Are in-service teachers who formed the ‘purposive’ group studied in research designed to understand teachers’ knowledge of technology integration ( Hunter, 2013 ); the teachers were highly proficient in using a range of technology, they used it daily in classroom learning, and they used it in an innovative and engaging manner, and had contributed substantively to professional development of their colleagues, also they had participated in trials of new technology and were highly regarded by their colleagues for their commitment to the profession.
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.