You are here:

Big Learning for the Future: High Possibility Classrooms in the Middle School
PROCEEDINGS

, University of Western Sydney, Australia

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The paper examines High Possibility Classrooms (HPC) in a research study conducted in a middle school context in Sydney, Australia. Teachers in the study were exposed to professional development in a workshop that focused on how learning using a new model for technology integration is conceived. The HPC model arose out of qualitative research (Hunter, 2013) that found exemplary teachers conceptualized their knowledge of technology integration based on theory, creativity, public learning, life preparation and contextual accommodations. The new research reported in this paper supports validation of the HPC model as an illustration of classroom reform in mainstream teachers’ classrooms with the case study: Big learning for the future. It details how the HPC model was used to develop one teacher’s Action Knowledge in a Social Studies unit of work.

Citation

Hunter, J. (2015). Big Learning for the Future: High Possibility Classrooms in the Middle School. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2347-2355). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2020 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References