Technology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers’ classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK).
Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers’ knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.
Table of Contents
List of Illustrations
Introduction: Why this book on technology integration now?
- Global policy and education trends in technology integration in schools
- Models of technology integration: TPACK, SAMR and HPC
- Gabby’s classroom: The early years
- Gina’s classroom: The elementary space
- Nina’s classroom: The middle years
- Kitty’s classroom: The high school
- Creating high possibility classrooms: Using the model
- Where to from here: Can all schools create high possibility classrooms?
Jane Hunter is a postdoctoral researcher in STEM education at the University of Technology Sydney, Australia. Prior to her appointment to UTS in early February 2016, she taught in teacher education at Western Sydney University and the University of Sydney and in many K-12 schools; more recently, she worked as a senior education officer in various technology, professional teaching standards, and curriculum projects in the NSW Department of Education.
Featured Author Profiles
"Technology Integration and High Possibility Classrooms provides a wonderful look into classrooms to help readers understand how ambitious, effective teachers integrate technology into their teaching. Rather than focusing primarily on the tools, however, Hunter helps the reader to see technology integration through a robust theoretical lens in an approachable, engaging way. This significant contribution to the TPACK literature base is a must-read for doctoral students and classroom teachers who want to approach technology integration in a thoughtful, meaningful manner."
Mark Hofer, Associate Professor of Educational Technology in the School of Education at the College of William & Mary, USA.
"Dr. Hunter's book is a valuable contribution to the field of technologies in education. Well-positioned in research and theory while offering a pleasant, engaging read, it uses an accessible framework to explore what occurs in the classroom and what is possible as we move into changing educational contexts. The cases used illustrate both the affordances and limitations of technologies in classrooms, as well as the need for strong professional learning to support teachers in choosing the most effective means for facilitating and representing student learning."
Debra Bateman, Associate Professor and Deputy Dean, Learning & Teaching, School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia
"Hunter’s text is an excellent exemplar for faculty teaching case study research, educational technology, or how theory impacts practice."
Gregory Zobel, Technical Communication