming play. It is concluded that at a practical and theoretical level, TGfU should be seen in a holistic experiential sense and integrated into PE programmes acknowledging its potential to contribute to and enhance citizenship. The final contribution to knowledge of this research is the presentation of a model of GCL designed to transform play

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Navy Nexus

Shortly after the article that follows was drafted, I was notified that I had been nominated for promotion to vice admiral and assignment as Superintendent of the U.S. Naval Academy. This unexpected set of orders will cause me to depart the Naval War College after only one year as its President. Still, and although much remains to be done to keep the college at the top of its game, the organizational and administrative changes its faculty and staff have accomplished over the past twelve months have refined its educational and research programs in significant ways. The article (which collects and elaborates on material that, in some cases, has already appeared in print, including the “President’s Forums” of the Spring and Summer 2014 issues of the Review) serves as evidence of what dedicated professionals can do when motivated by an unrelenting commitment to excellence. If it’s important to the Navy, it is on the agenda at the Naval War College! This is a bold statement, but it is one that can be rather quickly substantiated by even a casual review of what is happening on the busiest educational and research complex in the Navy—the Newport, Rhode Island, campus of the U.S. Naval War College (NWC). Since 1884, the Naval War College has existed as a place to study conflict and to produce leaders who are critical thinkers. As it celebrates its 130th anniversary, the college continues to refine its educational and research programs to meet the demands of the Navy and the national security community. While some of our more traditional offerings, such as our highly regarded Joint Professional Military Education (JPME) programs, are fairly well-known, other programs and initiatives are regaining their intended direct linkage to and support to the fleet. The primary purpose of this article is to highlight the ways in which the Naval War College is helping to prepare and shape the Navy of Tomorrow and how it is significantly supporting the Navy of Today without forgetting the lessons of history

New Labour, partnerships and physical education policy

New Labour’s move towards joined up thinking has meant that physical education and school sport was no longer on the receiving end of educational policy but mainstream sports policy. Moreover, ideological assumptions about physical education and school sport has led to it being seen as a ‘vehicle’ for a wide range of broader policy objectives (Houlihan & Green, 2006). These objectives include elite sporting success, lifelong participation, health and well-being, community regeneration and educational achievement. These very different objectives are indicative of the complex nature of policy making within school sport and physical education. The main mechanisms for meeting these objectives in physical education are school sports partnerships and specialist sports colleges as introduced through the PE, School Sport and Club Links strategy (DCMS & DfES, 2004). This New Labour partnership approach means that physical education teachers are having to work with partners from a wide range of sectors, including county sports partnerships, private sector sports providers and voluntary sector clubs. Indeed, the specialist sports college and school sports partnership were introduced into what could already be described as a crowded policy space (Houlihan, 2000). The aim of this paper is to explore how New Labour’s approach to education and sport have shaped physical education since 1997 and to specifically understand the complex, crowded policy space that physical education occupies

A critical challenge: Developing student's critical abilities

The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities

Harnessing Technology: new modes of technology-enhanced learning: a case study series

This report presents the outcomes and conclusions from a series of 18 case studies exploring the innovative use of technology for learning and teaching using new modes of technology

Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges

This paper reports findings from the efforts of a university-based research team as they worked with middle school educators within formal school structures to infuse computer science principles and computational thinking practices. Despite the need to integrate these skills within regular classroom practices to allow all students the opportunity to learn these essential 21st Century skills, prior practice has been to offer these learning experiences outside of mainstream curricula where only a subset of students have access. We have sought to leverage elements of the research-practice partnership framework to achieve our project objectives of integrating computer science and computational thinking within middle science classrooms. Utilizing a qualitative approach to inquiry, we present narratives from three case schools, report on themes across work sites, and share recommendations to guide other practitioners and researchers who are looking to engage in technology-related initiatives to impact the lives of middle grades students