ABSTRACT
This chapter examines a primary physical education specialist teacher's use of technology from assessment, child development, literacy, and pedagogical perspectives. It draws on these various educational and developmental viewpoints to interrogate and distil a set of pedagogical insights, regarding both student and teacher learning. As Jaime Morrison's case illustrates, accommodating the promises of reform efforts with regard to assessment are problematic. It describes how he used video-related technology with his students. While seemingly intuitive to students of this era, video is a form of augmented feedback that has developmental caveats to successful integration in the learning process. Social-psychological developmental perspectives focus on factors associated with self-perceptions and motivation. These factors are largely impacted by simultaneous cognitive development and are relevant to the integration of technology in physical education. The motivational climate, or social context, established within physical education, has a profound impact on students' achievement goals and behaviour, as well as their competence beliefs.
