EDTC 670 Capstone Portfolio

Computers

A computer will be used to display videos through the projector. Students will not use a computer during this project. All objectives and copies of the assessments will also be shown through the computer.

Copies of Software and Media

Videos taken of the students and the overhand throw will be analyzed through the Coach’s Eye application. No copies will need to be made of this software because it is just used through the iPad.

Access to Peripheral Devices

All of the peripheral devices will be connected to the discovery cart dedicated to the physical education department. On the discovery cart I will be using the speaker system to play audio from the videos and the projector to display the videos.

The main technology used will be an iPad. The iPad will be used to take photos and videos of the students demonstrating the overhand throw. A VGA cord will also be needed for the iPad. This cord will hook the iPad up to the projector, so videos can be viewed on the large screen.

An audio cable will be needed to make sound available from the videos. This cable is on the discovery cart and will plug into the speaker system to the iPad.

Handouts and Other Materials

There will be no handouts or other support materials needed for the technology. I will be the one displaying the videos to the students. When students are interacting with the Coach’s Eye software I will be with them for assistance.

Posters will be displayed throughout the gym with the steps and picture cues of the overhand throw.

Physical education equipment will be needed to complete the lessons. The equipment needed is: basket of yarn balls, pack of dome cones, 12 hula hoops, floor tape (for targets), 2 footballs, 4 scoops, pop-up bulls eye target, grab and catch balls, 2 stand up targets and 4 tennis balls.

A paper copy for each student will be needed of the overhand throw cues written assessment and the self-assessment.

A pencil will also be needed for each student, so they can complete the assessment.

Supports for Instruction and Learning

Students with Disabilities

I currently have no students with visual or hearing deficits. If I had a student with visual deficits I would use a beeper ball during the lessons. These throwing balls make a beeping sound so students can find the equipment. I can also still use the Coach’s Eye application since it has audio with the videos. I can also provide skill feedback verbally. The assessments would also be read to the student.

If I had a student that had trouble with hearing they could still interact with the Coach’s Eye application visually and be able to complete all the physical education activities. One student in my school does have a cochlear implant and we wear a special microphone around our neck when we teach that is linked to her implant so she can clearly hear what we say.

Privacy and Safety Issues

We do not use the Internet during this project, but I need to be aware of taking video and pictures of students. Since all the videos and pictures I am taking of the students are for school use, it is ok. However, any videos I upload into Coach’s Eye I need to make sure that the students parents have signed the media shared with the public permission slip in the beginning of the year. One student in the class is not allowed to have media taken of them and shared with the public. I am still able to video tape them for classroom data/work, but any video loaded into the Coach’s Eye website cannot contain them.

Planning

I need to make sure my technology is working properly so I can implement my technology based solution. I will take the following actions to make sure the technology resources work well.

Troubleshooting

Before I started this project I consulted with the media specialist in this school to figure out how I could project my iPad through the projector and what equipment was needed. We did some research and found that I needed a VGA cord that was compatible to my version of the iPad. This needed to be ordered a few weeks in advance, since it was purchased on the Internet.

If the iPad is not working correctly or the Coach’s Eye application, I will have a Flip Camera ready for backup so I can still show and record videos.

If the discovery cart is not working correctly, my school has two other Discovery Carts that I would be able to use. I will have another one reserved, just in case this happens.

If the laptop is not working correctly, I have a backup laptop on reserve to use from the mobile laptop cart.

If there is a technological problem with any of the hardware or software that I can't fix I would call on our media specialist since he is also a leader with technology. If he could not figure out the problem I would call our districts technology help desk.

Test-Runs and Backup Plans

Before school starts each morning, I hook up the discovery cart with the projector and speaker system to my iPad and play a Coach’s Eye video to make sure everything works properly. I also make sure the iPad is fully charged the night before.

If something went wrong with my iPad, the physical education department owns a Flip Camera. I can still use video technology with my students and show video demonstrations, but the analyzing of the skill would not be as detailed, since I would only be able to pause the video for discussions.

Implementation of Solution

Prior to Implementation

Before starting this project with this first grade class, I told them that I would be using their class to complete a special project with them I had to do for school. I also informed them that I would be doing a lot of videotaping during our overhand throwing lessons and told them to pretend I wasn’t even doing it (sometimes they want to show off for the camera). I showed an example of a Coach’s Eye video through the projector and called several students up to interact with the software. Students would use the software to draw circles and squares on the video. I chose the shape and color for them and then the students would draw the shape on the skill. I was very impressed how quickly the students were able to properly use the application. The classroom teacher even watched a portion of this and loved it! I answered any questions the students had and then we started implementation of the lessons!

Data Collection

During the four lessons, three different types of assessments will be used. The three assessments used are: overhand throw cues written assessment, self-assessment and demonstration of the overhand throw. The data compiled from these assessments will show whether or not my technology based solution was successful or not. After each assessment, the assessments will be graded or scored to their corresponding rubric (assessments and rubrics shown below). If students are demonstrating at least a 3 (evident), then that is showing me that the instructional based strategy is successful. All of the data on each student will be recorded in an excel spreadsheet. 

Assessment # 1- Written Assessment (Figure 1)

This assessment will be graded by how many answers the students get correct. The best score would be a 6 since there are 6 questions. Any score of 4 or higher will be successful. At the end of the first lesson of the overhand throw students will be able to complete an exit slip (Figure 1) to identify the cues of the overhand throw. Students will practice and recite these cues during the first lesson. The first step in order to perform the overhand throw is to identify the steps/cues.

Figure 1-Written Assessment

Assessment # 2-Self-Assessment (Figure 2)

During the first and second lesson I will record a video clip of each student performing the overhand throw. Each student will watch their video clip and complete a self-assessment (Figure 2) on their overhand throw. I will meet with each student individually during lesson 3 and if there is not enough time I will also meet with them in the morning from 8:30-9:00 am. Students will check off each cue they followed in their video clip and put an X on the cues they did not perform correctly. Students will then identify one cue they need to work on. Students will also identify each cue they followed through the Coach’s Eye application on their video, by circling each cue on their video clip. By students being able to watch a video clip of themselves it will give them a new perspective of their throwing instead of just the teacher giving them feedback.

Figure 2-Self-Assessment

Teacher Rubric for Self-Assessment Rubric (Figure 3)

The self-assessment will be evaluated with a teacher rubric (Figure 3). The teacher rubric will evaluate if students were able to identify the cues they followed and did not follow and if they can identify one improvement they can make. My goal is for all students to score a 3 or higher according to this rubric. By using the Coach’s Eye video clip students can watch their video and complete the self-assessment right away, instead of having no video and just reflecting on how they performed during class.

Figure 3-Teacher Rurbic for Self-Assessment

During Implementation

Below is a table summarizing the main activities that students participated in during the lessons. The observation column is some of the things I observed during the lessons. The data will be summarized in more detail during phase 5, where recommendations will be made for the future.