Exploring pedagogy and digital technology in physical education through appreciative inquiry

324 Pages·2017·2.75 MB·English

Loughborough University
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Exploring pedagogy and
digital technology in physical
education through
appreciative inquiry
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• A Doctoral Thesis. Submitted in partial fulfilment of the requirements
for the award of Doctor of Philosophy of Loughborough University.
Metadata Record: https://dspace.lboro.ac.uk/2134/33127
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Please cite the published version.
Exploring pedagogy and digital technology in physical
education through appreciative inquiry

By

Julia Sargent

A Doctoral Thesis

Submitted in Partial Fulfilment of the Requirements for the Award of

Doctor of Philosophy of Loughborough University

January 2018

© Julia Sargent (2018)
Abstract

Digital technology has not become commonplace in teaching and learning despite the
considerable growth, availability and use in society. Moreover, when digital technology is
used in education, the digital technology itself seems to take precedence over pedagogy. In
physical education (PE), research shows that there is little knowledge as to how and why
teachers in the UK use digital technology in their teaching. Subsequently, the purpose of this
thesis is to explore PE teachers’ understanding and experiences regarding how and why they
use digital technology in their practice.

Guided by an appreciative inquiry (AI) philosophy, this thesis employs a case study
methodology in order to explore how and why PE teachers use digital technology. This study
pays particular attention to the teachers’ perspective and the previously under-considered
factors that enable, develop and influence their use of DigiTech, rather than the often-
reported barriers and constraints. Data were gathered over a 12-month period, involving four
teachers from schools across England. Methods of data gathering include AI interviews,
interviews with headteachers, senior leadership team members, PE staff, heads of department
and IT Managers, and lesson observations, document analysis and field notes.

The collected data were analysed using a constructivist approach to grounded theory and the
findings collated into four chapters; each of which explores the views, experiences and uses
of digital technology by one of the four teachers. These chapters are structured by the three
themes constructed from the data analysis. The first theme, ‘developing an embedded
culture’, explores the teachers’ perceptions of developing an individual, department and
whole school approach towards how digital technology is used. This theme explores the
factors promoting the teachers’ use of DigiTech and the role of the school in shaping their
digital technology use. The second theme, ‘keeping tasks simple’, details the simple
techniques and practices the teachers used to aid their teaching with digital technology. The
third theme, ‘establishing routines’, describes the ways in which the teachers sought to
develop and sustain their use of digital technology, to ensure regularity of use and confidence
with digital technology.
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Drawing on the work of Casey et al. (2017a), this thesis concludes by suggesting that the
three-dimensional categorisation of pedagogy (in the form of teachers and teaching, learners
and learning and knowledge in context - Armour, 2011) should be used as a lens for further
discussion about digital technology use in PE. By using pedagogy as the starting point, we
can begin to unpick and formulate future ways in which digital technology can support
teachers’ delivery of PE.

Key words: Digital technology; physical education; pedagogy; teachers; appreciative
inquiry.

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Acknowledgements

This thesis could not have come together without the support of many people and the funding
of my studentship from Loughborough University.

Firstly, I would like to express my sincere gratitude to my supervisor Dr Ash Casey for the
continuous support of my PhD study; for his patience, reassurance, motivation, time and
knowledge. Your guidance and wise words have supported me throughout my PhD and your
confidence in me (even when I when I was lacking it myself!) enabled me to persevere. I
have learnt a tremendous amount from you and have developed as a researcher and as
individual through these years working together. I cannot thank you enough. I hope this goes
a small way to showing you my appreciation.

Secondly, to my second supervisors Prof. John Evans and Dr Julie Stirrup for your insightful
comments, encouragement and perspectives which helped in shaping my work. Thank you!

My heartfelt thanks go to the teachers, schools and staff whose stories are explored
throughout. I am grateful for your time, enthusiasm and interest in my research. This could
not have occurred without you!

To the PhD ‘squad’ and friends who have made my work and life at Loughborough a second
home. Regardless of whether it was a coffee or a chat over lunch you have been true friends
throughout my PhD and I am very glad to have met you all. Special thanks go to Clare and
Beth who have been a part of my PhD since day one and who have been there for me through
the ups and downs!

