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

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Publication TypeJournal articleAbstractTeacher 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 externally focused 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.AuthorHyndman, B.Papatraianou, L.Date2017Publication CollectionNorthern Institute - Learning Communities: International Journal of Learning in Social ContextsVolume21/ 2017Page Number6-18CopyrightThis work is licensed under CC BY-SASuggested CitationHyndman, B. & Papatraianou, L. (2017). The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0. Learning Communities: International Journal of Learning in Social Contexts [Special Issue: 2017 30th ACHPER International Conference], 21, 6-18. DOI: https://doi.org/10.18793/LCJ2017.21.02ISSNISSN 1329-1440 (online)ISSN 2202-7904 (print)PublisherFaculty of Law, Education, Business and Arts CHARLES DARWIN UNIVERSITYPlace of PublicationDarwin