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P E D A G O G Y O F T E C H N O L O G Y
S H O U L D W E H A V E A
F O R P H Y S I C A L E D U C A T I O N ?
Dr Ashley Casey
Outline of Today’s talk
Outline of Today’s talk
S C E N E
Outline of Today’s talk
S C E N E
R E A L I T Y
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
P O T
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
F U T U R E
P O T
Outline of Today’s talk
S C E N E
A LT H O U G H
D I S C I P L I N E -
S P E C I F I C
T E C H N O L O G Y H A S
B E E N D E V E L O P E D ,
G E N E R A L L...
. . . B E S T I C T
P R A C T I C E I N
P H Y S I C A L
E D U C AT I O N [ WA S
F O U N D T O B E ]
T H E U S E O F
I N T ...
“ T H E M A J O R I T Y
O F T O O L S
C U R R E N T LY U S E D
A R E T H O S E
R E L AT E D T O
T R A D I T I O N A L
C O ...
“ T H E
C O M M O N E S T U S E
O F I C T WA S T O
M O N I T O R ,
A S S E S S , R E C O R D
A N D R E P O RT O N
P U P I ...
W E A R E FA C E D W I T H
A P R E VA I L I N G S E N S E
T H AT T H E U S E O F
T E C H N O L O G Y I N
E D U C AT I O N ...
A C O M P U T E R I N A
C L A S S R O O M I S N O W
J U S T A S M U C H A
‘ PA R T O F T H E
F U R N I T U R E ’ A S
D O M...
– S E LW Y N ( 2 0 1 1 , P. 1 )
“Educational technology is a topic that is often
talked about, but less often thought abou...
– F U L L A N ( 2 0 1 3 , P. 3 8 )
“technology is well available, but the pedagogically
innovative or effective use of ICT...
H A N G O N
– R O B I N S O N ( 2 0 1 1 , P. 9 )
“New
technologies are
transforming how
we think, work,
play and relate to
each other”
– F U L L A N ( 2 0 1 3 , P. 7 2 )
“[in] virtually every
sector in society
that you can think
of except
education.”
– F U L L A N ( 2 0 1 3 , P. 7 2 )
“[in] virtually every
sector in society
that you can think
of except
education.”
I T I S T H E P L A C E O F T E C H N O L O G Y A S ‘ F U R N I T U R E ” T H A T
F O R M S T H E H E A R T O F
T H I S P ...
Outline of Today’s talk
S C E N E
R E A L I T Y
EDUCATION
SEEM
S
SO
FAR
BEHIND
A N D B A D LY D I S C O N N E C T E D
F R O M T H E ‘ O U T S I D E ’ W O R L D .
W E L I V E I N AT A T I M E
W H E N W E A R E
P R E PA R I N G S T U D E N T S
F O R J O B S T H AT D O N ’ T
Y E T E X I...
E D U C AT I O N
I S S O FA R
B E H I N D
T H E
T R U T H I S …
C H I L D R E N N E E D T O
B E M U C H M O R E T H A N
P R O D U C T S O F A N
I N D U S T R I A L S Y S T E M
O F E D U ...
– F U L L A N ( 2 0 1 3 , P. 3 6 )
“astounding and abounding creativity and ubiquity
of technology in the world at large”
...
HOW
FAR
BEHIND
IS
EDUCATION?
W H E N T H E U S
D E PA R T M E N T O F
C O M M E R C E
R A N K E D F I F T Y-
F I V E N O N - FA R M
B U S I N E S S E S...
WHY?
T H E D I G I TA L L I F E O F S T U D E N T S I S L A R G E LY
O U T S I D E O F S C H O O L S A N D I T I S A FA I R LY
...
T O U S E T E C H N O L O G Y ?
I S E D U C A T I O N B E I N G P R E PA R E D
PA R T O F T H E F U R N I T U R E ?
O R I S I T
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
!
T H E A G E O F A N TA R C T I C E X P L O R AT I O N
1 9 1 1
I N L A T E
!
T H E A G E O F A N TA R C T I C
E X P L O R AT I O N
T W O T E A M S E N T E R E D
T H E L A T T E R S TA G E S O F T H...
T H E S O U T H P O L E
T O C O N Q U E R
T W O M E N
L E A D T H E R A C E A C R O S S T H E
A N TA R C T I C W I L D E R N E S S
!
T H E A G E O F A N TA R C T I C
E X P L O R AT I O N
A M U N D S E N
N O R WA Y
!
T H E A G E O F A N TA R C T I C
E X P L O R AT I O N
A M U N D S E N
N O R WA Y
S C O T T
G R E A T B R I TA I N
1 7 6 6 M I L E S ?
!
P H I L A D E L P H I A
!
D E N V E R
F R O M P E N N S Y LVA N I A , T H R O U G H
O H I O , I N D I A N A , I L L I N O I S , I O WA ,
N E B R A S K A A N D I...
B O T H T E A M S
M A D E I T H A L F WA Y ( I . E . T O T H E P O L E )
S C O T T
1 7 T H J A N U A RY 1 9 1 2
( 3 5 D A Y S A F T E R H I S R I VA L )
S C O T T
1 7 T H J A N U A RY 1 9 1 2
( 3 5 D A Y S A F T E R H I S R I VA L )
A M U N D S E N
WA S O N LY A W E E K F R O M H I S W I N T E R Q U A R T E R S A N D
H I S M E N W E R E “ I N E X C E L ...
O N LY O N E T E A M
M A D E I T H O M E
S C O T T ’ S
A T T E M P T E N D E D I N T R A G E D Y 2 0
M I L E S F R O M H I S W I N T E R B A S E
T H E R A C E
A N D U LT I M A T E LY T H E I R L I V E S
R E S T E D O N
T H E I R U S E O F T E C H N O L O G Y
G R E E N L A N D
I N U I T D O G S
N E W T E C H N O L O G Y I N A S M U C H
A S I T H A D N ’ T R E A L LY B E E N U S E D
B E F O R E I N P O L A R E X P L...