Finally, I would like to thank my family to whom I dedicate this thesis. To Mum, Dad and
Chris for your continuous support in my work and life in general, your belief in me and love.
Last, but by no means least, to Josh for your unconditional love, encouragement and
confidence in me. I hope I’ve made you all proud.
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Table of Contents
Abstract ...................................................................................................................................... i
Acknowledgements ................................................................................................................ iii
Table of Contents ............................................................................................................................. iv
List of Tables ..................................................................................................................................viii
List of Figures .................................................................................................................................. ix
Chapter One: Introduction ..................................................................................................... 1
1.1 Introduction ................................................................................................................................ 1
1.2 Background ................................................................................................................................. 3
1.3 Structure of thesis ....................................................................................................................... 6
Chapter Two: Review of the Literature............................................................................... 10
2.1 Introduction .............................................................................................................................. 10
2.2 What is technology? .................................................................................................................. 10
2.3 Technology in education .......................................................................................................... 12
2.4 DigiTech introduction .............................................................................................................. 15
2.5 Pedagogical perspectives .......................................................................................................... 23
2.6 Pedagogy and DigiTech relationship ...................................................................................... 27
2.7 Barriers and enablers to teachers and DigiTech.................................................................... 36
2.8 Teacher beliefs and relationships around pedagogy and DigiTech ..................................... 39
2.9 Conclusion ................................................................................................................................. 43
Chapter Three: Conceptual Framework ............................................................................. 46
3.1 Introduction .............................................................................................................................. 46
3.2 Appreciative Inquiry ................................................................................................................ 46
3.3 Field in development ................................................................................................................ 52
3.4 How critical can AI be? ............................................................................................................ 56
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3.5 Personal interpretation ............................................................................................................ 58
3.6 Practical application ................................................................................................................. 60
3.7 Conclusion ................................................................................................................................. 61
Chapter Four: Methodology ................................................................................................. 63
4.1 Introduction .............................................................................................................................. 63
4.2 Justification of the social-constructivist research paradigm ................................................ 63
4.3 Case study approach ................................................................................................................ 69
4.4 Grounded theory method ......................................................................................................... 72
4.5 Research design......................................................................................................................... 75
4.6 Participants and Settings ......................................................................................................... 80
4.7 Data Gathering ......................................................................................................................... 83
4.8 Data analysis ............................................................................................................................. 93
4.9 Ethical considerations .............................................................................................................. 99
4.10 A relativist approach to judgement ....................................................................................... 99
4.11 Conclusion ............................................................................................................................. 103
Chapter Five: Patrick .......................................................................................................... 105
5.1 Introduction ............................................................................................................................ 105
5.2 Developing an embedded culture .......................................................................................... 108
5.3 Establishing routines .............................................................................................................. 123
5.4 Keeping tasks simple .............................................................................................................. 129
5.5 Chapter Conclusion ................................................................................................................ 134
Chapter Six: Dillon .............................................................................................................. 137
6.1 Introduction ............................................................................................................................ 137
6.2 Developing an embedded culture .......................................................................................... 140
6.3 Establishing routines .............................................................................................................. 151
6.4 Keeping tasks simple .............................................................................................................. 158
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6.5 Chapter conclusion ................................................................................................................. 164
Chapter Seven: Alice ........................................................................................................... 167
7.1 Introduction ............................................................................................................................ 167
7.2 Keeping tasks simple .............................................................................................................. 169
7.3 Establishing routines .............................................................................................................. 179
7.4 Developing an embedded culture .......................................................................................... 185
7.5 Chapter Conclusion ................................................................................................................ 190
Chapter Eight: Harriet ........................................................................................................ 193
8.1 Introduction ............................................................................................................................ 193
8.2 Keeping tasks simple .............................................................................................................. 195
8.3 Establishing routines .............................................................................................................. 206
8.4 Developing an embedded culture .......................................................................................... 214
8.5 Chapter Conclusion ................................................................................................................ 224
Chapter Nine: Discussion .................................................................................................... 226
9.1 Introduction ............................................................................................................................ 226
9.2 Teachers’ views and uses of DigiTech in their practice ...................................................... 227
9.3 Why teachers use DigiTech in their practice ....................................................................... 238
9.4 A pedagogical approach to DigiTech .................................................................................... 250
9.5 Conclusion ............................................................................................................................... 253
Chapter Ten: Conclusion .................................................................................................... 255
10.1 Introduction .......................................................................................................................... 255
10.2 Discovery – what gave ‘life’ to PE teachers’ use of DigiTech? ......................................... 256
10.3 Design – questioning, what could be? ................................................................................. 258
10.4 Dream and Destiny – what could change and how could this be done? .......................... 264
10.5 Concluding comments .......................................................................................................... 266
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References ............................................................................................................................. 267
Appendices ............................................................................................................................ 300
Appendix i: Information Letter ................................................................................................... 300
Appendix ii: Informed Consent Form ........................................................................................ 304
Appendix iii: Ethical clearance ................................................................................................... 306
Appendix iv: Research flyers and advertisement ...................................................................... 307
Appendix v: Example Interview Schedule ................................................................................. 308
Appendix vi: Analysis video ......................................................................................................... 310
Appendix vii: Document sources ................................................................................................. 311

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List of Tables
Table 1: Appreciative Inquiry principles 48-49
Table 2: Constructivist grounded theory actions and application 72-73
Table 3: The research process 74
Table 4: The data gathering sources 82
Table 5: Details of lesson observations 88
Table 6: DigiTech/apps, functions and how they were used by Patrick 102-105
Table 7: DigiTech/apps, functions and how they were used by Dillon 135-137
Table 8: DigiTech/apps, functions and how they were used by Alice 165
Table 9: DigiTech/apps, functions and how they were used by Harriet 190-191

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