This thesis took the TPACK framework (Mishra and Koehler, 2006) as its theoretical starting point and posed the question: how do a group of exemplary teachers conceptualise their knowledge of technology integration in education contexts? The research was a series of purposeful, intensive case studies of four teachers in Stages 1-5 classrooms (approximate ages 6-16 years) in different school sites. The study found that the teachers‟ knowledge of technology integration is constructed on theory (T), creativity (C), public learning (P), life preparation (L) and contextual accommodations (C). These five main conceptions are underpinned by particular pedagogical themes. In the first conception, T, is underpinned by construction of learning, purposeful teaching, focused planning, enriched subject matter, promotion of reflective learning, shifts in conversations and thinking and authentic student engagement. The second conception, C, is underpinned by boosting creative learning, creating opportunities for production, unleashing playful moments, supporting values and differentiating learning. The third conception, P, is underpinned by scaffolding performance by making learning public and enhancing outcomes. Life preparation, or L, is underpinned by operationalising the real world, giving voice, ownership and responsibility, and the revelation of effectiveness in terms of self-regulation and self-efficacy. The final conception, contextual accommodations, C, is underpinned by the personal and professional, changes to time, nurturing community and defining the game. Each initial of the conceptions come together to form a fresh equation, T+C+P+L+C = high possibility classrooms (HPC). The study findings add to what is known about the TPACK framework by deriving five new conceptions out of exemplary teachers‟ knowledge of technology integration. Recent moves in some futures literature (Chen, 2010; Craft, 2011, Gardner, 2012; Mishra and Koehler, 2012a; Pink, 2009; Robinson, 2012; Zhao, 2012) reflect the study findings about where education must go if young people are to be involved in high possibility classrooms where they are given opportunities to learn well, be creative, productive and thinking citizens who 2 can help solve some of the world’s most significant problems. New knowledge generated by this study forms a useful and practical conduit to ensuring all children have an experience of learning that is important and relevant. The study findings are both theoretical and practical in their approach to graduate and experienced teachers‟ knowledge of technology integration and will be of critical significance to leaders in teacher professional learning in education jurisdictions.