A M U N D S E N
G R E A T B R I TA I ND I D A N Y T H I N G A N D
E V E RY T H I N G I T T O O K T O
S U C C E E D
I M B U E D H I S W H O L E A P P R O A C H W I T H
T E C H N O L O G Y ( I . E . H I S D O G S ) A N D M A D E E V E RY
D...
E N S U R E D T H A T T H E D O G S ’ E F F O R T S S A V E D T H E
E N E R G Y O F H I S T E A M A N D K E P T T H E M I ...
S C O T T
E S C H E W E D T E C H N O L O G Y F O R
T H E VA S T B U L K O F H I S T R I P
H E H A D U S E D T H I S N E W
T E C H N O L O G Y O N C E B E F O R E B U T
W I T H N E A R FA TA L C O N S E Q U E N C ...
S O H E AV O I D E D T H E M
S C O T TC O N S E Q U E N T LY C H O S E T O R E LY
O N T H E E F F O R T S O F H I S T E A M T O
P O W E R T H E M T O T...
A T R A D I T I O N A L L E S S O N
T H E P E D A G O G I C A L E Q U I VA L E N T O F
S C O T T
D I D U S E S O M E
T E C H N O L O G I E S
A N TA R C T I C
P O N I E S
G R E E N L A N D
I N U I T D O G S
S C O T T
E S C H E W E D T E C H N O L O G Y F O R
T H E VA S T B U L K O F H I S T R I P
3 M O T O R I S E D S L E D G E...
B U T O N LY T O G E T H I M
T O T H E S TA R T L I N E
S C O T T
E S C H E W E D T E C H N O L O G Y F O R
T H E VA S T B U L K O F H I S T R I P
3 M O T O R I S E D S L E D G E...
S C O T T
E S C H E W E D T E C H N O L O G Y F O R
T H E VA S T B U L K O F H I S T R I P
3 M O T O R I S E D S L E D G E...
T H E Y H A D T H E
W O W FA C T O R
S C O T T
S P E N T N E A R LY S E V E N T I M E S
T H E A M O U N T O F M O N E Y
O N H I S M O T O R S L E D G E S
T H A...
S C O T T
E S C H E W E D T E C H N O L O G Y F O R
T H E VA S T B U L K O F H I S T R I P
3 M O T O R I S E D S L E D G E...
I T ’ S …
T H E E Q U I VA L E N T
O F U S I N G T H E T R A V E L A T O R
A T T H E A I R P O R T
I T ’ S E X P E N S I V E T O B U Y A N D R U N
B U T I T M I G H T S A V E Y O U
S O M E T I M E A N D E N E R G Y
A N D I F I T B R E A K S D O W N
Y O U C A N S T I L L WA L K
T R AV E L L I N G P E R S E
I T ’ S N O T A N E W WA Y O F
T O T H E D E PA R T U R E G AT E
I T ’ S J U S T A WA Y O F G E T T I N G
G I M M I C K
I T S A ‘ T E A C H I N G ’
P E D A G O G Y O F T E C H N O L O G Y
I T ’ S N O T A
“ W I F I ’ S N O T
W O R K I N G , S O W E
C A N ’ T U S E T H I S A P P.
L E T ’ S J U S T G E T O N
W I T H T H E L E S...
O N R E A C H I N G T H E
S TA R T L I N E
S C O T T
FA I L E D T O M A K E A N Y T H I N G E X C E P T
‘ T R I E D A N D T E S T E D ’ W I S D O M PA R T
O F H I S ...
WHAT DO
WE
LEARN?
1 2 3
1 2 3
A LT E R N AT I V E S S H O U L D
B E U S E D T O D O T H I N G S
B E T T E R B U T W I T H D U E
R E S P E C T
1 2 3
A LT E R N AT I V E S S H O U L D
B E U S E D T O D O T H I N G S
B E T T E R B U T W I T H D U E
R E S P E C T
A S ...
1 2 3
U S I N G
T E C H N O L O G Y
N E E D S A
C L E A R
P U R P O S E A N D
T O B E U S E D
A P P R O P R I AT E LY
1 2 3
U S I N G
T E C H N O L O G Y
N E E D S A
C L E A R
P U R P O S E A N D
T O B E U S E D
A P P R O P R I AT E LY
A S ...
1 2 3
T E C H N O L O G Y N E E D S T O
B E U S E D F O R T H E
B E T T E R M E N T O F
E V E RY O N E
1 2 3
T E C H N O L O G Y N E E D S T O
B E U S E D F O R T H E
B E T T E R M E N T O F
E V E RY O N E
I . E . B Y B R I N...
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
– M A R K T WA I N
M A R K T WA I N S A I D
– M A R K T WA I N
“ I H AV E N E V E R L E T M Y S C H O O L I N G
I N T E R F E R E W I T H M Y E D U C AT I O N ”
M A R...
– M A R K T WA I N
C O U L D T H E S A M E B E S A I D A B O U T T E C H N O L O G Y ?
– M A R K T WA I N
“ I H AV E N E V E R L E T T E C H N O L O G Y
I N T E R F E R E W I T H M Y T E A C H I N G ”
C O U L ...
I F T E C H N O L O G Y I S S O M U C H A
PA R T O F T H E F U R N I T U R E I N
S C H O O L S
P E D A G O G Y O F T E C H N O L O G Y ?
