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Session Information
18 SES 06 A, Developing Critical Digital Health Pedagogies for Teachers of Physical Education
Paper Session
Contribution
DigiHealthPE is a UNA Europe seed funding research project which involves six researchers from four European Countries (Finland, Italy, UK, Spain). This project aims to explore and pilot strategies co-created with PE teachers to promote a critical understanding and use of digital health technologies for healthy lifestyles among young people. This symposium will report on the preliminary work and findings of the project.
Previous research has shown how digital health technologies are ‘instructive’ in nature, playing a pedagogic role in how young people learn about their bodies and health (Rich, 2019). This learning that usually occurs beyond formal schooling (as ‘public pedagogies’, Rich& Miah, 2014), raises important questions for physical education (PE) teachers. They are increasingly using digital technologies for teaching, although instrumental approaches prevail. At European level, educational policies have been recently developed to provide teachers with professional learning opportunities to help their students become digitally competent. Health policy approaches are also trying to improve the digital health literacy of citizens.
Although relevant, these approaches tend to ignore important social, contextual and cultural factors that may impact upon the individuals’ health knowledge and behaviours. They also neglect the human, embodied and (inter)active ways in which people learn, something that is at the heart of teaching and learning in PE. Therefore, our project aims to address this gap by working with pre-service and in-service PE teachers to co-develop and evaluate critical digital health pedagogies that will enable young people to engage with digital health technologies in critical, meaningful and embodied ways.
The symposium will start with a brief overview of the UNA Europe project including the research purposes and methods we aim to implement, as well as the nature of our collaborative work. This overview will be followed by three presentations from researching academics of the four partnership universities in the project. Each will be focused on different empirically and theoretically rich insights to co-develop critical digital health pedagogies with PE teachers. At the conclusion, we will present the future direction and intended goals of our project as we are moving towards a broader European collaboration. Finally, the discussant will reflect on the work presented and invite the audience to share their observations and questions.
References
Fox, N y Alldred, P. (2015) New materialist social inquiry: designs, methods and the research-assemblage. International Journal of Social Research Methodology, 18:4, 399-414. Gard, M. & Lupton (2016). Digital health goes to school. Implications of digitising children’s bodies. In E. Taylor & T. Rooney. Surveillance Futures (pp. 132-146). Routledge: London. Goodyear, V. A., Armour, K. M., & Wood, H. (2018). Young people and their engagement with health-related social media: New perspectives. Sport, Education and Society, 1–16. doi:10.1080/13573322.2017.1423464 Gray, S., MacIsaac, S., & Jess, M. (2015). Teaching ‘Health’ in Physical Education in a ‘Healthy’ Way. RETOS: Nuevas tendencias en Educación Física Deportes y Recreación, 28(1) p. 165-172. Lupton, D. (2014). Health promotion in the digital era: a critical commentary. Health Promotion International, 30(1), 174-183. doi:10.1093/heapro/dau091 Redecker (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union, Luxembourg, doi:10.2760/159770, JRC107466. https://bit.ly/2micSlG Rich, E. (2019). Young people and public pedagogies of the body within social media. In V. Goodyear & K. Armour (Eds.), Young people, social media and healh (pp. 132-146). Oxon: Routledge. Rich, E., & Miah, A. (2014). Understanding Digital Health as Public Pedagogy: A Critical Framework. Societies, 4(2), 296-315. doi:10.3390/soc4020296
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
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