Using the Technological Pedagogical Content Knowledge (TPACK) model to analyse Teachers’ use of Information Communication Technology in Primary Physical Education

Wintle, Jordan ORCID: 0000-0002-1195-4964, Sullivan, Rachel ORCID: 0000-0003-4573-4588, Roberts, William M ORCID: 0000-0001-5736-5244 and Campbell, Natalie ORCID: 0000-0003-3859-6607 (2022) Using the Technological Pedagogical Content Knowledge (TPACK) model to analyse Teachers’ use of Information Communication Technology in Primary Physical Education. In: Digital technology in physical education and sports – A contemporary perspective, 20-21 October 2022, Norwegian University of Science and Technology.

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Background: During the past decade there has been a significant increase in the range and quantity of digital technologies available to use within classrooms (Casey, 2011; Casey, Goodyear and Armour, 2016; Gard, 2014; Livingstone, 2012; Lupton, 2015). This transformation has provided a plethora of options by which to embed Information Communication Technology (ICT) within teaching practice in Primary Physical Education (PPE). It has been recognised that using ICT is an important skill to develop amongst children (Livingstone, 2012), and can provide unique opportunities for developing high-quality reflection and feedback skills (Fabian and Maclean, 2014; Weir and Connor, 2009). There is a thriving debate within the education literature concerning how best to integrate technology to support learning and development (Casey et al., 2017; Livingstone, 2012). Purpose: Using the TPACK model to frame our analysis (Mishra and Koehler, 2006), the research aims were to; (i) identify how primary teachers used different forms of technology within their practice as physical educators, and (ii) to determine the barriers to successful inclusion of digital technology into PPE. Methods: Qualitative data were collected from both specialist (n=6) and non-specialist (n=3) PPE teachers in a range of different educational environments. In total, 9 teachers were interviewed from 8 different schools using a semi-structured approach. Data were analysed using thematic analysis (Braun & Clarke, 2021), with each member of the research team independently analysing the transcripts before agreeing on codes and subsequent themes. Findings: Key findings show that whilst there were many examples of the use of ICT within the primary curriculum in all schools, most teachers used limited digital technology within their teaching of PPE. Those who did include technology reported this as a replacement for a lack of Content Knowledge (CK) or Pedagogical Content Knowledge (PCK), to save time during teaching or assessment activities, or for the delivery of specific activities. Whilst many were aware of available mediums of digital technology, ever-present barriers such as a lack of technical knowledge (TK), limited confidence or time constraints were cited as reasons for its exclusion from lessons. Conclusions: Technology should be considered a key part of a teacher’s toolbox in contemporary education. However, we caution against the dangers of using this as an afterthought and instead urge practitioners to fully integrate this as a tool to support learning using the TPACK framework as a filter for decision-making. Greater emphasis on training in both initial teacher education and continuous professional development in schools is needed, thus allowing teachers to develop the knowledge and confidence to successfully integrate ICT into their PPE curriculum.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Technological Pedagogical Content Knowledge (TPACK) Model; Teachers; Information Communication Technology; Primary Physical Education
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Education and Science
Research Priority Areas: Health, Life Sciences, Sport and Wellbeing
Depositing User: Jordan Wintle
Date Deposited: 28 Oct 2022 15:36
Last Modified: 31 Aug 2023 09:06

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