W H Y D O W E N E E D T O C O N S I D E R A
A S U N P R O B L E M AT I C
C U R R E N T LY W E A R E P R E S E N T I N G T E C H N O L O G Y
A S S O M E T H I N G A S
S I M P L E A S A C H A I R
W E S C I E N T I Z E I T
I T B E C O M E S A B O U T T E C H N I C A L
C O M P E T E N C E
W H E N W E S C I E N T I Z E T E C H N O L O G Y I N E ...
I T B E C O M E S A B O U T
H O W T O U S E T H I S
R AT H E R T H A N H O W W E
P R O D U C E T H E S E
A N D U S E T H E M I N T H E
P E D A G O G I C A L
P R O C E S S
– L O U N S B E RY & C O K E R ( 2 0 0 8 )
F O R E X A M P L E
“Numerous studies have consistently shown that
those individuals receiving systematic, specialised
training in skills anal...
S T U D E N T S N E E D T O L E A R N
A B O U T T E C H N O L O G Y A N D P E D A G O G Y
S T U D E N T S N E E D T O L E A R N
A B O U T T E C H N O L O G Y A N D P E D A G O G Y
S T U D E N T S N E E D T O L E A R N
A B O U T T E C H N O L O G Y A N D O U T C O M E S
N E W S O L U T I O N S
W E N E E D
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
P O T
T H AT C H A N G E I S N E E D E D
I T S E E M S B E Y O N D D O U B T
– F U L L A N ( 2 0 1 3 , P. 1 3 )
especially as the use of technology in schools “is
conspicuous by its absence or by its...
S C H O O L S W I T H T E C H N O L O G Y
T H E S O L U T I O N I S N O T A S S I M P L E A S F L O O D I N G
A F T E R A L L T E C H N O L O G Y I S
A L R E A D Y PA R T O F T H E
F U R N I T U R E
P E D A G O G I C I N T E R A C T I O N
I T I S A B O U T I M P R O V I N G T H E
P E D A G O G I C I N T E R A C T I O N
I T I S A B O U T I M P R O V I N G T H E
H E R E
P E D A G O G I C I N T E R A C T I O N
I T I S A B O U T I M P R O V I N G T H E
A D U LT
C H I L D
P E D A G O G I C I N T E R A C T I O N
I T I S A B O U T I M P R O V I N G T H E
P E D A G O G I C I N T E R A C T I O N
I T I S A B O U T I M P R O V I N G T H E
H E R E
F L E T C H E R ( 1 9 9 6 , P. 8 7 )
W H E N Y O U G O T O T H E H A R D WA R E S T O R E
T O B U Y A D R I L L , Y O U D O N ’ T A C T U A L LY
WA N T A D R I...
D R I L L
H O L E
!
T H E A G E O F A N TA R C T I C
E X P L O R AT I O N
A M U N D S E N
N O R WA Y
S C O T T
G R E A T B R I TA I N
T H E S O U T H P O L E
S A M E H O L E
D I F F E R E N T D R I L L S
L O O K L I K E ?
S O W H A T M I G H T A P E D A G O G Y O F T E C H N O L O G Y
S O M E T E A C H E R S T U R N T O T E C H N O L O G Y
T O H E L P T H E M A C H I E V E T H I N G S T H AT
T H E Y C O U...
F I T N E S S T E S T S
F I T N E S S M E T E R
B L E E P T E S T P R O
A R M Y F I T N E S S
I N A S P O R T E D U C AT I O N S E A S O N
H A S T I E E T A L . , 2 0 1 0
2 4 / 7
E N G A G E M E N T
I N T E R N AT I O N A L
C O L L A B O R AT I O N
FA C I L I TAT E
Q U I C K F E E D B A C K
A...
H A S T I E E T A L
Outline of Today’s talk
S C E N E
R E A L I T Y
I L L U S T R AT I O N
G A P
F U T U R E
P O T
A N D U S E T E C H N O L O G Y T O M A K E
T H I N G S A L I T T L E E A S I E R
W E M U S T N O T R E P E A T P R E V I ...
T O T E C H N O L O G Y A N D U S E I T T O
E N H A N C E L E A R N I N G A N D T E A C H I N G
I N S T E A D W E M U S T ...
– R O B I N S O N 2 0 1 3
“Disenthral ourselves from 20th century solutions”
– F U L L A N ( 2 0 1 3 , P. 2 5 )
“Too busy creating better versions of what was
needed for the 20th century instead of c...
– M A C D O N A L D ( 2 0 0 3 )
The curriculum reform agenda has somewhat ignored what,
where, and how young people learn,...
are we asking the wrong Q’s?
“ H O W C A N I U S E T E C H N O L O G Y I N
T H I S L E S S O N S O T H AT T H E K I D S
T H I N K I A M H I P ? ”
RATHER THAN
“ W H AT P E D A G O G I C A L G A P S E X I S T
T H AT T E C H N O L O G Y C A N H E L P M E
T O B R I D G E ? ”
1 2 3
1 2 3
A LT E R N AT I V E S S H O U L D
B E U S E D T O D O T H I N G S
B E T T E R B U T W I T H D U E
R E S P E C T
A S ...
1 2 3
U S I N G
T E C H N O L O G Y
N E E D S A
C L E A R
P U R P O S E A N D
T O B E U S E D
A P P R O P R I AT E LY
A S ...
1 2 3
T E C H N O L O G Y N E E D S T O
B E U S E D F O R T H E
B E T T E R M E N T O F
E V E RY O N E
I . E . B Y B R I N...
– M A R K T WA I N
“ I H AV E N E V E R L E T M Y S C H O O L I N G
I N T E R F E R E W I T H M Y E D U C AT I O N ”
M A R...
– M A R K T WA I N
A R E O U R S T U D E N T S S A Y I N G
– M A R K T WA I N
“ I H AV E N E V E R L E T M Y S C H O O L I N G
I N T E R F E R E W I T H M Y E D U C AT I O N ”
A R E...
