ABSTRACT
A variety of technologies have been used by physical education teachers in recent years to enhance students’ psychomotor and cognitive skills. While literature has drawn on the technological, pedagogical, and content knowledge (TPACK) framework to explain how technology is used to shape teachers’ and students’ learning (Koehler and Mishra, 2009; Shulman, 1986), TPACK has been critiqued as being too broad, which has disabled researchers’ ability to explain the influence of technological social-behavioral (TSB) knowledge on teachers’ technology use (Brantley-Dias and Ertmer, 2013). For example, there are variations in teacher/student behaviors based on technology being either opaque (i.e., visible physically and socially) or transparent (i.e., hidden physically and socially). The purpose of this chapter is to explain how Clark’s (2003) categorization of opaque and transparent technologies provides a guiding theoretical framework for physical education teachers’ technology integration from a social-behavioral perspective. The chapter begins with an overview of Clark’s framework. Next, we critically analyze three highly contextualized stories of physical education teachers use of video-based and wearable fitness technologies, which highlight how the nature of the technology (i.e., opaque or transparent) influences student learning. The chapter is concluded with implications of TSB knowledge for physical educators.
