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

References

• Almqvist, J., Meckbach, J., Ohman, M., & Quennerstedt, M. (2016). How Wii teach physical education and health. Sage Journals, 1(1), 1–8. https://doi.org/10.1177/2158244016682995
   Google Scholar
• Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 1–19.
   Web of Science ®Google Scholar
• Barron, A., Orwig, G., Ivers, K., & Lilavois, N. (2001). Technologies for education: A practical guide (4th ed.). Libraries Unlimited.
   Google Scholar
• Bhoje, G. (2015). The importance of motivation in an educational environment. Laxmi Book Publications.
   Google Scholar
• Bodsworth, H., & Goodyear, V. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education. Physical Education and Sport Pedagogy, 22(6), 563–579. https://doi.org/10.1080/17408989.2017.1294672
   Web of Science ®Google Scholar
• Bryman, A. (2012). Social research methods. Oxford University.
   Google Scholar
• Calderón, A., Meroño, L., & MacPhail, A. (2019). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241–262. https://doi.org/10.1177/1356336x19850852
   Web of Science ®Google Scholar
• Casey, A., Goodyear, V., & Armour, K. (2016). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288–304. https://doi.org/10.1080/13573322.2016.1226792
   Web of Science ®Google Scholar
• Casey, A., Goodyear, V., & Armour, K. (2017). Digital technologies and learning in physical education. Routledge.
   Google Scholar
• 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. https://doi.org/10.1080/18377122.2011.9730351
   Google Scholar
• Charmaz, K. (2014). Constructing grounded theory. Sage.
   Google Scholar
• Clarke, G., & Zagarell, J. (2012). Technology in the classroom: Teachers and technology: A technological divide. Childhood Education, 88(2), 136–139. https://doi.org/10.1080/00094056.2012.662140
   Google Scholar
• Davis, N., Eickelmann, B., & Zaka, P. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29(5), 438–450.
   Web of Science ®Google Scholar
• Denoël, E., Dorn, E., Goodman, A., Hiltunen, J., Krawitz, M., & Mourshed, M. (2018). Drivers of student performance: Insights from Europe. McKinsey & Company.
   Google Scholar
• Department of Education. (2018). Digital learning planning guidelines. Department of Education.
   Google Scholar
• Department of Education and Skills. (2015). Digital strategy for school 2015–-2020: Enhancing teaching, learning and assessment. Department of Education and Skills.
   Google Scholar
• Department of Education and Skills. (2020). Digital learning 2020: Reporting on practice in early learning and care, primary and post-primary contexts. Department of Education and Skills.
   Google Scholar
• European Commission. (2020). Digital education action plan 2021–2027. European Commission.
   Google Scholar
• Eyyam, R., & Yaratan, H. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior and Personality, 42, 31–42. https://doi.org/10.2224/sbp.2014.42.0.S31
   Web of Science ®Google Scholar
• Fawns, T. (2021). An entangled pedagogy: Views of the relationship between technology and pedagogy. Retrieved April 10,2022 from https://open.ed.ac.uk/an-entangled-pedagogy-views-of-the-relationship-between-technology-and-pedagogy/. CC BY SA, Tim Fawns, University of Edinburgh.
   Google Scholar
• Ferriz-Valero, A., Østerlie, O., Penichet-Tomas, A., & Baena-Morales, S. (2022). The effects of flipped learning on learning and motivation of upper secondary school physical education students. Frontiers in Education, 7, 832778. https://doi.org/10.3389/feduc.2022.832778
   Google Scholar
• Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Alberta Journal of Educational Research, 62(4), 429–432.
   Google Scholar
• Glover, I., Hepplestone, S., Parkin, H., Rodger, H., & Irwin, B. (2016). Pedagogy first: Realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, 47(5), 993–1002. https://doi.org/10.338910.1111/bjet.12425
   Web of Science ®Google Scholar
• González-Cutre, D., & Sicilia, Á. (2019). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 25(3), 859–875. https://doi.org/10.1177/1356336X18783980
   Web of Science ®Google Scholar
• Goodyear, V., Casey, A., & Kirk, D. (2014). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education & Society, 19(6), 712–734. https://doi.org/10.1080/13573322.2012.707124
   Web of Science ®Google Scholar
• Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/10.1080/03075079.2015.1007946
   Web of Science ®Google Scholar
• Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2019). Seeing the wood for the trees: Insights into the complexity of developing pre-service teachers’ digital competencies for future teaching. ASCILITE, 441–446.
   Google Scholar
• Instefjord, E. I., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45.
   Web of Science ®Google Scholar
• Keser, H., Uzunboylu, H., & Ozdamli, F. (2011). The trends in technology supported collaborative learning studies in 21st century. World Journal on Educational Technology, 3(2), 103–119.
   Google Scholar
• Killian, C., Kinder, C., & Woods, A. (2019). Online and blended instruction in K–12 physical education: A scoping review. Kinesiology Review, 8(2), 1–20. https://doi.org/10.1123/kr.2019-0003
   Google Scholar
• Kretschmann, R. (2015). Physical education teachers’ subjective theories about integrating information and communication technology (ICT) into physical education. Turkish Online Journal of Educational Technology, 14(1), 68–96.
   Google Scholar
• Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273
   Web of Science ®Google Scholar
• Leung, F., & Savithiri, R. (2009). Spotlight on focus groups. The College of Family Physicians of Canada, 55(2), 218–219.
