High possibility classrooms : technology integration in action

![CDATA[This paper reports on a study of how exemplary teachers conceptualized their knowledge of technology integration in education contexts. The research was a series of purposeful case studies of teachers in classrooms (approximate ages 6-16 years) 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. Findings from the research add to what is known about the Technological Pedagogical and Content Knowledge or TPACK (Mishra & Koehler, 2006) framework in action and is of theoretical and practical significance to leaders, academics and policy makers in education jurisdictions. Four cases studies from the research are featured in the paper.]]