Technology-Enhanced Learning Physical Education? A Critical Review of the Literature

Julia Sargent, Antonio Calderón

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be “enhanced” by digital technology. Method: Using a critical methodology, an answer was sought to the question, “What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?” The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of “enhancing student learning” in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the “name of PE.” This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE.

Original languageEnglish
Pages (from-to)689-709
Number of pages21
JournalJournal of Teaching in Physical Education
Volume41
Issue number4
DOIs
Publication statusPublished - Oct 2022

Keywords

  • digital technology
  • educational technology
  • online
  • pedagogy
  • teaching

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