Title: Deep Learning, Innovation, and Tech in My Gym and School
As a PE teacher and athletic director at a KIPP
primary school, the ideas in these articles hit close to home. Fullan and
Langworthy’s writing on deep learning
helped me reflect on how much more powerful learning becomes when students take
ownership and when technology is used to unlock real-world, collaborative
problem-solving. In my classroom and after-school programs, I’ve seen how
students light up when they’re actively engaged, whether they’re creating
digital fitness logs, leading a group warm-up, or using tablets to track
personal goals. These are small steps, but they show how learning shifts when
it becomes more student-driven.
Bloom’s Taxonomy reminded me to keep pushing
students beyond just remembering or doing what I ask. Whether we’re learning
the rules of flag football or analyzing movement in dance, I want my kids to
reach those higher levels, applying, analyzing, and even evaluating their performance.
I also think about this with my co-workers. Not everyone is at the same place
with technology. Rogers’ Diffusion of Innovations helped me put language to
something I already feel: I tend to be an early adopter when it comes to trying
new tools (especially ones that help with data or make fitness more
interactive). However, some of my coworkers are more hesitant. I don’t believe that
means they don’t care; it means they may need a different kind of support.
Hobbs’ article on digital and media literacy brought
it home for me. Our students, especially those in underserved communities,
deserve the skills to navigate the digital world critically. I try to sneak
this in, even during PE, like when we analyze fitness influencers or viral
sports videos. It’s all connected. Kuhn’s idea of connecting depth and balance
helped me realize that even in a fast-paced environment like PE, there’s room
for both challenge and reflection. We need to be intentional about how we frame
it.
Overall, these articles gave me a framework
for the work I’m already trying to do—and a reminder that innovation doesn’t
always mean flashy tech. Sometimes it just means rethinking how we teach, who
we empower, and how we grow together. Whether I’m coaching, leading a team of
educators, or mentoring student-athletes, these theories will continue to shape
how I show up as a leader and educator.
Hello, Kyle! I want to say that your blog post was very insightful! I truly agree with your statement on how you want your students to reach higher-order thinking skills from the revised Bloom’s taxonomy, which is something that all teachers should aim to achieve. I also admire you for being an early adopter of technology. I see myself as an early majority of technology because I am afraid of taking a risk if I can wait until its potential and usefulness is demonstrated by others. However, your confidence in being an early adopter now makes me wonder what I can do to change myself into an early adopter like you before it’s too late.
ReplyDeleteKyle, your reflection really impressed me, especially your integration of deep learning and media literacy into a PE context, which isn’t typically where people expect to see those concepts thrive. I admire how you’ve empowered students to take ownership of their fitness through digital tools. Your mention of Rogers’ Diffusion of Innovations resonated with me, particularly your empathy toward colleagues who are hesitant about technology. Your leadership perspective on meeting them where they are is both thoughtful and necessary. One idea I hadn’t fully considered before reading your post was using PE time to build critical digital literacy through analysis of sports media. That is a powerful, culturally relevant entry point.
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