Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives

ABSTRACT

Digital technology is growing in popularity in the enacted teaching and learning process. However, there is ongoing debate regarding the evidence of its impact on teaching and learning in physical education. With increasing use in education, digitally competent teachers are essential to the success of its integration. The primary aim of this study was to explore perceived teacher competency levels in applying digital technology to the physical education classroom. Teachers perceived significantly low competency levels in relation to digital technology in physical education. This was a result of both personal and school hindrances which teachers identified as impeding the integration of digital technology in their physical education classes. Drawing on a holistic view of the dichotomy of pedagogy and technology, we suggest that this relationship is more complex than the one stated in most digital competence frameworks, therefore a narrow understanding of teacher digital competency in physical education.

KEYWORDS:

• Teacher competency
• digital technology
• physical education
• student motivation
• entangled pedagogy

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jason Wallace

Jason Wallace is a Teaching Assistant in the Department of Physical Education and Sport Sciences at the University of Limerick. Jason’s research interests include physical education, digital technology and pedagogy.

Dylan Scanlon

Dylan Scanlon is a teacher educator at Deakin University, Australia. Dylan’s research interests include (physical education) teacher education practices, assessment, policy, social justice and figurational sociology.

Antonio Calderón

Antonio Calderón is a (physical education) teacher educator at the University of Limerick (Ireland). His research interest revolves around (digital) pedagogies for teaching and learning in teacher education. He is interested in exploring the reality for teacher educators, school teachers and pre-service teachers in the enacting or learning process.