Creating the ‘High Possibility School’ - Education Matters Magazine

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Creating the ‘High Possibility School’

Research on exemplary teachers’ knowledge of technology enhanced learning led to the development of the High Possibility Classrooms (HPC) framework. Arguments for the creation of High Possibility Schools builds capacity in school leaders and teachers to create empowering learning places for all students right now and into the future.

Dr Jane Hunter, an early career researcher in the Centre for Educational Research at the University of Western Sydney was intrigued by the challenge of how teachers effectively embed technologies into learning. To fill a noted gap in the research literatures, in what is known about knowledge of technology integration in practice from teachers’ perspectives, Dr Hunter began her research of four exemplary teachers’ knowledge of technology integration in the classrooms of six to 16 year olds in NSW public schools. The research outcomes led to the development of the HPC framework.

The HPC framework stems from a need for robust theory drawn from research to underpin technology integration in learning in education contexts – Technological Pedagogical Content Knowledge or TPACK (Mishra & Koehler, 2006). What emerged from the data collection and analysis was that exemplary teachers conceived their knowledge of technology around five conceptions: theory, creativity, public learning, life preparation and contextual accommodations. Within each of these five conceptions are multiple themes of teaching practices and student learning processes that align with what young people require for their education futures. Hard planning, project-based learning and opportunities for production, listening to student voice and getting into flow, inform these conceptions. Teachers who actively use these pedagogical markers are defining a new game of school in K-12 settings. In essence schools can create HPC for all students and many of the HPC conceptions are present in teachers’ practices right now. However, teachers’ actions when embedding technology must go further.

Dr Jane Hunter will keynote at the Future Leaders conference from 3-4 March 2016 at the Australian Technology Park, Sydney as part of the National FutureSchools Expo. Her session will distinguish some powerful examples based on evidence in NSW schools, and reveal that it is possible to re-imagine K-12 classrooms within current education constraints and uncertainties.


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