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Enhancing Instruction and Reducing Costs: Chico State University’s Approach to Course Redesign

Josh Trout and Eddie Vela

In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.

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Physical Education Teacher Perceptions of Technology-Related Learning Experiences: A Qualitative Investigation

Jun-Hyung Baek, Emily Jones, Sean Bulger, and Andrea Taliaferro

participate in the study. All participants had completed a four credit hour graduate course focused on instructional technology in sport and PE as a degree requirement before the current study. Therefore, each had the potential to provide rich information regarding their technology-related learning

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Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon, and Jeffrey J. Martin

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

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Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

Emily M. Jones, Jun-hyung Baek, and James D. Wyant


The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.


Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.


Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.


Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

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Pedagogical Innovations for the Millennial Sport Management Student: Socrative and Twitter

R. Douglas Manning, Margaret C. Keiper, and Seth E. Jenny

Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.

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Factors Associated With High School Physical Education Teachers’ Adoption of a Supplemental Online Instructional System (iPE)

Chad M. Killian, Amelia Mays Woods, Kim C. Graber, and Thomas J. Templin

physical education (PE) despite consistent calls for investigation ( Daum & Buschner, 2014 , 2018 ; Wyant & Baek, 2019 ). Studies have instead primarily focused on PE teachers’ adoption of in-class, synchronous instructional technologies, like heart-rate monitors ( Partridge, King, & Ban, 2011 ) and

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Promoting Active-Learning Instruction and Research (PALIR) in Kinesiology Departments

Duane Knudson and Karen Meaney

lecture ( Freeman et al., 2014 ; Haake, 1998 ; Prince, 2004 ). A recent review summarized the learning benefits and ease of implementation of 11 active-learning strategies ( McConnell et al., 2017 ). The design of instruction, classrooms, and instructional technology to support active learning can be

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Integrating Blended Learning Within Sport Event Management Curriculum

Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones

), instructors are faced with the difficulty of merging content delivery with active instructional strategies, while integrating instructional technologies intended to enhance pedagogy ( Georgina & Olson, 2008 ). Difficulties include resigning control of the classroom ( Case, 2007 ), designing complex student

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Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments

Chris Szedlak, Blake Bennett, and Matthew J. Smith

. International Review of Sport and Exercise Psychology . Siemens , G. ( 2005 ). Connectivism: A learning theory for the digital age . International Journal of Instructional Technology and Distance Learning, 2 ( 1 ).

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Kinesiology Faculty Reflections on COVID-19 and Future Directions in Online Education

Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard

College of Physical Activity and Sport Sciences to make rapid changes in its use of physical spaces, pedagogical approaches, and instructional technologies to better meet student needs in a rapidly changing environment. Among these many changes, faculty and staff collaborated to reimagine the college