Are learning spaces in schools where teachers focus their knowledge of technology integration on theory, creativity, public learning, life preparation and contextual accommodations; in practice such teachers underpin their teaching actions across the day, the week, or the year with clear attention to the 22 themes of teaching strategies and student learning processes in the HPC model.
Published in Chapter:
High Possibility Classrooms: A New Model for Technology Integration
Jane Louise Hunter (University of Western Sydney, Australia)
Copyright: © 2015
|Pages: 27
DOI: 10.4018/978-1-4666-8403-4.ch018
Abstract
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.