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Technology Integration and High Possibility Classrooms: Building from TPACK, by Jane Hunter
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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.
- Sales Rank: #1020293 in Books
- Published on: 2015-03-07
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .60" w x 5.90" l, .0 pounds
- Binding: Paperback
- 218 pages
Review
"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
About the Author
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.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Using HPC to transform classroom practice
By Frances Whalan
Clearly and concisely presented the High Possibility Classrooms (HPC) model, which arises from Hunter’s observation of four teachers' classroom practice, captures and documents innovative practice that has pedagogy at its heart. What I find interesting is that the HPC model for technology integration diverges from traditional views of ICT integration. Hunter's model is theory-driven technology practice focusing on purposeful planning and teaching, enriched subject matter and thinking and creating that stimulates authentic student engagement. For classroom practitioners, HPC provides instruction for teachers on how to use for example simple pedagogical techniques that make the learning intentions explicit, contribute to students’ enriched knowledge of the subject matter and builds opportunities for creativity and reflection. The chapter on Creating high possibility classrooms is of particular interest as it outlines how the finer detail of HPC can transform into “practice in action” to create motivating and engaging learning spaces and contexts.
1 of 1 people found the following review helpful.
This practical, user-friendly book is a must-read for all ...
By Julie Carr
This practical, user-friendly book is a must-read for all teachers. Dr Hunter examines the classroom practices of four exemplary teachers. Gina, Gabby, Nina and Kitty are inspiring in their use of technology and in their creativity. In each case study, technology is used to boost student voice, student ownership and self-regulation of learning. The book is packed with new ideas for experienced and less experienced teachers on integrating technology and enhancing creativity in the classroom. It has challenged me to question my practice and reassess my role in the classroom. Gina says, “My students work in a learning community to build meaning of the world out of the learning experiences they engage in. They are on task, they are in task and they are learning for a purpose.” It was interesting and motivating to read how these teachers foster an exciting ‘learning community’ using technology. The HPC conceptions will be a valuable ‘tool’ for guiding my classroom planning and practice from now on.
1 of 1 people found the following review helpful.
Excellent resource for ICT integration into the classroom
By Brad Murphy
I purchased this book a few weeks ago as I am doing a Masters Degree in ICT in Education and seriously implementing ICT into the classroom. This is an excellent resource for a teachers professional library and presents many strategies in how to implement and integrate ICT into classroom teaching. This book is backed by extensive research into what works and includes a strong foundation of educational theory yet at the same time is easy to read and practical in its approach. The model of 'TPACK' with the added layer of 'High Possibility Classrooms' (HPC) means that the teacher following these structures will implement ICT integration far more efficiently and effectively. I highly recommend this book as being top of the list of purchases for anyone who is serious in integrating ICT into their classroom.
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