Using Technology in Physical Education to Enhance Learning and Inform Practice

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

Abstract

Purpose

In this case, researchers were interested in the factors and theoretical underpinnings that influenced a teacher’s need for change or more specifically, the extent to which technology was used to change a teacher’s practice and beliefs (Fullan, 2007).

Theoretical Framework

Three discipline experts connected a teacher’s narrative to three different theoretical frameworks: educational change, humanistic theory, and self-determination theory. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used to further discuss the process of technology integration as described in the teacher’s narrative. Finally, the teacher reflected on the discussions provided by each respondent.

Mode of Inquiry

Teachers’ pedagogical strategies using technology, not the technology itself, are the best predictors of students' achievements (Hattie, 2009). Consequently, studying teachers’ reflections on how they integrate technology within their classes can shed light on the knowledge they used to construct technology rich learning environments. To highlight the practical and theoretical nuances of teaching, Shulman (1986) promoted the use of “case knowledge or narratives”. This paper uses a case study method to explore the process and impact of technology integration within physical education.

Data Source (Narrative)

Mr. W., a K-12 Curriculum Coordinator for physical education in a suburban district with a total enrollment of 4682 students located in the northeastern region of the U.S, provided a narrative describing his experiences related to how he introduced and integrated technology in his classroom. This narrative was consequently examined and used to understand the link between practice and theory.

Results

The examination of the narrative illustrated effective integration of technology within both the planning and implementation process, which ultimately lead to successful change. Mr. W. decided to change the way he delivered the content by focusing on preparing students to live a long, healthy and active lifestyle and he found his answer in fitness. Mr. W. responded to his students’ needs by implementing change in equipment, pedagogy and ultimately his beliefs. Specifically, this case study discusses how the teacher implemented the use of heart rate monitors to enhance the learning of students. In line with the humanistic and self-determination theories, Mr. W. supported student autonomy, and increased their intrinsic motivation, which led to the promotion of self-reflection, empowerment and personal growth.

Scholarly Significance

Three characteristics identified through research held true within this narrative and were fundamental to TPACK (Angeli & Valanides, 2009): (a) Technology integration was contextual and specific, (b) Technology integration happened in response to specific needs of students, and (c) Technology integration was highly influenced by teachers’ beliefs of students, content, pedagogy and technology. Examining the narrative and linking practice to theory afforded three key lessons: (a) to implement change successfully, listen to students, (b) pedagogy drives the change, not technology, and (c) technology can motivate and empower students to become problem solvers and owners of their own knowledge.

Authors

• Helena Baert, SUNY - College at Cortland

• Matthew D. Madden, SUNY Cortland