Rethinking the Relationship between Pedagogy, Technology and Learning in Health and Physical Education

Autor/inn/en	Casey, Ashley; Goodyear, Victoria A.; Armour, Kathleen M.
Titel	Rethinking the Relationship between Pedagogy, Technology and Learning in Health and Physical Education
Quelle	In: Sport, Education and Society, 22 (2017) 2, S.288-304 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casey, Ashley) ORCID (Goodyear, Victoria A.) ORCID (Armour, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1226792
Schlagwörter	Health Education; Physical Education; Technology Uses in Education; Educational Technology; Athletics; Coaching (Performance); Athletic Coaches; Teaching Methods + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Leichtathletik; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01