ABSTRACT
This chapter addresses the pedagogical implications of incorporating technological innovations in physical education (PE). Many physical educators are eager to incorporate digital technology in their teaching practice. Obviously, the rapid development of Digi-tech expands the prospects and promises for its application within lesson programs. However, without a critical reflection on the implementation, these technologies may also change the content of teaching. In this chapter, Mishra and Koehler’s (2006) TPACK model is interpreted as a dynamic framework. It highly depends on the context how pedagogical knowledge (PK) merges with the technological knowledge (TK) and content knowledge (CK). Relatively little attention has been paid thus far for the consequences and mechanisms of this triad for developing new PE pedagogies. New technologies in PE must always be critically valued, in order to guarantee a careful integration and development of a sustainable digital pedagogy.