– M A R K T WA I N
T H I S M U S T C H A N G E
– M A R K T WA I N
“ I H AV E N E V E R L E T M Y S C H O O L I N G
I N T E R F E R E W I T H M Y E D U C AT I O N ”
T H E...
P E D A G O G Y O F T E C H N O L O G Y
S H O U L D W E H A V E A
F O R P H Y S I C A L E D U C A T I O N ?
N O T T O ?
C A N W E A F F O R D
Thank you
I can be found on twitter
@DrAshCasey
I write a weekly blog at
www.peprn.com
I publish a weekly podcast
peprn.podomatic.com
Where I write and talk
about physical education
References
Baert, H. (2011). The Integration of Technology within Physical Education Teacher Education:
Perceptions of the...
References
Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary
physical education: teac...
Picture References
Slide 36, 99, 100, 101, 102, 158, 159, 160, 161, 162 - School by
Jibby! on Flickr
!
137 - Image from th...
Should we have a pedagogy of technology?
Should we have a pedagogy of technology?
Should we have a pedagogy of technology?
Should we have a pedagogy of technology?
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Should we have a pedagogy of technology?

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In this paper I argue for the need to develop a pedagogy of technology that encourages us to use all technology only as a means of educating children and young people for the 21st Century.

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Transcript of "Should we have a pedagogy of technology?"

  1. 1. P E D A G O G Y O F T E C H N O L O G Y S H O U L D W E H A V E A F O R P H Y S I C A L E D U C A T I O N ?
  2. 2. Dr Ashley Casey
  3. 3. Outline of Today’s talk
  4. 4. Outline of Today’s talk S C E N E
  5. 5. Outline of Today’s talk S C E N E R E A L I T Y
  6. 6. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N
  7. 7. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P
  8. 8. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P P O T
  9. 9. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P F U T U R E P O T
  10. 10. Outline of Today’s talk S C E N E
  11. 11. A LT H O U G H D I S C I P L I N E - S P E C I F I C T E C H N O L O G Y H A S B E E N D E V E L O P E D , G E N E R A L LY, T E C H N O L O G Y I N C L U S I O N H A S N O T B E C O M E C O M M O N P L A C E I N P H Y S I C A L E D U C AT I O N – G I B B O N E , R U K AV I N A A N D S I LV E R M A N , 2 0 1 0
  12. 12. . . . B E S T I C T P R A C T I C E I N P H Y S I C A L E D U C AT I O N [ WA S F O U N D T O B E ] T H E U S E O F I N T E R A C T I V E W H I T E B O A R D S , S T I L L I M A G E S , D I G I TA L C A M E R A S A N D V I D E O A N A LY S I S . - O F S T E D 2 0 1 2
  13. 13. “ T H E M A J O R I T Y O F T O O L S C U R R E N T LY U S E D A R E T H O S E R E L AT E D T O T R A D I T I O N A L C O M P U T E R T E C H N O L O G I E S ” – B A E R T, 2 0 1 1
  14. 14. “ T H E C O M M O N E S T U S E O F I C T WA S T O M O N I T O R , A S S E S S , R E C O R D A N D R E P O RT O N P U P I L S . ” – C A S E Y A N D J O N E S , 2 0 1 1
  15. 15. W E A R E FA C E D W I T H A P R E VA I L I N G S E N S E T H AT T H E U S E O F T E C H N O L O G Y I N E D U C AT I O N I S S O M E T H I N G T H AT D O E S N O T M E R I T PA R T I C U L A R C R I T I C A L S C R U T I N Y O R T H O U G H T. S E LW Y N 2 0 1 1
  16. 16. A C O M P U T E R I N A C L A S S R O O M I S N O W J U S T A S M U C H A ‘ PA R T O F T H E F U R N I T U R E ’ A S D O M E S T I C A P P L I A N C E S I N A K I T C H E N , O R T R A F F I C L I G H T S , AT M S A N D S E C U R I T Y C A M E R A S O N A H I G H S T R E E T. S E LW Y N 2 0 1 1
  17. 17. – S E LW Y N ( 2 0 1 1 , P. 1 ) “Educational technology is a topic that is often talked about, but less often thought about.”
  18. 18. – F U L L A N ( 2 0 1 3 , P. 3 8 ) “technology is well available, but the pedagogically innovative or effective use of ICT is still very rare”
  19. 19. H A N G O N
  20. 20. – R O B I N S O N ( 2 0 1 1 , P. 9 ) “New technologies are transforming how we think, work, play and relate to each other”
  21. 21. – F U L L A N ( 2 0 1 3 , P. 7 2 ) “[in] virtually every sector in society that you can think of except education.”
  22. 22. – F U L L A N ( 2 0 1 3 , P. 7 2 ) “[in] virtually every sector in society that you can think of except education.”
  23. 23. I T I S T H E P L A C E O F T E C H N O L O G Y A S ‘ F U R N I T U R E ” T H A T F O R M S T H E H E A R T O F T H I S P R E S E N TAT I O N
  24. 24. Outline of Today’s talk S C E N E R E A L I T Y
  25. 25. EDUCATION SEEM S SO FAR BEHIND
  26. 26. A N D B A D LY D I S C O N N E C T E D F R O M T H E ‘ O U T S I D E ’ W O R L D .
