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ABSTRACT
In today’s classrooms, digital technologies and digital media enable an unlimited number of learning resources. Digital tools are one type of digital technology used in pedagogical settings. By digital tools we mean software that is not produced for educational purposes, but which may be used to support learning. Using theoretical concepts from Basil Bernstein and analytical tools from Critical Discourse Studies, the paper provides an in-depth critical analysis of two digital tools that are free of charge and recommended for teaching Physical Education in upper secondary schools in Denmark. The main intention is to discuss the educational problems related to the use of digital tools as learning resources and especially to challenge the idea that they are “for free”.
Acknowledgement
We thank the anonymous reviewers for their constructive and helpful comments on the original draft of this paper.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 All translations from the ministerial guidelines are by the authors.
2 The frontpage and the structure of the websites have been changed several times since we started the analysis in February 2018. The analysis has been conducted on the pages from January by using “Wayback Machine” (https://archieve.org/web/).
3 When entering and using the webpages students agree in Strava’s terms of conditions, their privacy police and their API agreement. Altogether the user is supposed to read 17,120 words in rather complex legal language. The same goes for www.iform.dk, where the student is supposed to read the cookie policy, personal data policy and other legal information, all in all 8995 words also in a complex legal language.