Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

Autor/inn/en	Gibbone, Anne; Mercier, Kevin
Titel	Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects
Quelle	In: Journal of Physical Education, Recreation & Dance, 85 (2014) 5, S.18-22 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2014.897568
Schlagwörter	Physical Education; Preservice Teacher Education; Academic Standards; Accreditation (Institutions); Service Learning; Student Projects; Preservice Teachers; Technology Uses in Education; New York + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Lehramtsstudiengang; Lehrerausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Service-Learning; Schulprojekt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in developing successful technology-based service learning is to systematically guide candidates in their pursuit of pedagogically appropriate and meaningful projects, such as web page construction and the use of heart rate monitors, pedometers, mobile apps, active gaming, and digital video. The end product results in a contribution that will flourish at the school site. The purpose of this article is to provide examples of field-tested technology-based service learning projects that have been used to meet both PETE program goals and benchmarks for accreditation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10