'Next Generation PE'? A Sociomaterial Approach to Digitised Health and Physical Education

Autor/in	Lupton, Deborah
Titel	'Next Generation PE'? A Sociomaterial Approach to Digitised Health and Physical Education
Quelle	In: Sport, Education and Society, 27 (2022) 5, S.516-528 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lupton, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2021.1890570
Schlagwörter	Physical Education; Foreign Countries; Health Education; Physical Education Teachers; Educational Technology; Electronic Learning; Technology Integration; Teacher Attitudes; Socioeconomic Influences; Geographic Regions; Teacher Role; Student Role; Parent Role; Elementary Secondary Education; Private Schools; Public Schools; Australia + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Unterrichtsmedien; Lehrerverhalten; Sozioökonomischer Faktor; Lehrerrolle; Parental role; Elternrolle; Private school; Privatschule; Public school; Öffentliche Schule; Australien
Abstract	Digital technologies are increasingly used in many areas of sport, exercise and health, including in schools. In this article, I engage with sociomaterial theory, and particularly concepts drawn from feminist new materialism, to address the question of how health and physical education (HPE) teachers in the context of the Australian education system are engaging with digital technologies. A set of six case studies were developed from interviews with a diverse range of Australian HPE teachers to identify how they use digital technologies in their classes. This in-depth approach configured a detailed overview of the contexts in which the teachers were using digital technologies, highlighting the complexity of teachers' feelings about and embodied experiences of digitised HPE pedagogies. These case studies demonstrate the interplay of materiality, spatiality, affective forces, relational connections and agential capacities in the teachers' accounts of their digitised HPE practices and experiences. They identify the role played by the colleagues, students and parents with whom the teachers engaged, the socioeconomic attributes and policy settings of the school in which they were working, and the geographical region in which the school was located. In short, the case studies highlight not only the more-than-human elements of these assemblages, but the more-than-digital elements, demonstrating that the incorporation of digital technologies into pedagogical practices -- and how they come to matter -- always takes place in a broader sociomaterial environment of human and nonhuman relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01