  27. 27. W E L I V E I N AT A T I M E W H E N W E A R E P R E PA R I N G S T U D E N T S F O R J O B S T H AT D O N ’ T Y E T E X I S T, U S I N G T E C H N O L O G I E S T H AT H AV E N ’ T Y E T B E E N I N V E N T E D I N O R D E R T O S O LV E P R O B L E M S T H AT W E H AV E N ’ T Y E T I D E N T I F I E D A S P R O B L E M S R I C H A R D R I L E Y
  28. 28. E D U C AT I O N I S S O FA R B E H I N D T H E T R U T H I S …
  29. 29. C H I L D R E N N E E D T O B E M U C H M O R E T H A N P R O D U C T S O F A N I N D U S T R I A L S Y S T E M O F E D U C AT I O N T H AT D E F I N E S A C A D E M I C A B I L I T Y A S PA S S I N G E X A M I N AT I O N S A N D G A I N I N G D I P L O M A S
  30. 30. – F U L L A N ( 2 0 1 3 , P. 3 6 ) “astounding and abounding creativity and ubiquity of technology in the world at large” Need to harness the
  31. 31. HOW FAR BEHIND IS EDUCATION?
  32. 32. W H E N T H E U S D E PA R T M E N T O F C O M M E R C E R A N K E D F I F T Y- F I V E N O N - FA R M B U S I N E S S E S O N T H E I R I T- I N T E N S I V E N E S S , E D U C AT I O N R A N K E D 5 5 T H Dumagan et al, 2003
  33. 33. WHY?
  34. 34. T H E D I G I TA L L I F E O F S T U D E N T S I S L A R G E LY O U T S I D E O F S C H O O L S A N D I T I S A FA I R LY U N D I S C I P L I N E D W O R L D . F U L L A N ( 2 0 1 3 ) R E C E N T LY S U G G E S T E D T H AT
  35. 35. T O U S E T E C H N O L O G Y ? I S E D U C A T I O N B E I N G P R E PA R E D
  36. 36. PA R T O F T H E F U R N I T U R E ? O R I S I T
  37. 37. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N
  38. 38. ! T H E A G E O F A N TA R C T I C E X P L O R AT I O N
  39. 39. 1 9 1 1 I N L A T E
  40. 40. ! T H E A G E O F A N TA R C T I C E X P L O R AT I O N T W O T E A M S E N T E R E D T H E L A T T E R S TA G E S O F T H E I R 1 7 6 6 M I L E R A C E
  41. 41. T H E S O U T H P O L E T O C O N Q U E R
  42. 42. T W O M E N L E A D T H E R A C E A C R O S S T H E A N TA R C T I C W I L D E R N E S S
  43. 43. ! T H E A G E O F A N TA R C T I C E X P L O R AT I O N A M U N D S E N N O R WA Y
  44. 44. ! T H E A G E O F A N TA R C T I C E X P L O R AT I O N A M U N D S E N N O R WA Y S C O T T G R E A T B R I TA I N
  45. 45. 1 7 6 6 M I L E S ?
  46. 46. ! P H I L A D E L P H I A
  47. 47. ! D E N V E R
  48. 48. F R O M P E N N S Y LVA N I A , T H R O U G H O H I O , I N D I A N A , I L L I N O I S , I O WA , N E B R A S K A A N D I N T O C O L O R A D O
  49. 49. B O T H T E A M S M A D E I T H A L F WA Y ( I . E . T O T H E P O L E )
  50. 50. S C O T T 1 7 T H J A N U A RY 1 9 1 2 ( 3 5 D A Y S A F T E R H I S R I VA L )
  51. 51. S C O T T 1 7 T H J A N U A RY 1 9 1 2 ( 3 5 D A Y S A F T E R H I S R I VA L )
  52. 52. A M U N D S E N WA S O N LY A W E E K F R O M H I S W I N T E R Q U A R T E R S A N D H I S M E N W E R E “ I N E X C E L L E N T O R D E R , W I T H O U T S I C K N E S S O R I N J U R I E S ” ( H U X L E Y, 1 9 7 7 , P. 2 4 8 ) .
  53. 53. O N LY O N E T E A M M A D E I T H O M E
  54. 54. S C O T T ’ S A T T E M P T E N D E D I N T R A G E D Y 2 0 M I L E S F R O M H I S W I N T E R B A S E
  55. 55. T H E R A C E A N D U LT I M A T E LY T H E I R L I V E S
  56. 56. R E S T E D O N T H E I R U S E O F T E C H N O L O G Y
  57. 57. G R E E N L A N D I N U I T D O G S
  58. 58. N E W T E C H N O L O G Y I N A S M U C H A S I T H A D N ’ T R E A L LY B E E N U S E D B E F O R E I N P O L A R E X P L O R A T I O N
  59. 59. A M U N D S E N G R E A T B R I TA I ND I D A N Y T H I N G A N D E V E RY T H I N G I T T O O K T O S U C C E E D
  60. 60. I M B U E D H I S W H O L E A P P R O A C H W I T H T E C H N O L O G Y ( I . E . H I S D O G S ) A N D M A D E E V E RY D E C I S I O N W I T H T H A T T E C H N O L O G Y I N M I N D A M U N D S E N
  61. 61. E N S U R E D T H A T T H E D O G S ’ E F F O R T S S A V E D T H E E N E R G Y O F H I S T E A M A N D K E P T T H E M I N T H E B E S T O F H E A LT H . - Fiennes, 2003 A M U N D S E N
  62. 62. S C O T T E S C H E W E D T E C H N O L O G Y F O R T H E VA S T B U L K O F H I S T R I P
  63. 63. H E H A D U S E D T H I S N E W T E C H N O L O G Y O N C E B E F O R E B U T W I T H N E A R FA TA L C O N S E Q U E N C E S
  64. 64. S O H E AV O I D E D T H E M
