Research Impact: This paper aimed to explore teacher competency in applying digital technology into their physical education class and identify if students’ motivation levels change as a result of integrating digital technology into physical education class. In doing so, we have revealed the complexities physical education teachers face in the integration of digital technology in the teaching and learning process. Personal (and student) biographies and contextual school barriers were identified as having a discouraging influence on the integration of digital technology in the enactment of teaching and learning. We provide some practical recommendations. First, teachers must understand it is crucial to marry technology, pedagogy, content, context, infrastructure, student voice, etc., when in the planning phase of a lesson. Secondly, we must create an option for progressive webinars which advance in levels as teachers familiarise themselves with the content and the described complex and entangled relationships. Finally, when designing digital frameworks, there should be a focus on balancing the teaching/learning aspects with effective and appropriate technology integration, and a more holistic understanding of the pedagogy-technology dichotomy.
Wallace, J., Scanlon, D. and Calderón, A., 2022. Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, pp.1-17. DOI: 10.1080/25742981.2022.2106881
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