I am in the process of digesting a rich piece of work “Technology Integration and High Possibility Classrooms“, Dr Jane Hunter. This work provides a comprehensive look at the context for the integration of technology and considers how TPACK comes into play in classrooms. It is good to find research and thought brought together in this cohesive narrative. The Australian perspective makes the work particularly relevant for Australian schools. As the author points out there is a lack of research in the field and the work provides practical examples which apply theory to classroom practice. Schools require academic leadership and they want to understand better the possibilities opened through technology. Educators are seeking a theoretical foundation to support change in their learning environments.
In addition to Dr. Hunters work I recently read a valuable work which looked at the use of ubiquitous computing in the systemic transformation of a high school to embrace 21st century teaching and learning, Leah M. Christman. I liked this paper as it drew on TPACK and SAMR and provided evidence to support a series of recommendations. Among these were the following:
“• clearly articulated vision, goals, and expectations;
• leaders who understand the mission and create supporting policies and procedures;
• teacher and stakeholder support and engagement;
• reliable supports for technology infrastructure, hardware, software, and training;
• connections between technology, pedagogy, and 21st century skills; and
an ongoing measurement plan to analyze results.”
Both works brought me back to consider the excellent framework developed by Apple to help define their Apple Distinguished Schools Program. In this framework the following criteria is provided to guide schools:
- Shared Leadership
School leaders take collective ownership of the initiative.
- Individual Leadership
A credible and inspirational thought leader sets and articulates the vision.
- Community Engagement
Broad community sponsorship supports the institution’s initiatives.
Innovative Learning and Teaching
- Student Learning
Learning is a personal experience for every student.
- Instructional Practices
Faculty are master learners who expertly guide their students through difficult and complex tasks.
- Curriculum Design
Innovation and rigorous curriculum is redesigned to leverage technology.
Ongoing Professional Learning
- Relevant and Timely Professional Development
Faculty engage in a cycle of inquiry that promotes reflection, experimentation, and sharing.
Compelling Evidence of Success
Data is routinely collected and analyzed to inform progress and measure success.
Narrative, reflective, or anecdotal evidence is collected and shared.
Flexible Learning Environment
- School Design and Facilities
Facilities and schedules are designed to maximize learning opportunities that technology provides.
- Information Technology (IT)
Information Technology (IT) infrastructure supports innovation in teaching and learning.”
The Apple framework has been useful in evaluating and benchmarking our own process. Continuous evaluation of our effectiveness and being open to ideas which are informed by research is crucial. The work of Dr. Hunter and Christman will add useful input to this process. I am also keen to look at the work of Dr. Damian Bebell who is a leader in the design and implementation of empirical research studies in technology rich educational environments.