  65. 65. S C O T TC O N S E Q U E N T LY C H O S E T O R E LY O N T H E E F F O R T S O F H I S T E A M T O P O W E R T H E M T O T H E P O L E
  66. 66. A T R A D I T I O N A L L E S S O N T H E P E D A G O G I C A L E Q U I VA L E N T O F
  67. 67. S C O T T D I D U S E S O M E T E C H N O L O G I E S
  68. 68. A N TA R C T I C P O N I E S
  69. 69. G R E E N L A N D I N U I T D O G S
  70. 70. S C O T T E S C H E W E D T E C H N O L O G Y F O R T H E VA S T B U L K O F H I S T R I P 3 M O T O R I S E D S L E D G E S
  71. 71. B U T O N LY T O G E T H I M T O T H E S TA R T L I N E
  72. 72. S C O T T E S C H E W E D T E C H N O L O G Y F O R T H E VA S T B U L K O F H I S T R I P 3 M O T O R I S E D S L E D G E S
  73. 73. S C O T T E S C H E W E D T E C H N O L O G Y F O R T H E VA S T B U L K O F H I S T R I P 3 M O T O R I S E D S L E D G E S C O U L D B E D E S C R I B E D A S C U T T I N G E D G E T E C H N O L O G Y
  74. 74. T H E Y H A D T H E W O W FA C T O R
  75. 75. S C O T T S P E N T N E A R LY S E V E N T I M E S T H E A M O U N T O F M O N E Y O N H I S M O T O R S L E D G E S T H A N O N H I S A N I M A L S C O M B I N E D
  76. 76. S C O T T E S C H E W E D T E C H N O L O G Y F O R T H E VA S T B U L K O F H I S T R I P 3 M O T O R I S E D S L E D G E S B U T T H E Y B R O K E O N T H E F I R S T D AY A N D A S H E H A D O P T E D N O T T O B R I N G T H E O N LY M E M B E R O F H I S T E A M A B L E T O R E PA I R T H E M T H E Y W E R E U S E L E S S
  77. 77. I T ’ S …
  78. 78. T H E E Q U I VA L E N T O F U S I N G T H E T R A V E L A T O R A T T H E A I R P O R T
  79. 79. I T ’ S E X P E N S I V E T O B U Y A N D R U N B U T I T M I G H T S A V E Y O U S O M E T I M E A N D E N E R G Y
  80. 80. A N D I F I T B R E A K S D O W N
  81. 81. Y O U C A N S T I L L WA L K
  82. 82. T R AV E L L I N G P E R S E I T ’ S N O T A N E W WA Y O F
  83. 83. T O T H E D E PA R T U R E G AT E I T ’ S J U S T A WA Y O F G E T T I N G
  84. 84. G I M M I C K I T S A ‘ T E A C H I N G ’
  85. 85. P E D A G O G Y O F T E C H N O L O G Y I T ’ S N O T A
  86. 86. “ W I F I ’ S N O T W O R K I N G , S O W E C A N ’ T U S E T H I S A P P. L E T ’ S J U S T G E T O N W I T H T H E L E S S O N ” I T ’ S T H E P E D A G O G I C A L E Q U I VA L E N T O F
  87. 87. O N R E A C H I N G T H E S TA R T L I N E
  88. 88. S C O T T FA I L E D T O M A K E A N Y T H I N G E X C E P T ‘ T R I E D A N D T E S T E D ’ W I S D O M PA R T O F H I S F I N A L A T T E M P T
  89. 89. WHAT DO WE LEARN?
  90. 90. 1 2 3
  91. 91. 1 2 3 A LT E R N AT I V E S S H O U L D B E U S E D T O D O T H I N G S B E T T E R B U T W I T H D U E R E S P E C T
  92. 92. 1 2 3 A LT E R N AT I V E S S H O U L D B E U S E D T O D O T H I N G S B E T T E R B U T W I T H D U E R E S P E C T A S D E M O N S T R AT E D B Y A M U N D S E N ’ S I N V E S T M E N T I N T H E U S E O F N AT I V E TA C T I C S
  93. 93. 1 2 3 U S I N G T E C H N O L O G Y N E E D S A C L E A R P U R P O S E A N D T O B E U S E D A P P R O P R I AT E LY
  94. 94. 1 2 3 U S I N G T E C H N O L O G Y N E E D S A C L E A R P U R P O S E A N D T O B E U S E D A P P R O P R I AT E LY A S A M U N D S E N H A D W H E N H E U S E D D O G S W I T H C A R E F U L C O N S I D E R AT I O N B U T U N L I K E S C O T T ’ S G E S T U R E T O T H E F U T U R E I N H I S U S E O F S L E D G E S
  95. 95. 1 2 3 T E C H N O L O G Y N E E D S T O B E U S E D F O R T H E B E T T E R M E N T O F E V E RY O N E
  96. 96. 1 2 3 T E C H N O L O G Y N E E D S T O B E U S E D F O R T H E B E T T E R M E N T O F E V E RY O N E I . E . B Y B R I N G I N G E V E RY O N E H O M E “ I N E X C E L L E N T O R D E R , W I T H O U T S I C K N E S S O R I N J U R I E S ” ( H U X L E Y, 1 9 7 7 , P. 2 4 8 ) .
  97. 97. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P
  98. 98. – M A R K T WA I N M A R K T WA I N S A I D
  99. 99. – M A R K T WA I N “ I H AV E N E V E R L E T M Y S C H O O L I N G I N T E R F E R E W I T H M Y E D U C AT I O N ” M A R K T WA I N S A I D
  100. 100. – M A R K T WA I N C O U L D T H E S A M E B E S A I D A B O U T T E C H N O L O G Y ?
  101. 101. – M A R K T WA I N “ I H AV E N E V E R L E T T E C H N O L O G Y I N T E R F E R E W I T H M Y T E A C H I N G ” C O U L D T H E S A M E B E S A I D A B O U T T E C H N O L O G Y ?
