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ERIC Number: EJ1126119
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1357-3322
Rethinking the Relationship between Pedagogy, Technology and Learning in Health and Physical Education
Casey, Ashley; Goodyear, Victoria A.; Armour, Kathleen M.
Sport, Education and Society, v22 n2 p288-304 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A