Theory

Introduction

When describing the foundation of using technology in Physical Education I rely on the ideas of Shulman's theory of Pedagogical Content Knowledge. Shulman originally discussed how effective teachers use a combination of pedagogical knowledge and content knowledge. However, since the rise of technology and its uses in education, scholars have argued that technology should be included within this theory as teaching with technology is dependent upon the context in which it is used. This is of particular interest in physical education. While other teachers most often teach in classrooms, PE teachers teach in a gymnasium. PE teachers use a variety of similar and different technologies to enhance learning and teaching. Effective technology integration requires a good understanding of the content, the pedagogy in relation to the content, and how technology related to pedagogy and content. Technological Pedagogical Content Knowledge (TPACK) is an extension of Shulman's theory and shows how technology, content, and pedagogy should be looked at in a holistic matter. To create effective teachers, effective teaching with technology must occur. A schematic review of the TPCK model is shown below (Koehler & Mishra, 2008).

TPCK in Physical Education

• In 2008, the national Physical Education Teacher Education (PETE) standards included a more integrated approach to teaching pre-service teachers about technology and stated that teacher candidates should be able to plan and implement technology infused learning experiences that meet lesson objectives. – CONTEXT SPECIFIC
• With the inclusion of the 2008 standards, PETE faculty have the task to create instruction that effectively integrates technology.
• Study investigated the preparedness for technology integration of 198 PE teacher educators (Baert, 2011). Results showed that many teachers did not feel prepared to use technology within their own teaching. The key is to provide professional development in all areas of the theory noted above. PD sessions should include:
  • Learning about the technology
  • Learning about how the technology is used to enhance the content
  • Learning about how to teach using the technology
• Sheingold & Hadley (1990) stated that integrating technology is not about helping people use computers; it is about helping teachers integrate technology as a tool for learning. Effective teachers must therefore understand the relationship between the content, pedagogy, and technology.

NETS / ISTE - Technology Standards

1. Facilitate and Inspire Student Learning and Creativity.
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership

References

• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4).
• Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
• Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1–29). New York: Routledge.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• www.iste.org