  102. 102. I F T E C H N O L O G Y I S S O M U C H A PA R T O F T H E F U R N I T U R E I N S C H O O L S
  103. 103. P E D A G O G Y O F T E C H N O L O G Y ? W H Y D O W E N E E D T O C O N S I D E R A
  104. 104. A S U N P R O B L E M AT I C C U R R E N T LY W E A R E P R E S E N T I N G T E C H N O L O G Y
  105. 105. A S S O M E T H I N G A S S I M P L E A S A C H A I R
  106. 106. W E S C I E N T I Z E I T
  107. 107. I T B E C O M E S A B O U T T E C H N I C A L C O M P E T E N C E W H E N W E S C I E N T I Z E T E C H N O L O G Y I N E D U C A T I O N
  108. 108. I T B E C O M E S A B O U T H O W T O U S E T H I S
  109. 109. R AT H E R T H A N H O W W E P R O D U C E T H E S E
  110. 110. A N D U S E T H E M I N T H E P E D A G O G I C A L P R O C E S S
  111. 111. – L O U N S B E RY & C O K E R ( 2 0 0 8 ) F O R E X A M P L E
  112. 112. “Numerous studies have consistently shown that those individuals receiving systematic, specialised training in skills analysis are significantly more accurate in skill diagnosis that those not receiving such training” F O R E X A M P L E – L O U N S B E RY & C O K E R ( 2 0 0 8 )
  113. 113. S T U D E N T S N E E D T O L E A R N A B O U T T E C H N O L O G Y A N D P E D A G O G Y
  114. 114. S T U D E N T S N E E D T O L E A R N A B O U T T E C H N O L O G Y A N D P E D A G O G Y
  115. 115. S T U D E N T S N E E D T O L E A R N A B O U T T E C H N O L O G Y A N D O U T C O M E S
  116. 116. N E W S O L U T I O N S W E N E E D
  117. 117. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P P O T
  118. 118. T H AT C H A N G E I S N E E D E D I T S E E M S B E Y O N D D O U B T
  119. 119. – F U L L A N ( 2 0 1 3 , P. 1 3 ) especially as the use of technology in schools “is conspicuous by its absence or by its superficial, ad hoc use”
  120. 120. S C H O O L S W I T H T E C H N O L O G Y T H E S O L U T I O N I S N O T A S S I M P L E A S F L O O D I N G
  121. 121. A F T E R A L L T E C H N O L O G Y I S A L R E A D Y PA R T O F T H E F U R N I T U R E
  122. 122. P E D A G O G I C I N T E R A C T I O N I T I S A B O U T I M P R O V I N G T H E
  123. 123. P E D A G O G I C I N T E R A C T I O N I T I S A B O U T I M P R O V I N G T H E H E R E
  124. 124. P E D A G O G I C I N T E R A C T I O N I T I S A B O U T I M P R O V I N G T H E A D U LT
  125. 125. C H I L D P E D A G O G I C I N T E R A C T I O N I T I S A B O U T I M P R O V I N G T H E
  126. 126. P E D A G O G I C I N T E R A C T I O N I T I S A B O U T I M P R O V I N G T H E H E R E
  127. 127. F L E T C H E R ( 1 9 9 6 , P. 8 7 )
  128. 128. W H E N Y O U G O T O T H E H A R D WA R E S T O R E T O B U Y A D R I L L , Y O U D O N ’ T A C T U A L LY WA N T A D R I L L , Y O U WA N T A H O L E , T H E Y D O N ’ T S E L L H O L E S AT T H E H A R D WA R E S T O R E , B U T T H E Y D O S E L L D R I L L S , W H I C H A R E T H E T E C H N O L O G Y T O M A K E H O L E S . W E C A N N O T L O S E S I G H T T H AT T E C H N O L O G Y F O R T H E M O S T PA R T I S A T O O L A N D I T S H O U L D B E U S E D I N A P P L I C AT I O N S W H I C H A D D R E S S E D U C AT I O N A L C O N C E R N S . F L E T C H E R ( 1 9 9 6 , P. 8 7 )
  129. 129. D R I L L
  130. 130. H O L E
  131. 131. ! T H E A G E O F A N TA R C T I C E X P L O R AT I O N A M U N D S E N N O R WA Y S C O T T G R E A T B R I TA I N
  132. 132. T H E S O U T H P O L E S A M E H O L E
  133. 133. D I F F E R E N T D R I L L S
  134. 134. L O O K L I K E ? S O W H A T M I G H T A P E D A G O G Y O F T E C H N O L O G Y
  135. 135. S O M E T E A C H E R S T U R N T O T E C H N O L O G Y T O H E L P T H E M A C H I E V E T H I N G S T H AT T H E Y C O U L D N O T A C H I E V E A L O N E . W H E N M O D E R A T E T O V I G O R O U S P H Y S I C A L A C T I V I T Y I S VA L U E D C A S T E L L I ( 2 0 1 3 )
  136. 136. F I T N E S S T E S T S F I T N E S S M E T E R B L E E P T E S T P R O A R M Y F I T N E S S
  137. 137. I N A S P O R T E D U C AT I O N S E A S O N H A S T I E E T A L . , 2 0 1 0
  138. 138. 2 4 / 7 E N G A G E M E N T I N T E R N AT I O N A L C O L L A B O R AT I O N FA C I L I TAT E Q U I C K F E E D B A C K A L L O W A N D M O N I T O R P E E R I N T E R A C T I O N
  139. 139. H A S T I E E T A L
  140. 140. Outline of Today’s talk S C E N E R E A L I T Y I L L U S T R AT I O N G A P F U T U R E P O T
  141. 141. A N D U S E T E C H N O L O G Y T O M A K E T H I N G S A L I T T L E E A S I E R W E M U S T N O T R E P E A T P R E V I O U S M I S TA K E S
  142. 142. T O T E C H N O L O G Y A N D U S E I T T O E N H A N C E L E A R N I N G A N D T E A C H I N G I N S T E A D W E M U S T TA K E A N I N C L U S I V E A P P R O A C H
  143. 143. – R O B I N S O N 2 0 1 3 “Disenthral ourselves from 20th century solutions”
  144. 144. – F U L L A N ( 2 0 1 3 , P. 2 5 ) “Too busy creating better versions of what was needed for the 20th century instead of creating and implementing a better, more future-orientated education for all kids”
  145. 145. – M A C D O N A L D ( 2 0 0 3 ) The curriculum reform agenda has somewhat ignored what, where, and how young people learn, and how they engage with and act upon digital technologies and the cultures they produce
  146. 146. are we asking the wrong Q’s?
