The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the ‘physical’ nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST ‘readiness’ by providing simulated experiences from PE practical classes to ensure graduate standards are met. Introduction The effective preparation of physical education (PE) teachers in our modern society is vital. The readiness of our future PE teachers within the overall subject of Health and Physical Education (HPE) continues to be evaluated as the training methods, tools and delivery to facilitate PE teaching preparation continues to evolve (McMahon & Dinan-Thompson, 2014). Yet questions still remain as to how technology can be integrated within PE teaching in a pedagogically appropriate manner (Juniu, 2011). In 1998, Shulman reported that teachers should have the ability to demonstrate content knowledge via pedagogical methods that are adaptable to the learning profiles of students irrespective of the educational setting (for example, practical classes on basketball courts). Due to the practical nature of PE often being taught away from structured, seated classrooms, it is important that PE teachers consider technology integration that can be applied beyond the confines of a classroom to capture and enhance student engagement (Juniu, 2011). Pre-service teachers (PSTs) must develop the appropriate pedagogical knowledge and subsequent application of a variety of teaching skills to use in practical contexts that often differ from other teaching disciplines (Hyndman, 2017). 7 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 The expectation to prepare Physical Education Teacher Education (PETE) PSTs for innovative teaching practices is reflected in the Tertiary Education Ministry Advisory Group (TEMAG) recommendations and Australian Institute for Teaching and School Leadership (AITSL) standards. The recent Australian TEMAG recommendations emphasise the application of innovative technology, facilitating methods to enhance ‘classroom readiness’ and ‘classroom delivery’ of PSTs (TEMAG, 2015). Additionally, the AITSL graduate teacher standards describe the importance of administering a range of teaching strategies and engaging in professional learning, especially relating to the use of innovative technology (AITSL, 2011). Yet in the United States, it has been reported that the use of technology within PETE programs has not been effectively implemented (Leight & Bechtel, 2010). Guidelines for teacher education preparation continues to involve the use of technology despite the occurrences of lackluster facilitation of technology to engage PETE PSTs. With this in mind, there is a significant need to consider emerging forms of technology and how innovative uses of technology can be integrated into teaching practices (Casey, Goodyear & Armour, 2016). Therefore, this paper applies a technology integration framework as a guide for PE teachers and PETE programs to consider the facilitation of GoPro video capturing technology to simulate practical PE experiences.