High possibility classrooms: A new model for technology integration

Hunter, JL

High possibility classrooms: A new model for technology integration

Hunter, JL

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Publication Type:: Journal Article
Citation:: 2015, pp. 466 - 492
Issue Date:: 2015-08-03

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Field	Value	Language
dc.contributor.author	Hunter, JL https://orcid.org/0000-0001-9232-8895	en_US
dc.date.issued	2015-08-03	en_US
dc.identifier.citation	2015, pp. 466 - 492	en_US
dc.identifier.isbn	9781466684034	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117701
dc.description.abstract	© 2015, IGI Global. All rights reserved. This chapter reports on a case study of a high school teacher from a larger study of 'exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.	en_US
dc.relation.isbasedon	10.4018/978-1-4666-8403-4.ch018	en_US
dc.title	High possibility classrooms: A new model for technology integration	en_US
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2015, IGI Global. All rights reserved. This chapter reports on a case study of a high school teacher from a larger study of 'exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms in Australia. The study found that theory, creativity, public learning, life preparation and contextual accommodations are crucial. Each conception of the teachers' knowledge is underpinned by particular pedagogical themes that together form a fresh vision for technology integration known as High Possibility Classrooms or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

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http://hdl.handle.net/10453/117701