My first proposal poster ever!

An ambitious proposal? This was the first poster I ever made and in the end I was pretty proud of it. I did not create it like a normal poster just because it wasn't me when I did it according to the "norm" and I had fun making it more interactive. Anyway, I wanted to see whether our PETE program reflected the needs of the students we teach. Are we teaching future PE teachers to become successful teachers? Several ambiguous questions came up later on. What defines a successful teacher? Should we look at it from the student (child)'s perspective? Or from the teacher's perspective?
Still... my initial question still stands. Are we, as educators moving along with how our students learn these days? Technology has changed many aspects of our students' lives, especially when it comes to being physically active. How can we combine both PE and technology to "hook" the students to being more active? To believe in the purpose of movement? To enjoy moving? To want to move to be and stay healthy?
I have many questions... the biggest quest in graduate school is how I answer such questions. How do I put such questions in a research study? I often look to the broad picture and have a difficult time narrowing down my quest of inquiry.
That is what I am working on right now.
For a more detailed look of this poster, please go here.

Web-enhanced Supervision in Physical Education: article review

This is my first draft, written in a room next to a fitness room booming with music. Must review tomorrow! :)

In the article "Maintaining Connections: A Web-enhanced Approach to Undergraduate Internship Supervision", Bulger (2006) explains that a senior year in Kinesiology is a critical period to assist students in a smooth transition from being a student to being a professional. This critical time is usually powered by an internship where students can apply the skills, knowledge and abilities necessary to succeed in the work field. The internship period is an appropriate time for observation, practical training and reflection. On the other side, research shows that during the internship, students often feel disconnected from their peers and guiding faculty members. In order to improve both the academic rigor and level of connectivity during the internship experience, an online community was implemented. This web-based platform named Desire2Learn (D2L) involved the use of email, self-reflected journals, discussion groups, chat groups, drop boxes, quizzes and an online grade book. The purpose of this study was to evaluate the design and implementation of the D2L platform within a senior year Exercise Science Internship.

The researcher invited 23 exercise science students to voluntarily participate in the study, which involved completing an electronic questionnaire anonymously. Eighteen students completed the survey that involved both closed and open questions regarding the use of the D2L platform. Twenty closed Likert-Scale type questions were used to gain more insight into the instructional design component of the course and the students' own learning within the course. The three open-ended questions probed to describe the positives, limitations and suggested improvements associated with the D2L platform and online component of the course.

The results of this study indicate that the majority of participants found that the online component enhanced the internship experience. The students also indicated that the D2L platform allowed them to communicate with their peers and reflect upon their observations and experiences. Some of the limitations of the D2L platform seemed to focus around the logistics of the technology such as: gaining access to computers, limited interaction with the instructor and a few assignment specific concerns. In generally, the students acknowledged the positive use of an online community during the internship. The suggested improvements indicate a need to supplement earlier courses with a web-based component to maximize the comfort levels of students going into the internship using the D2L platform.

This study explores a web-enhanced practice of internship supervision that can be implemented in any academic discipline, including Physical Education Teacher Education. The study supports the need for students to be connected with peers and faculty during an internship. It also illustrates that online discussion groups and reflective journals can enhance critical thinking and reflection, a learning objective as described by the internship curriculum. Personally, I believe that the goals of a web-enhanced component within the internship coordinate with domain D in the "Pathwise model", a classroom observation system used in Arkansas, that addresses the need for pre-service teachers to evaluate their own instructional abilities. Teachers should not only be able to discuss their own learning but should also be able to address their teaching in terms of how their students learn. Domain D states that all teachers, including pre-service teachers should reflect and share insights regarding teaching with colleagues. An online community can augment their experiences within the internship. Secondly, I believe that an online community can enhance and extend the role of supervisor. From simple visits and reading personal reflections to being more actively involved by participating in the discussions and providing one of one continuous online feedback to the students, supervisors may be at a better position to assist and enhance the learning of the pre-service teachers.

I look forward to exploring the online communities and its affect on supervision in my own research more specifically aimed at physical education teacher education.