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 YS 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

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

S C E N E

R E A L I T Y

S C E N E

R E A L I T Y

F U T U R E

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 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 R T 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”

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 R E S E N TAT I O N

S C E N E

R E A L I T Y

E D U C AT I O N

S E E M S S O

FA R B E H I N D

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

H O W FA R B E H I N D I S

E D U C AT I O N ?

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

W H Y ?

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

S C E N E

R E A L I T 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

1 9 1 1I N L A T E

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 NL 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 NN O R W A Y

S C O T TG 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 W A , 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 SM A D E I T H A L F W A 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 R Y 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 R Y 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 NW A 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 MM A D E I T H O M E

S C O T T ’ SA 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 EA 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 DI 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 NG 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 R Y 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 R Y 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 TE 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 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 H E P O L E

A T R A D I T I O N A L L E S S O NT 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 TD 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 DI N U I T D O G S

S C O T TE 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 O N LY T O G E T H I MT O T H E S TA R T L I N E

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 TS 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

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

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 RA 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 W A L K

T R AV E L L I N G P E R S EI T ’ S N O T A N E W W A Y O F

T O T H E D E PA R T U R E G AT EI T ’ S J U S T A W A Y O F G E T T I N G

G I M M I C KI 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 YI 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 ES TA R T L I N E

S C O T TFA 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

W H AT D O W E

L E A R N ?

1 2 3A 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

R E S P E C TA 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 3U 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 3U S I N G

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 3T 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 R Y O N E

I . E . B Y B R I N G I N G E V E R Y 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 ) .

S C E N E

R E A L I T Y

– M A R K T W A I N

M A R K T W A 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 ”

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 CC 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 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 R Y & 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 R Y & 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 SW E N E E D

S C E N E

R E A L I T Y

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 YT 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 NI 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

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 W A 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

W A N T A D R I L L , Y O U W A 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 W A 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 )

D R I L L

H O L E

S C O T TG 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 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

H A S T I E E T A L

S C E N E

R E A L I T Y

F U T U R E

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 ? ”

R A T H E R T H A N

“ 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 ? ”

R E S P E C TA 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 3U S I N G

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

E V E R Y O N E

I . E . B Y B R I N G I N G E V E R Y 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 ) .

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

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

P E D A G O G Y O F T E C H N O L O G YS 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

ReferencesBaert, 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. !

ReferencesGibbone, 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

, 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

Should we have a pedagogy of technology?

physical education

todays talk

educational

ry amp

education

technology

amp

journal

Education

Finding the Balance between Pedagogy and Technology

CAPITAL - Curriculum and Pedagogy in Technology Assisted...

How Technology Can Transform Pedagogy (166377510)

MBCI Technology and Pedagogy Dec 6 13

Empowering Pedagogy: Technology in Service to the Educator

Technology versus Pedagogy Who are you betting on?

How Technology Can Transform Pedagogy (166377647)

“Technology aiding pedagogy in Language Teaching” .

Making Technology Meaningful Through Digital Pedagogy

Overview of Pedagogy, Learning & Technology in the 21st...

Knowledge Building: Theory, Pedagogy, and Technology Marlene...

Openness in Education: Technology, Pedagogy and Critique

Technology, Pedagogy, and Epistemology: Opportunities...

Pedagogy And Technology

Technology Meets Pedagogy Acquiring a Vision of...

When Classrooms are Technology Rich & Pedagogy Poor