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.
12. 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
13. . . . 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
14. “ 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
15. “ 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
16. 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
17. 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
18. – 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.”
19. – 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”
27. 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 .
28. 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
29. 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 …
30. 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
31. – 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
33. 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
35. 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
36. 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
37. PA R T O F T H E F U R N I T U R E ?
O R I S I T
41. !
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
49. 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
50. 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 )
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. 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 )
53. 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 ) .
59. 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
60. 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
61. 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
62. 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
63. 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
64. 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
71. 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
72. 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
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
74. 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
76. 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
77. 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
86. 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
87. “ 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
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
93. 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
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
95. 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
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
97. 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 ) .
98. 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
100. – 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
101. – 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 ?
102. – 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 ?
103. 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
104. 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
105. 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
106. 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
108. 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
109. 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
110. 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
111. 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
112. – 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
113. “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 )
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. 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
116. 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
118. 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
119. 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
120. – 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”
121. 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
122. 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
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
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
H E R E
125. 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
126. 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
127. 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
129. 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 )
135. 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
136. 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 )
137.
138. 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
139. 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
140.
141. 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
143. 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
144. 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
145. 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
146. – R O B I N S O N 2 0 1 3
“Disenthral ourselves from 20th century solutions”
147. – 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”
148. – 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
155. 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
156. 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
157. 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 ) .
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 ”
M A R K T WA I N S A I D
159. – 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
160. – 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
161. – M A R K T WA I N
T H I S M U S T C H A N G E
162. – 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
163. 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 ?
170. 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.
!
171. 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.
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Office for Standards in Education (2009). The importance of ICT: information and
communication technology in primary and secondary schools, 2005/2008. London: OfSTED.
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Selwyn, N. (2011). Education and Technology: Key Issues and Debates. London: Continuum.
172. Picture References
Slide 36, 99, 100, 101, 102, 158, 159, 160, 161, 162 - School by
Jibby! on Flickr
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137 - Image from the PEGeek copied from http://thepegeek.com
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All other images were purchased or downloaded for free from
iStockphoto