DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 21 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews The terms iHistorians and iGeographers in the title of the article are used to capture the necessary hook of technology in learning these subjects in school classrooms. The iHistorian notion can be attributed to a blog post published by Amy Kingsley in January 2015. It is predicted that fascinating content in both existing and developing curriculum, combined with engaging pedagogy using inquiry methods, will encourage more teachers to experiment with History and Geography in ways not previously considered. A sense of re-imagining in the NSW History K–10 syllabus was inspired by the blog post referred to above. Although it is written in the single context of a Kindergarten class in a school in Manchester England, some important points are made about technology-enhanced learning in History. For example, iPads are used with different groups of students to embed historical content by creating everything from movie trailers in iMovie on Roman emperors A Roman romantic: an iMovie to inspire alternative lonely hearts adverts for Emperor Nero to making simple books on the animals used in The First World War, using Book Creator. Darcey and Alyssa animals in WW1 book What Amy enacts in her British classroom holds pedagogical relevance for teaching primary History in Australia and re-affirms the critical necessity of engaging students’ inventiveness and creativity. This article explores how Amy Kingsley’s notion can be used for proposing technology-enhanced learning in History and Geography in primary schools using the model of High Possibility Classrooms. This model was developed from research in exemplary teachers’ classrooms in NSW public schools (Hunter, 2013; Hunter, 2014; Hunter, 2015a). Before looking at some case study examples, it is necessary to understand more about the High Possibility Classrooms model. What are High Possibility Classrooms? The High Possibility Classrooms model is also known as HPC. It is a model of design based learning for technology integration in schools drawn from research conducted in the classrooms of a group of exemplary teachers (Hunter, 2013). This study aimed to understand how four particular teachers conceptualised their knowledge of technology integration and discover what was fresh in their approaches. It also included finding out what students thought about being learners in such spaces. Teachers in the study all taught in the NSW public school system. They were recruited on the basis that they were an excellent fit against six criteria established for a purposive sample. In brief, the criteria were: • high level technology proficiency • use of technology daily • innovative practices • initiation of professional learning with colleagues in and beyond the school context • participation in new trials of technology • high regard from colleagues for their commitment to the profession. Research methods Research in the teachers’ classrooms (with students aged 6-16) was conducted across a two-year period. Data collection involved: • interviews with teachers • focus groups with students • classroom observations • analysis of documents, including lesson plans, syllabus documents, student work samples and technology policies.
Volume 34 Issue 2
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