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Technology Integration and High Possibility Classrooms: Building from TPACK

Jane Hunter (University of Technology Sydney)



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18 March 2015
Educational equipment & technology, computer-aided learning (CAL)
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.
By:   Jane Hunter (University of Technology Sydney)
Imprint:   Acer
Country of Publication:   United Kingdom
Dimensions:   Height: 229mm,  Width: 152mm,  Spine: 15mm
Weight:   295g
ISBN:   9781138781337
ISBN 10:   1138781339
Pages:   218
Publication Date:   18 March 2015
Audience:   College/higher education ,  College/higher education ,  Primary ,  Primary
Format:   Paperback
Publisher's Status:   Active
List of Illustrations Foreword Acknowledgments 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? Index

Jane Hunter teaches in the Master of Teaching program in the School of Education at the University of Western Sydney (UWS), Australia. She is an early career researcher in the Centre for Educational Research. Prior to the appointment to UWS, she taught in teacher education at the University of Sydney and in many K-12 schools; most recently, she worked as a senior education officer in various technology, professional teaching standards and curriculum projects in the NSW Department of Education & Communities.

Reviews for Technology Integration and High Possibility Classrooms: Building from TPACK

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

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