High Possibility Classrooms: Technology Integration in Action.
Abstract: This paper reports on a study of how exemplary teachers conceptualized their knowledge of technology integration in education contexts. The research was a series of purposeful case studies of teachers in classrooms (approximate ages 6-16 years) 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. Findings from the research add to what is known about the Technological Pedagogical and Content Knowledge or TPACK (Mishra & Koehler, 2006) framework in action and is of theoretical and practical significance to leaders, academics and policy makers in education jurisdictions. Four cases studies from the research are featured in the paper.
Presider: Barbra Mosley, North Carolina A&T State University