   PubMed Web of Science ®Google Scholar
• Lin, M., Chen, H., & Lie, K. (2017). A study of the effects of digital learning on learning motivation and learning outcome. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
   Web of Science ®Google Scholar
• MacPhail, A., Tannehill, D., Leirhaug, P., & Borghouts, L. (2021). Promoting instructional alignment in physical education teacher education. Physical Education and Sport Pedagogy, https://doi.org/10.1080/17408989.2021.1958177
   Google Scholar
• McCoy, B. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes. Faculty Publications, College of Journalism & Mass Communications, 90, 1–43.
   Google Scholar
• McDonagh, A., Camilleri, P., Engen, B. K., & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 5–17.
   Google Scholar
• Meckbach, J., Gibbs, B., Almqvist, J., Ohman, M., & Quennerstedt, M. (2013). Exergames as a teaching tool in physical education? Sport Science Review, 22(5–6), 369–385. https://doi.org/10.2478/ssr-2013-0018
   Google Scholar
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Orlando, J. (2014). Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice. Teachers and Teaching, 20(4), 427–439. https://doi.org/10.1080/13540602.2014.881644
   Web of Science ®Google Scholar
• Østerlie, O., (2018). Can flipped learning enhance adolescents’ motivation in physical education? An intervention study. Journal for Research in Arts and Sports Education, 2(1), 1–15. https://doi.org/10.23865/jased.v2.916
   Google Scholar
• Østerlie, O., & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in Norwegian secondary physical education. Education Sciences, 10(4), 110. https://doi.org/10.3390/educsci10040110
   Web of Science ®Google Scholar
• Palao, J., Hastie, P., Cruz, P., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology Pedagogy and Education, 24(1), 51–63. https://doi.org/10.1080/1475939X.2013.813404
   Web of Science ®Google Scholar
• Pyle, B., & Essingler, K. (2015). Utilizing technology in physical education: Addressing the obstacles of integration. Education Technology, 80(2), 35–42.
   Google Scholar
• Rabah, J. (2015). Benefits and challenges of information and communication technologies (ICT) integration in Québec English schools. Turkish Online Journal of Educational Technology, 14(2), 24–31.
   Google Scholar
• Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
   Google Scholar
• Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social. Journal of Computer Assisted Learning, 26(1), 53–64. https://doi.org/10.1111/j.1365-2729.2009.00341.x
   Web of Science ®Google Scholar
• Sankey, M. (2020). Putting the pedagogic horse in front of the technology cart. Journal of Distance Education in China, 5, 46–53. https://doi.org/10.13541/j.cnki.chinade.2020.05.006
   Google Scholar
• Sargent, J., & Calderón, A. (2021). Technology-enhanced learning physical education? A critical review of the literature. Journal of Teaching in Physical Education, https://doi.org/10.1123/jtpe.2021-0136
   Google Scholar
• Sargent, J., & Casey, A. (2019). Exploring pedagogies of digital technology in physical education through appreciative inquiry. In J. Koekoek & I. Hilvoorde (Eds.), Digital technology in physical education: Global perspectives (pp. 1–27). Routledge.
   Google Scholar
• Scanlon, D., MacPhail, A., & Calderón, A. (2020). Conceptualising examinable physical education in the Irish context: Leaving certificate physical education. Sport, Education and Society, 25(7), 788–801. https://doi.org/10.1080/13573322.2019.1664451
   Web of Science ®Google Scholar
• Selwyn, N., & Aagaard, J. (2021). Banning mobile phones from classrooms – an opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology, 52(1), 8–19.
   Web of Science ®Google Scholar
• Sparkes, A., & Smith, B. (2013). Qualitative research methods in sport, exercise and health - from process to product. Routledge. https://doi.org/10.4324/9780203852187.
   Google Scholar
• Tangkui, M., & Keong, T. (2020). Enhancing pupils’ higher order thinking skills through the lens of activity theory: Is digital game-based learning effective? International Journal of Advanced Research in Education and Society, 2(4), 1–20.
   Google Scholar
• Thacker, A., Ho, J., Khawaja, A., & Katz, L. (2021). Peer-to-peer learning: The impact of order of performance on learning fundamental movement skills through video analysis with middle school children.. Journal of Teaching in Physical Education, 1–11. https://doi.org/10.1123/jtpe.2021-0021
   Google Scholar
• Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617–632. https://doi.org/10.1111/j.1467-8535.2006.00520.x
   Web of Science ®Google Scholar
• Thornberg, R., & Charmaz, K. (2012). Grounded theory. In S. D. Lapan, M. T. Quartaroli, & F. J. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 41–68). John Wiley and Sons.
   Google Scholar
• Tondeur, J., Howard, S., & Yang, J. (2021). One-size does not fit all: Towards an adaptive model to develop preservice teachers’ digital competencies. Computers in Human Behavior, 116, 106659. https://doi.org/10.1016/j.chb.2020.106659
   Web of Science ®Google Scholar
• Tsui, A., & Tavares, N. (2021). The technology cart and the pedagogy horse in online teaching. English Teaching & Learning, 45, 109–118. https://doi.org/10.1007/s42321-020-00073-z
   Web of Science ®Google Scholar
• Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17–25. https://doi.org/10.1007/s10956-010-9230-y
   Web of Science ®Google Scholar
• Weed, M. (2009). Research quality considerations for grounded theory research in sport and psychology. Psychology of Sport and Exercise, 10, 502–510. https://doi.org/10.1016/j.psychsport.2009.02.007
   Web of Science ®Google Scholar