Sargent and Casey Chapter submission_review1.pdf (146.11 kB)
Exploring pedagogies of digital technology in physical education through appreciative inquiry
chapterposted on 2018-06-08, 08:27 authored by Julia Sargent, Ashley CaseyAshley Casey
From a pedagogical perspective, what physical education (PE) teachers think, say and do with regards to digital technology has received little attention (Lupton 2015). This chapter examines a case study of ‘Patrick’, a UK PE teacher who embedded digital technology into his teaching. Using a case study approach guided by appreciative inquiry, this chapter draws on the views and experiences of Patrick, and others in his school, regarding digital technology use in an effort to understand the factors and experiences that influence how and why he uses digital technology. By developing a culture around digital technology both in the school and his practice, Patrick established simple routines and strategies to develop his pedagogy of digital technology.
- Sport, Exercise and Health Sciences
Published inDigital Technology in Physical Education: Global Perspectives Routledge Studies in Physical Education and Youth Sport
CitationSARGENT, J. and CASEY, A., 2018. Exploring pedagogies of digital technology in physical education through appreciative inquiry. IN: Koekoek, J. and van Hilvoorde, I. (eds.) Digital Technology in Physical Education: Global Perspectives. 1st Edition. Abingdon: Routledge, pp. 69-86.
PublisherRoutledge © individual chapters, the contributors
- AM (Accepted Manuscript)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
NotesThis is an Accepted Manuscript of a book chapter published by Routledge in Digital Technology in Physical Education: Global Perspectives on 31 May 2018, available online: https://www.routledge.com/9780203704011