  147. 147. “ H O W C A N I U S E T E C H N O L O G Y I N T H I S L E S S O N S O T H AT T H E K I D S T H I N K I A M H I P ? ”
  148. 148. RATHER THAN
  149. 149. “ W H AT P E D A G O G I C A L G A P S E X I S T T H AT T E C H N O L O G Y C A N H E L P M E T O B R I D G E ? ”
  150. 150. 1 2 3
  151. 151. 1 2 3 A LT E R N AT I V E S S H O U L D B E U S E D T O D O T H I N G S B E T T E R B U T W I T H D U E R E S P E C T A S D E M O N S T R AT E D B Y A M U N D S E N ’ S I N V E S T M E N T I N T H E U S E O F N AT I V E TA C T I C S
  152. 152. 1 2 3 U S I N G T E C H N O L O G Y N E E D S A C L E A R P U R P O S E A N D T O B E U S E D A P P R O P R I AT E LY A S A M U N D S E N H A D W H E N H E U S E D D O G S W I T H C A R E F U L C O N S I D E R AT I O N B U T U N L I K E S C O T T ’ S G E S T U R E T O T H E F U T U R E I N H I S U S E O F S L E D G E S
  153. 153. 1 2 3 T E C H N O L O G Y N E E D S T O B E U S E D F O R T H E B E T T E R M E N T O F E V E RY O N E I . E . B Y B R I N G I N G E V E RY O N E H O M E “ I N E X C E L L E N T O R D E R , W I T H O U T S I C K N E S S O R I N J U R I E S ” ( H U X L E Y, 1 9 7 7 , P. 2 4 8 ) .
  154. 154. – M A R K T WA I N “ I H AV E N E V E R L E T M Y S C H O O L I N G I N T E R F E R E W I T H M Y E D U C AT I O N ” M A R K T WA I N S A I D
  155. 155. – M A R K T WA I N A R E O U R S T U D E N T S S A Y I N G
  156. 156. – M A R K T WA I N “ I H AV E N E V E R L E T M Y S C H O O L I N G I N T E R F E R E W I T H M Y E D U C AT I O N ” A R E O U R S T U D E N T S S A Y I N G T E C H N O L O G I C A L
  157. 157. – M A R K T WA I N T H I S M U S T C H A N G E
  158. 158. – M A R K T WA I N “ I H AV E N E V E R L E T M Y S C H O O L I N G I N T E R F E R E W I T H M Y E D U C AT I O N ” T H E F E A R O R I G N O R A N C E O F T E C H N O L O G Y O F M Y S T U D E N T S
  159. 159. P E D A G O G Y O F T E C H N O L O G Y S H O U L D W E H A V E A F O R P H Y S I C A L E D U C A T I O N ?
  160. 160. N O T T O ? C A N W E A F F O R D
  161. 161. Thank you
  162. 162. I can be found on twitter @DrAshCasey
  163. 163. I write a weekly blog at www.peprn.com
  164. 164. I publish a weekly podcast peprn.podomatic.com
  165. 165. Where I write and talk about physical education
  166. 166. References Baert, H. (2011). The Integration of Technology within Physical Education Teacher Education: Perceptions of the Faculty. Dissertation, University of Arkansas, Fayetteville, Arkansas. Casey, A. & Jones, B. (2011): Using digital technology to enhance student engagement in physical education, Asia-Pacific Journal of Health, Sport and Physical Education, 2:2, 51-66 ! Dumagan, J., Gill, G., & Ingram, C. (2003). Industry-level effects of information technology use on overall productivity. In US Department of Commerce (eds.) Digital economy 2003 (pp. 45-60). Retrieved from http://www.esa.doc.gov/sites/default/files/reports/documents/ dig_econ_2003.pdf ! Fiennes, R. (2003). Captain Scott. London, UK: Hodder and Stoughton. ! Fletcher, G. (1996). Former director of the division of educational technology, Texas Education Agency, Executive Vice President of T.H.E. Institute quoted in T.H.E. Journal, 24, 87. ! Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, Ontario: Pearson. !
  167. 167. References Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42. ! Huxley, E. (1977). Scott of the Antarctic. London : Weidenfeld and Nicolson. ! Lounsbery, M. & Coker, C. (2008/2012). Developing skill-analysis competency in physical education teachers. In D. Kirk (ed.) Physical Education: Volume III. (pp. 290-304) London: Routledge. ! MacDonald, D. (2003). Curriculum change and the post-modern world: is the school curriculum-reform movement an anachronism? Journal of Curriculum Studies, 35, 139–149. ! Robinson, K. (2011). Out of our minds: learning to be creative. Chichester, UK: Capstone Publishing ltd. ! Office for Standards in Education (2009). The importance of ICT: information and communication technology in primary and secondary schools, 2005/2008. London: OfSTED. ! Selwyn, N. (2011). Education and Technology: Key Issues and Debates. London: Continuum.
  168. 168. Picture References Slide 36, 99, 100, 101, 102, 158, 159, 160, 161, 162 - School by Jibby! on Flickr ! 137 - Image from the PEGeek copied from http://thepegeek.com ! All other images were purchased or downloaded for free from iStockphoto
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