Understanding the 'messy realities' of teaching with technology in physical education

There is lack of research focused on the ‘…’messy’ realities of educational technology use in situ’ (2014 p.161). Following Selwyn’s recommendations for tracing a ‘bigger picture’, this study aims to examine... [ view full abstract ]

There is lack of research focused on the ‘…’messy’ realities of educational technology use in situ’ (2014 p.161). Following Selwyn’s recommendations for tracing a ‘bigger picture’, this study aims to examine teachers’ technology related habits on multiple levels, namely a macro level analysis of the wider socio-political backdrop, together with the national and local contexts influencing their associated practices with technology. 

Nine secondary school PE teachers, all of whom were recognised by colleagues as being proficient in the use of technology, took part in the study. Two semi-structured interviews were conducted with each participant at their respective schools, in order to explore their experiences using technology, as well as their associated wider habits and practices with it.

Close analysis of the transcripts revealed the overarching concept of ‘weighted investment’ by the participants, which encapsulates their wider involvements associated with technology. The concept depicts the manner in which the teachers engaged with technology, specifically the time and effort they devoted to it and an appreciation of why they seemed predisposed to engage with technology. Specifically, the main reasons for investing time and energy, and undertaking practices with technology, relate to career advancement, enhancing pupil engagement, personally-held values and beliefs about technology use, and increasing professional expectations. However, the lack of a strategic overview for technology at local and national level, limited infrastructure and inconsistent technical support compounded matters with respect to the time and effort they were having to invest.

These insights contribute to the education and physical education literature by presenting a more comprehensive picture of PE teachers’ use of technology in comparison to past studies. Selwyn, N. (2014). Distrusting educational technology - critical questions for changing times. New York, NY: Routledge.