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Week 3 - Leadership

Conditions for Classroom Technology Innovations
The following figure is adapted from this week's Flipped Prep\article, and will be used for an in-class activity:
In class we'll do a Jigsaw puzzle activity to share our expertise in relation to those 3 conditions. and it will be interesting to hear to what extent do you think the homework reading, a research article from 2002, is still relevant.
In the article, Zhao, Pugh, Sheldon & Byers (2002) stress that successfully implementing classroom technology innovations is not just about technical proficiency:
“Teachers' technology proficiency plays a major role in classroom technology innovations... However, our observations suggested that an additional dimension of technology proficiency plays an equally important part: knowledge of the enabling conditions for a technology - that is, knowing what else is necessary to use a specific technology in teaching”.
A number of other interesting comments from the article include:
“the complex and messy process of technology integration in real classrooms.”
“an intimate connection between technology and the curriculum.”
“technology has finally caught up to the way humans think.”
“Factors associated with the innovator, the teacher in our study, appeared to play a more significant role than the other domains.”
We talked as a group about the importance of the innovator to how well technologies are adopted. Here is a link to our notes:
Modelling Innovation
We will also be looking at the two simple models, used by many teachers, that can help us to plan and analyse our digital classroom innovations. Substitution Augmentation Modification Redefinition (SAMR) supports the design and development of learning experiences that utilize technology. Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching.
SAMR
The SAMR model was developed by Ruben Puentedura and disseminated through Apple education initiatives. It is a very simple layered model of ways that technology can be integrated into teaching and learning. For further information see the TKI page on Using the SAMR model (MoE. n.d.). For comparison, Anderson (2013) provides a very similar 4 layer model that focuses more on teacher confidence in delivering digital learning

How we would use GoogleTour builder to build a transformative task around earthquakes
https://docs.google.com/document/d/1nhCBLJ8dqAZHJO7v8EKJ7R4pfELHqLRSRcnqcjweiEg/edit?ts=5b6bd221
TPACK
TPACK stands for Technological Pedagogical Content Knowledge (in the original version it was called TPCK). TPACK is a framework developed by Punya Mishra and Matthew Koehler that identifies the knowledge teachers need to teach effectively with technology. The TPACK framework is somewhat more academic than SAMR and extends Shulman’s idea of Pedagogical Content Knowledge. Puentedura (2010) links SAMR and TPACK together.
For further information see the tpack.org website.
You may find this TPACK and SAMR assessment rubric useful when assessing classroom activities against these frameworks.
Google Tour Builder
Google Tour Builder is a Google Earth experiment. It was originally created to give veterans a way to record all the places that military service has taken them, and preserve their stories and memories as a legacy for their families. However, it has since been made more widely available.
It provides a way to show people the places you've visited and the experiences you had along the way using Google Earth. It lets you pick the locations right on the map, add in photos, text, and video, and then share your creation.
For more information about Tour Builder, see https://tourbuilder.withgoogle.com/
Examples that other Mind Lab students have worked with include:
  • Tourist itineraries that included learning activities such as calculating overall costs, a tour of architectural shapes, Rio Olympics (topical at the time) e.g. choice of team training locations,
  • Mihimihi/Pepeha
  • ‘Amazing Race’ style tours
  • Earthquakes
  • Gallipoli
  • Haerenga (journey) of Maui through Aotearoa (New Zealand),
  • Following in the footsteps of Sir Edmund Hillary
  • Roald Dahl's Esio Trot
  • Pokemon and biomes
If you're interested in how students can work with Google Maps, rather than Tour Builder, you may find Thom Cochrane’s image-based guide to creating a custom map helpful.
Innovation Time Off? 
One of Google’s most successful products, Gmail, was famously developed in their structured motivation technique 20/80 approach to fostering innovation. Their engineers were encouraged to spend 20% of their work time on projects that interest them.
Google later scrapped the 20% rule policy in favor of a more targeted and top-down innovation process that focused on a handful of personnel as the company grew. It might be this type of agility that enables Google to remain a global leader in fostering innovation, and no wonder many schools have followed by introducing genius or passion hours for their staff and students.
Google Cardboards
Experiencing virtual reality can be simple and affordable with headsets like Google Cardboard. We recommend you to explore and download a variety of apps (many that are free) that unfold the world around you. We’ll use Cardboards again in Week 7, so test and trial yours and apps available for it at home before then!
360 Decree Photos
Flat, two-dimensional photos and even panoramas are old news, since 360-degree photos that let you look around in any direction from a single standing position. You can share your 360-degree photos everywhere from Facebook to Google Street View, and unlike 360 video, they can be easily snapped using the smartphone you've already got. This week in class we'll use our Google Cardboards and Google Cardboard Camera Apps to capture our learning environments. When we share these images in our G+ Community with #360pic we get to have a sneak peek experience what different locations look like when viewing those images with our Cardboards on. 
References
Anderson, M. (2013, September). Teacher Confidence In Using Technology. Retrieved from https://ictevangelist.com/teacher-confidence-using-technology/
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from https://www.learntechlib.org/p/29544/article_29544.pdf
MoE. (n.d.).Using the SAMR model. Retrieved from http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry/SAMR-model
Ross, A. (2015, June 3). Why did Google abandon 20% time for innovation? HRZone. Available at  https://www.hrzone.com/lead/culture/why-did-google-abandon-20-time-for-innovation  
Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved from http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf.
Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515. Retrieved from https://www.rtsd.org/cms/lib/PA01000218/Centricity/Domain/96/Conditions%20for%20Classroom%20Tech.pdf

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