Chapter 2! grrrrrr

Ok, here is my chapter 2:

Right now, after 35 hours of writing I am stopping. I am handing it in and pick it up again in the Spring. I am officially brain dead! Ok, no I did not hand in all the pieces of papers of notes, no I actually did write it in a paper ;) But those pieces on the floor is what started it all! Organization is key... then... I locked myself in for a few days and did not come out until it was done. Putting on real clothes felt weird so that's it... get a life Helena or better yet.. pick it back up and start moving. I have tried to insert movement when I am writing but I just work better if I keep going. It is only with writing that I happen to stop moving, I just feel that if I move the words will fly away haha Anyway I am glad I got this far.. I have a good first draft of chapter 2, not completely finished reading articles so there is some I must add and I need to pull it all together and make it one cohesive chapter but no time for that now as Chapter 3 is soon due! Off to the next project!

Dissertation title

Writing a dissertation title is not an easy task but I am taking a leap and trying it out!

Task 1 in writing my first three chapters of my dissertation was to create a title. In writing a title, one should have your variables and the people involved mentioned in the title.
First some background: I want to find out what types of technologies Physical Education Teacher Educators use within the PETE program. From that I want to find out how these technologies are used. Are teacher candidates (TC) taught how to use these technologies and/or how to teach PE using these technologies? Or are technologies simply used as a tool to accomplish learning objectives? I also believe I need to find the factors underlying the integration of technology. Why are certain programs implementing certain technologies and not others? I wish to examine a range of technologies from communication technologies to social learning tools, active tools, and technologies that enhance content knowledge.
The purpose is to find out which technologies are being used and where is technology integrated effectively. It would be great for NASPE or even International associations to find out how technologies are integrated effectively or not so appropriate professional development or support can be developed and implemented.

So, that brings me to the titles:
The first one is simply this: The integration of technology within Physical Education Teacher Education.
Now, given that I am asking the teacher educators opinions, perhaps I should create a title that states: The views of teacher educators on the integration of technology in Physical Education Teacher Education.

I have also considered testing an instructional design theory as far as looking at the integration of technologies in different levels: from using technologies by professors, to using technologies by teacher candidates to learning how to teach with technologies for TCs. This is just a thought as I am not sure if there is something out there that looks at this hierarchy of levels of integration as that is exactly what I am looking at.

The main issue is: you can implement a tool but that doesn't mean future teachers will be able to teach with the technology.
So 3 levels: Professor - Student - Teacher
1) Is the professor using the technology as a tool to address the content objectives?
2) Are the TCs learning to use the tool?
3) Are the TCs learning to teach with the tool.... integration in teaching PE.

At this moment, my belief is that most PETE programs or in phase 1 while to support technology enhanced PE in public schools, PETE programs should be using level 3. And than there is the notion of which technologies are taught at level 1 vs level 2 or level 3. For example, using a heart rate monitor may be used within PE courses but TCs are not taught how to teach using HR monitors while they may have had a course on how to teach PE using pedometers.
That being said, I question whether or not ALL technologies should be taught keeping "teaching" in mind. For example, I can have TCs create a wiki portfolio in class and know that after creating the portfolio, they would be able to include the use of wikis in their PE class or NOT?

SO, brings me back to the title: An investigation into the level of technology integration in Physical Education Teacher Education Programs.

As you can see, still working on it! :) Suggestions are always welcome.

That time has come!

Starting my dissertation planning! The Notebook!

After one year of probing and searching of how to formulate my thoughts on my dissertation research project, I have made the plunge! On this day, July 25th, I bought my official "dissertation notebook" from Barnes and Nobles. I went there to buy a book to read on the plane to Belgium but came back with THE notebook.
I think it is quite appropriate as well. It has a lot (yes a lot) of pages for me write my thoughts in about my dissertation. I thought, now that I have my idea and some concrete research + guiding questions, I must write it down in an official "dissertation" notebook. This makes me very happy because I can say that I have made the first steps and will share them here with you.

Dissertation topic: The integration of technology in Physical Education Teacher Education.

The need: (learned in my grant writing course that everything should go back to the need, problem, issue, whatever it may be). With the current treat of rising obesity levels among children worldwide, innovative technologies are used to increase the level of physical activity among children within schools (CDC, 2008). With these developments in technology, physical education (PE) classrooms are changing and PE teachers are learning to adapt to this new makeover. According to the National Association for Sport and Physical Education (NASPE) and the National Council for Accreditation of teacher Education (NCATE), PE teachers are bound to enhance their programs with alternative life long physical activities and innovative fitness programs to include new technologies.

Purpose: I wish to investigate the use of technology within Physical Education Teacher Education programs as compared to the use of technology by current PE teachers. It is believed that an increase in technologies has occurred so one must know what is currently being used, how is it used and therefore we can assess whether or not PE Teacher Candidates are receiving specific training in technologies that are currently being used in PE.

• To identify and compare the types of technologies currently taught by PE teachers PE faculty within university Physical Education Teacher Education (PETE) programs. - This answers the WHAT!
• To identify and compare the types of technologies PE teachers and PETE faculty "believe" to be taught to PE teacher candidates - I want to find out whether these beliefs are different between the 2 groups because in the end, PETE faculty and current PE teachers must communicate current pedagogical needs to enhance the quality of instruction to future PE teachers.
  
• To evaluate and compare the current technological proficiency of PE teachers and PETE faculty as well as their beliefs on the technologies that should be taught. - Technological proficiency can be a barrier to implementing technology, this is important to know when evaluating the integration of technology.
  
• To identify and compare the factors that affect technology utilization of PE teachers and PETE faculty.- WHY are they using or not using certain technologies?
  

Research Questions (ideas): Questions derived from purpose

• What are the current technologies taught by PE teachers and PETE faculty and how do these compare?
• What technologies do PE teachers and PETE faculty believe to be important tools to learn in PE?
  
• What is the current level of technological proficiency of PE teachers and PETE faculty?
• What are the factors that affect the use technology by PE teachers and PETE faculty?

Methods:

• Create Expert panel to assist in the development of the surveys (PETE conference 2009 - I would like to discuss this option with several potential candidates)
  
• Pilot survey using the CUPR listserve - Canadian faculty members
• Must find a way to pilot the PE professionals survey as well
• Quantitative analysis and comparisons - correlations (must explore this)

This is as far as I have it thus far. My timeline?

• July - Sept. 2009 : Lit review + survey development
• Oct. 2009: PETE conference - discuss opportunity for expert panel
• Oct-Nov 2009: Revise survey with panel
• Dec. 2009: IRB for pilot study
• Jan. 2010: Send out pilot surveys
• Feb-April, 2010: Collect data and review survey
• July 2010: Complete literature review + write first 3 chapters
  
• August 2010: Comps (exams)
• August 2010: Research Proposal
• August/Sept. 2010: IRB
  
• Sept 2010: Send out surveys
• Nov. 2010- April, 2011: Data analysis + Writing Results
• May - June, 2011: Complete writing
• July-Aug. 2011: Defense
  

Too ambitious? Well, I guess we will see. I know that not everything always goes as planned but I can be flexible as time goes on. Right now I am on a 3 year plan but could take 4 years so I won't panic if it does not happen as planned.

Suggestions or Comments anybody?