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High Possibility Classrooms: A New Model for Technology Integration

High Possibility Classrooms: A New Model for Technology Integration

Jane Louise Hunter
Copyright: © 2015 |Pages: 27
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041
DOI: 10.4018/978-1-4666-8403-4.ch018
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MLA

Hunter, Jane Louise. "High Possibility Classrooms: A New Model for Technology Integration." Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2015, pp. 466-492. https://doi.org/10.4018/978-1-4666-8403-4.ch018

APA

Hunter, J. L. (2015). High Possibility Classrooms: A New Model for Technology Integration. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 466-492). IGI Global. https://doi.org/10.4018/978-1-4666-8403-4.ch018

Chicago

Hunter, Jane Louise. "High Possibility Classrooms: A New Model for Technology Integration." In Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, 466-492. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8403-4.ch018

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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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