Case 1. "I Couldn't Teach Without Technology": A Teacher and Student Learning Journey

• In Event: Digital Technologies and Learning in Physical Education: Pedagogical Cases

Abstract

Objectives or purposes.

The purpose of this case is to explore how one primary physical education specialist embedded technology to aid both his teaching and the learning of his 6-12 year old students.

Perspective(s) or theoretical framework.

The teacher’s use of technology was examined from assessment for learning, child development (social cognitive, motor learning), and literacy perspectives.

Methods, techniques, or modes of inquiry.

This paper uses a case study approach to interrogate and distill a set of pedagogical insights, highlighting the teacher’s use of technology pedagogical content knowledge (Mishra & Koelher, 2006) and a constructivist approach to both student and teacher learning.

Data sources, evidence, objects or materials.
This case shares a primary physical education teacher’s use of technology to efficiently and effectively conduct and record written, peer, and observational assessments. Students’ responses served to inform his teaching and provide evidence of student learning. While his original intent was simply to efficiently chronicle student learning, this case exposes a transformation as Jaime began to utilize technology as a tool for learning enhancement. Several examples are presented. First, while he initially utilized iPod touches and Google forms to record students’ mini-written assessments at the end of every lesson, he transitioned to student peer assessment using the same technology with a skill analysis app to record short video segments of movement to analyze results and provide feedback. Second, Jamie implemented the use of various apps for the promotion of personal and social responsibility. The case concludes by showcasing the use of physical activity assessments, allowing students to not only monitor progress, but also set goals.

Results and/or substantiated conclusions or warrants for arguments/point of view:
Four key points can be taken from this case:
• The interdisciplinary approach presented provides a holistic view of the learning environment.
• The technology-enhanced e-pedagogies depicted is not only developmentally appropriate, but enhances development.
• Merely introducing technology does not reflect pedagogy; it is the use of technology through the teacher’s technological pedagogical content knowledge (Koelher and Mishra, 2009) that determines its worth.
• In this case, the implementation of technology allowed for the achievement of broad learning goals through the alignment of instruction and beliefs, resulting in learning that was more meaningful and relevant to students.

Scientific or scholarly significance of the study or work.

As an instructional strategy, pedagogical case studies such as the one presented, have a number of virtues. Most notably, they “bridge the gap between theory and practice and between the academy and the workplace” (Barkley, Cross, & Major 2005, p.182). More specifically, this case provides meaningful insight not only into the teaching and learning environment but also the struggles of a teacher as a learner. Importantly, the case goes beyond the impact of technology on the students to the journey of the teacher. Jamie’s struggle portrays his sense of responsibility for his own life-long learning.

Authors

• Melissa Parker, University of Limerick

• Kevin Patton, California State University - Chico