Rethinking the relationship between pedagogy,technology and learning in health and physical education |
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| Authors: | Ashley Casey Victoria A Goodyear Kathleen M Armour |
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| Institution: | 1. School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK;2. Department of Physical Education and Sports Sciences, University of Limerick, Limerick, Ireland;3. School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK;4. University of Birmingham, Birmingham, UK |
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| Abstract: | This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE. |
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| Keywords: | Digital technology Pedagogy Emerging technologies Emerging practices Digital learning |
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