Using the Technological Pedagogical Content Knowledge Framework (TPACK) model to analyse teachers’ use of Information Communication Technology (ICT) in Primary Physical Education

Rachel Sullivan, Jordan Wintle, Natalie Campbell, William M. Roberts

Research output: Contribution to journalArticlepeer-review


During the past decade there has been an increase in the range and quantity of digital technologies available to use within classrooms (Casey et al., 2016; Gard, 2014; Lupton, 2015). It has been recognised that using ICT is an important skill to develop amongst children (Livingstone, 2012), and can provide unique opportunities for developing high quality reflection and feedback skills (Fabian & Maclean, 2014; Weir & Connor, 2009). Qualitative data were collected from both specialist (n = 6) and non-specialist (n = 3) PPE teachers. In total, 9 teachers were interviewed from 8 different schools using a semi-structured interview. Key findings show that whilst there were many examples of the use of technology within the primary curriculum in all schools, most teachers used limited digital technology within their teaching of PPE. Those who did include technology reported this as a replacement for a lack of Content Knowledge (CK) or Pedagogical Content Knowledge (PCK), to save time during teaching or assessment activities, or for the delivery of specific activities. Greater emphasis on training and continuous professional development in schools is needed, thus allowing teachers to develop the knowledge and confidence to successfully integrate ICT into their PPE curriculum.

Original languageEnglish
Article number2356719
JournalCogent Social Sciences
Issue number1
Early online date28 May 2024
Publication statusE-pub ahead of print - 28 May 2024

Data Availability Statement

The data that support the findings of this study are available on request via the corresponding author, [Rachel
Sullivan]. The data are not publicly available due to their containing information that could compromise the privacy
of research participants


  • assessment
  • Classroom Practice
  • classroom teachers
  • Educational Research
  • learning
  • Mike Rayner, University of Portsmouth, Portsmouth, UK
  • physical education
  • Primary education
  • Primary/Elementary Education
  • subject knowledge
  • Teachers & Teacher Education
  • technology

ASJC Scopus subject areas

  • General Social Sciences

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