CHAPTER OVERVIEW
This case examines a primary physical education specialist teacher's use of technology from assessment, child development, literacy, and pedagogical perspectives. The case draws on these various educational and developmental viewpoints to interrogate and distil a set of pedagogical insights, regarding both student and teacher learning. Through the adherence to constructivist learning principles, an active, meaningful, relevant, and social pedagogy of technology was developed. This use of technology, not as an end in itself, but as a means to an end, may serve to challenge prevailing assumptions regarding technology in the classroom.