A number of reports and recommendations from the European Union have indicated the need to promote empowerment and digiatla skill amongst students (Ferrari et al, 2013).  ‘While digital technologies can make things possible it is people that make things happen’ (Butler et al. 2013 p.11).  Plowman and Stephen describe the educational potential which “may lead to technologies that can encompass participation by practitioners, parents, and children in different learning spaces and promote discovery, delight, curiosity, creativity, self-expression, and pleasure in learning” (2003, p. 160). The availability of a range of digital tools such as social media, digital games, ultra-mobile, and portable devices can potentially facilitate digital literacy across the curriculum, including in physical education (Futurelab, 2010).

Macdonald and Hay (2010) identified the use of the above-mentioned technologies in physical education in the context of four main purposes: 1) to facilitate the integration of movement principles with movement performances; 2) to generate information for the application and evaluation of movement principles; 3) to develop formative assessment processes; and 4) to acquire summative assessment evidence for movement performances. In the teaching process, it is important not only how you teach (pedagogy) and what you teach (content) but also which materials (technology) you use while teaching (Jones & Moreland, 2004). Mishra and Koehlers’ (2006) technological pedagogical content knowledge (TPACK) construct explains the technological skills that teachers should have for more effective teaching. Teachers’ level of TPACK is argued as the determining factor moderating teachers’ abilities to successfully integrate technology into education (Koh, Chai & Tsai,2010; Tee & Lee, 2011).

Graham, (2004) points out that ‘like students, faculty members also have a diverse range of technology skills and many do not feel comfortable teaching technology applications to students’. The likelihood that preservice teachers will be successful integrating technology into their curriculum is dependent upon two factors: (a) their basic technology skills and (b) the effective modelling of technology integration by faculty to embed technology.

For this project, Lave and Wenger’s theory informed this study because of the current emphasis on the role of community in teacher learning.  Many educational researchers believe that learning can be described as participation in practice and that learners produce knowledge in settings that are socially and culturally constituted (Boaler, 2000). This theory allows researchers to examine issues of collaboration by looking at how joint work is constructed by members of the community and to examine the differences in the nature of the participation by members. It also emphasizes the ways in which learning is contextual, by focusing on the local practices and meanings of individual communities.  Informed by the belief that people learn in communities (Hiebert, Gallimore, & Stigler, 2002), and guided by the more specific idea that teacher learning communities are collaborative and collegial sites of professional growth (Chokshi & Fernandez, 2004; Fernandez & Yoshida, 2004; Lewis, 2009), the authors chose to study their practice of teaching.  This theoretical perspective underpinned the choosing of lesson study as our methodological framework.

The research question guiding this study is - Can preservice teacher (PST) physical education initial teacher educators (PEITEs) be enabled to use technology to promote quality teaching learning and assessment of fundamental movement skills (FMS) in physical education 

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