Should we have a pedagogy of technology?

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 ?

Outline of Today’s talk
S C E N E

S C E N E
R E A L I T Y

S C E N E
R E A L I T Y
I L L U S T R AT I O N

S C E N E
R E A L I T Y
G A P

S C E N E
R E A L I T Y
G A P
P O T

S C E N E
R E A L I T Y
G A P
F U T U R E
P O T

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

. . . 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

“ 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

“ 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

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

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

– 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.”

– 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”

– 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.”

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

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 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

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 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

– 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

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

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

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

!
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 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

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

!
A M U N D S E N
N O R WA Y

!
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

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

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 )

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 ) .

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 O R A T I O N

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 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

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

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 E S

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

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

S C O T T
3 M O T O R I S E D S L E D G E S

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
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

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 N O N H I S A N I M A L S
C O M B I N E D

S C O T T
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

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

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 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

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 F I N A L A T T E M P 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

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

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 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

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 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 ) .

– M A R K T WA I N
M A R K T WA I N S A I D

“ 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

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 ?

“ 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 ?

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

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

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 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 )

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

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 superficial, ad hoc use”

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

H E R E

A D U LT

C H I L D

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 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 )

T H E S O U T H P O L E
S A M E H O L E

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 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 )

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 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

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

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

– 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 creating
and implementing a better, more future-orientated
education for all kids”

– 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

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 ? ”

“ 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 ? ”

A R E O U R S T U D E N T S S A Y I N G

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

T H I S M U S T C H A N G E

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

N O T T O ?
C A N W E A F F O R D

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 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.
!

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.

Picture References
Slide 36, 99, 100, 101, 102, 158, 159, 160, 161, 162 - School by
Jibby! on Flickr
!
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Should we have a pedagogy of technology?

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Should we have a pedagogy of technology?