High possibility classrooms in the middle years : a model for reform

How do teachers focus on what matters in learning when what they do in classrooms is constantly questioned and all too often not understood by policy makers, the media and those who seek to peddle deficit education agendas? In this chapter I argue that in the middle years of schooling engagement in learning will continue to decline for many students unless teachers, school principals and education systems activate pedagogical approaches such as the High Possibility Classrooms (HPC) model, where the focus is firmly on effective technology integration practices and processes that drive classroom learning.