DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 27 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews technology for the future of learning and teaching, London, England: Routledge. McWilliam, E and Taylor, P 2012, Schooling for personally significant learning: is it possible?, accessed 29 June 2015. Maude, A 2014, Understanding and teaching the Australian Curriculum: Geography for primary schools, Adelaide: Hawker Brownlow Education. Schrum, L 2011, ‘Revisioning a proactive approach to an education technology research agenda’, in L. Schrum (Ed.), Considerations on educational technology integration: the best of JRTE, Eugene, Oregon: International Society for Technology in Education. write computer code the answer to teaching primary school students how to think?’, Education HQ, accessed July 20 2015. Hunter, J 2014, High possibility classrooms: technology integration in action, Refereed paper presented to the Society for Information Technology and Teacher Education International (SITE) conference, Jacksonville, Florida. Hunter, J 2014, ‘Meddler, sage or guide: a middle years teacher’s knowledge of technology integration and the role of inquiry’, Education HQ, accessed July 20 2015. Hunter, J 2015, ‘Planning hard to teach easy: using inquiry in History and Geography in primary schools’, Medium, accessed 29 June 2015. Hunter, J 2015a, Technology integration and high possibility classrooms: building from TPACK. New York: Routledge Hunter, J 2014, ‘Technology integration in the early years: thick play, making and time to write narratives’, Education HQ, accessed July 20 2015. John, P D and Wheeler, S 2008, The digital classroom: harnessing References and further reading Craft, A 2011, Creativity and education futures: Learning in a digital age. Stoke on Trent England: Trentham Books. Hunter, J 2015, ‘Adding ‘A’ to STEM makes STEAM: a high school teacher who puts the aesthetic and creativity first in technology integration’, Education HQ, accessed July 20 2015. Hunter, J 2013, Exploring technology integration in teachers’ classrooms in NSW public schools, Unpublished PhD dissertation. University of Western Sydney, Sydney, Australia. Hunter, J 2015, ‘Geography is a distinct discipline: teaching the subject creatively to primary school students’, Medium, accessed 29 June 2015. Hunter, J 2015b, forthcoming. ‘High possibility classrooms in the middle years: a model for reform’, Groundwater-Smith, S and Mockler, N (Eds.), Big fish little fish: teaching and learning in the middle years. Cambridge: Cambridge University Press. Hunter, J 2014, ‘Is learning how to Technology integration in content and the learning of history and geography skills operationalised the real world for students and gave them a voice to express their ideas whilst at the same time developing their sense of ownership and responsibility (Hunter, 2015b). More importantly, it revealed how well technology enhanced learning could drive their sense of creativity and determine what content mattered to them (Craft, 2011; John & Wheeler, 2008; McWilliam & Taylor, 2012). Preparing iHistorians and iGeographers for the future is something many primary school teachers are, and will continue to embrace, in their classrooms using all of the exciting technology hooks available. The conceptions and themes within the High Possibility Classrooms model provide the framework through which to design and thread the hooks.
Volume 34 Issue 2
Volume 34 Issue 4