Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key for successful implementation. Nevertheless, enactment of a new curriculum models (CMs)-based framework, supported by DT, has not yet been researched. Six physical education teachers with different teaching backgrounds and experience using DT for teaching and learning agreed to participate. Four phases were designed to develop teachers’ CMs pedagogical knowledge and technological pedagogical content knowledge as part of a collaborative, inquiry-oriented learning community. Individual and focus group interviews, and weekly critical friend discussions were used to gather teachers’ and students’ perceptions of their experience. Four themes reflecting phases one and two of the data appeared and evolved 18 months later and included planning, community, student learning, and the Phyz (app). The key take home message from this research highlights the power of a well-planned and structured inquiry-oriented learning community, its impact on empowering teachers to enact a new CMs-based framework, and the student learning that emerged.

当前的前沿研究表明，在学习社区的支持下，使用基于模型的实践和数字技术（DT）的集成来实现教学的教学变革是最成功的。总体而言，研究文献承认，增强教师的信仰能力以及他们应对这些新的课程和教学方法的能力是成功实施的关键。尽管如此，在DT的支持下，尚未研究制定基于新课程模型（CM）的框架。六名具有不同教学背景和使用DT进行教学的经验的体育教师同意参加。设计了四个阶段，以发展教师的CM的教学知识和技术教学内容知识，这是协作，探究式学习社区。通过个人和焦点小组访谈以及每周的关键性朋友讨论来收集老师和学生对其经验的看法。反映数据第一和第二阶段的四个主题在18个月后出现并发展，包括计划，社区，学生学习和Phyz（应用程序）。这项研究得出的关键信息表明，一个精心计划和结构化的以查询为导向的学习社区的力量，其对授权教师制定新的基于CM的框架的影响，以及由此产生的学生学习。反映数据第一和第二阶段的四个主题在18个月后出现并发展，包括计划，社区，学生学习和Phyz（应用程序）。这项研究得出的关键信息表明，一个精心计划和结构化的以查询为导向的学习社区的力量，其对授权教师制定新的基于CM的框架的影响，以及由此产生的学生学习。反映数据第一和第二阶段的四个主题在18个月后出现并发展，包括计划，社区，学生学习和Phyz（应用程序）。这项研究得出的关键信息表明，一个精心计划和结构化的以查询为导向的学习社区的力量，其对授权教师制定新的基于CM的框架的影响，以及由此产生的学生学习。