Using the Technological Pedagogical Content Knowledge Framework (TPACK) model to analyse teachers’ use of Information Communication Technology (ICT) in Primary Physical Education

Abstract

During the past decade there has been an increase in the range and quantity of digital technologies available to use within classrooms (Casey et al., 2016; Gard, 2014; Lupton, 2015). It has been recognised that using ICT is an important skill to develop amongst children (Livingstone, 2012), and can provide unique opportunities for developing high quality reflection and feedback skills (Fabian & Maclean, 2014; Weir & Connor, 2009). Qualitative data were collected from both specialist (n = 6) and non-specialist (n = 3) PPE teachers. In total, 9 teachers were interviewed from 8 different schools using a semi-structured interview. Key findings show that whilst there were many examples of the use of technology within the primary curriculum in all schools, most teachers used limited digital technology within their teaching of PPE. Those who did include technology reported this as a replacement for a lack of Content Knowledge (CK) or Pedagogical Content Knowledge (PCK), to save time during teaching or assessment activities, or for the delivery of specific activities. Greater emphasis on training and continuous professional development in schools is needed, thus allowing teachers to develop the knowledge and confidence to successfully integrate ICT into their PPE curriculum.