High Possibility Classrooms: A New Model for Technology Integration

High Possibility Classrooms: A New Model for Technology Integration

Jane Louise Hunter (University of Western Sydney, Australia)
Copyright: © 2019 |Pages: 30
DOI: 10.4018/978-1-5225-7918-2.ch025

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.
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Background

The study (Hunter, 2013) used the Technological Pedagogical Content Knowledge (TPACK) framework as its theoretical starting point and built on it to form the HPC model. TPACK articulates the relationship between content, pedagogy and technology both in isolation, and in pairs of content knowledge (CK), pedagogical knowledge (PK) and technology knowledge (TK). This connection evolved into pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) and all three came together as technological pedagogical content knowledge (TPCK): “This was similar to the move made by Shulman in which he considered the relationship between content and pedagogy and labelled it pedagogical content knowledge ... we introduce two new pairs and one new triad” (Mishra & Koehler, 2006 p.1026). In all, seven TPACK components; the four teachers in the study (Hunter, 2013) demonstrated all of them in their daily classroom practices.

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