ABSTRACT
From a pedagogical perspective, what physical education (PE) teachers think, say and do with regards to digital technology has received little attention (Lupton, 2015). This chapter examines a case study of ‘Patrick’, a UK PE teacher who embedded digital technology into his teaching. Using a case study approach guided by appreciative inquiry, this chapter draws on the views and experiences of Patrick, and others in his school, regarding digital technology use in an effort to understand the factors and experiences that influence how and why he uses digital technology. By developing a culture around digital technology both in the school and his practice, Patrick established simple routines and strategies to develop his pedagogy of digital technology.
