Abstract:
This self-study investigates the use of digital technology on physical education (PE) teaching practice. The purpose was to explore what key factors enable and constrain the use of digital technologies in teaching PE and subsequently how developing an understanding of and confidence when using digital technologies could impact upon the pedagogy of a PE teacher. The study is oriented around a three stage chronological journey. In the first stage, a literature review served as an opportunity to deepen the researcher’s understanding of the nature of teaching with digital technologies. The second stage focused on becoming more proficient with the digital technologies through observing teachers in order to see digital technology in action and becoming proficient with digital tools themselves. The final stage involved applying the knowledge and skills learned, to teach a series of PE lessons that incorporated digital technology. Data sets were gathered during each stage through regular entries in a reflective journal, dialogic conversations with critical friends following teaching lessons, and examining artefacts. At the beginning of this journey the teacher held the assumptions that using digital technology would make them a more effective PE teacher and that by gaining knowledge and skills with digital technology their pedagogy could evolve. The findings suggested that digital technology was unlikely, in itself, to make a PE teacher more effective and can even have a detrimental effect when used in unconsidered ways. However, when teachers grow their knowledge, capability, and confidence with digital technologies, this can act as a catalyst for PE teachers to shift their pedagogy toward a more student-centered approach that addresses the needs of 21st century learners. In essence, it is not the technology that will make the difference, it is the teachers pedagogical approach supported by the technology that will.
