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Rethinking the relationship between pedagogy, technology and learning in health and physical education

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journal contribution
posted on 2016-09-07, 09:56 authored by Ashley CaseyAshley Casey, Victoria A. Goodyear, Kathleen Armour
This paper seeks to address two key questions: 1) how could a pedagogically-driven approach to the use of DigiTech in 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 Health and physical Education (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 categorization of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context (Armour, 2011) – 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.

History

School

  • Sport, Exercise and Health Sciences

Published in

Sport, Education and Society

Citation

CASEY, A., GOODYEAR, V. and ARMOUR, K., 2017. Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22 (2), pp.288-304.

Publisher

© Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This 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/

Publication date

2017

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 19 September 2016, available online: http://www.tandfonline.com/10.1080/13573322.2016.1226792.

ISSN

1357-3322

eISSN

1470-1243

Language

en