Technology Integration and 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.

• List of IllustrationsForewordAcknowledgmentsIntroduction: 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

"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