Technology Integration and High Possibility Classrooms: Building from TPACK

219 Pages·2015·1.491 MB·English

by  Jane Hunter

TECHNOLOGY INTEGRATION AND
HIGH POSSIBILITY CLASSROOMS
Technology Integration and High Possibility Classrooms provides a fresh vision for
education in schools based on new research from in-depth studies of technol-
ogy 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 influ-
ential theoretical framework of technological, pedagogical content knowledge
(TPACK).
Technology Integration and High Possibility Classrooms details four rich case stud-
ies set in different contexts with students ranging from ages 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 21st-century schools.
Jane Hunter teaches in the Master of Teaching program in the School of Edu-
cation at the University of Western Sydney (UWS), Australia. She is an early
career researcher in the Centre for Educational Research. Prior to the appoint-
ment 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.
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TECHNOLOGY
INTEGRATION AND
HIGH POSSIBILITY
CLASSROOMS
Building from TPACK
Jane Hunter
First published 2015
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2015 Taylor & Francis
The right of Jane Hunter to be identified as author of this work has been
asserted by her in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Hunter, Jane (Jane L.)
Technology integration and high possibility classrooms : building from
TPACK / by Jane Hunter.
pages cm
Includes bibliographical references and index.
1. Educational technology—United States. 2. Educational
technology—United States—Case studies. 3. Computer-assisted
instruction—United States. 4. Computer-assisted instruction—United
States—Case studies. I. Title.
LB1028.3.H857 2015
371.33—dc23
2014034292
ISBN: 978-1-138-78132-0 (hbk)
ISBN: 978-1-138-78133-7 (pbk)
ISBN: 978-1-315-76995-0 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
For my loving parents, Patrice and Noel
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CONTENTS
List of Illustrations viii
Foreword ix
Acknowledgments xiii
Introduction: Why Another Book on Technology
Integration Now? 1
1 Global Policy and Education Trends in Technology Integration
in Schools 12
2 Models of Technology Integration: TPACK, SAMR and HPC 40
3 Gabby’s Classroom: The Early Years 63
4 Gina’s Classroom: The Elementary Space 83
5 Nina’s Classroom: The Middle Years 106
6 Kitty’s Classroom: The High School 127
7 Creating H igh Possibility Classrooms : Using the Model 149
8 Where to From Here: Can All Schools Create High Possibility
Classrooms ? 183
Index 199
ILLUSTRATIONS
Figures
2.1 The TPACK framework and its knowledge components 43
2.2 The SAMR model 49
2.3 TPACK framework showing Action Knowledge (AK) hovering
over the main TPACK components 52
2.4 HPC model featuring the five key conceptions 53
4.1 Covers and pages of Gina’s picture books 83
6.1 Kitty’s shooting protocol for film making 127
7.1 HPC model featuring the five key conceptions 176
Tables
3.1 Key conceptions and themes in Gabby’s classroom 81
4.1 Key conceptions and themes in Gina’s classroom 103
5.1 Key conceptions and themes in Nina’s classroom 124
6.1 Key conceptions and themes in Kitty’s classroom 147
7.1 HPC model featuring conceptions with the underpinning themes 150
FOREWORD
It gives us great pleasure to be invited to write the foreword to T echnology Inte-
gration and High Possibility Classrooms: Building from TPACK . This book is timely
and valuable, focusing as it does on issues that are both relevant and critical to
teaching and learning in this day and age. As faculty members in the Department
of Educational Psychology & Educational Technology at Michigan State Univer-
sity, we work with a variety of teachers from a range of subject matters and grade
levels. This means being constantly aware of the key issues humming at the fore-
front of not only higher education, but also K–12 teaching and learning. For us,
matters of educational psychology, including how we teach, what we teach, and
how students learn, is of central importance in driving the use of technology for
the classroom. As educators who teach other educators, we have seen firsthand
how technology is shifting and reshaping the landscape of our field and demand-
ing that we revisit some core foundations of thinking, teaching, and learning.
We live in what may be described as ‘exponential times’—as the rate of change
for new technologies and advancements seems to be multiplicative and acceler-
ating. Devices, games, new media and other digital technologies have already
transformed the way that we live by reforming our ideas of work and play. From
smart phones to Twitter, from YouTube channels to multiplayer games, technol-
ogy has created major shifts in how we interact with information and with each
other. It has opened up the world in many ways, to allow for ‘24/7’ communi-
cation across the Globe—via email, Twitter, Facebook, and varied other social
networking tools. Comedian Louis C. K. has joked about how different a place
our world is in recent years than it was for most of human history. He has noted
how cross-country USA travel, which would have once taken numerous years
to accomplish (during which time people would have been born and died along
the way, or as he puts it: “you’d end up with a different group of people than you