High Possibility Classrooms (HPC) is a framework for pedagogy that supports teachers to think through their planning, the subject matter they teach, and the ways learning can be reimagined through innovative uses of technology to engage and motivate students.
Work led by Keith Heggart explores civics and citizenship education from the perspectives of practitioners and participants, and especially the role that technology enhanced learning fulfils within this field.
As part of the Justice Pedagogy framework, engagement, advocacy and critical interrogation of the public sphere (however and wherever it manifests) is central to the development of active citizens.
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these.
Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.