scholarly journals High Possibility Classrooms

2015 ◽  
pp. 466-492 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms 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 or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

High Possibility Classrooms

TPACK ◽  
2019 ◽  
pp. 518-547 ◽  
Author(s):  
Jane Louise Hunter
Keyword(s):  
High School ◽  
Teacher Education ◽  
Technology Integration ◽  
Experiential Learning ◽  
School Teacher ◽  
Exemplary Teachers ◽  
High School Teacher ◽  
Whole School ◽  
High Possibility

This chapter reports on a case study of a high school teacher from a larger study of ‘exemplary' teachers and how they conceptualized their knowledge of technology integration in education contexts (Hunter, 2013). The research was a series of purposeful case studies of teachers in classrooms 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 or HPC. Kitty, the teacher featured in this chapter, conceptualized her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture. This case study builds on the TPACK framework (Mishra & Koehler, 2006) and provides an important theoretical and practical exemplar of technology integration in practice for teacher education in a digital age.

Constructing Professional Knowledge: A Case Study of an Experienced High School Teacher

1993 ◽  
Vol 13 (1) ◽  
pp. 2-23 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
High School ◽  
Public Schools ◽  
Classroom Practices ◽  
School Teacher ◽  
High School Teacher ◽  
Professional Service ◽  
Sources Of Knowledge ◽  
High School Physical Education ◽  
Academic Year

Steve Sommers has taught high school physical education for 16 years, and in that time he has learned much about the demands that teachers face in public schools. This study examined how Steve constructed the knowledge necessary to meet those demands. Specifically, this study sought to describe the sources and processes used in making pedagogical decisions. Data were collected over one academic year using life history and ethnographic techniques. Data analysis entailed reducing data to themes and categories that identified the specific sources of knowledge and how Steve used those sources in his teaching. Steve relied upon four primary knowledge sources: community, school, profession, and biography. These sources provided Steve with the expectations for his teaching and the limits of his responsibilities. Further, these sources provided the raw information that Steve translated into classroom practices. A dialectic tension existed between Steve and his occupational environment that shaped and gave status to his professional service.

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