I must say that I was disappointed with this reading. I hoped it would answer the questions "why don't teachers innovate when they are given computers." The teachers in this research were all innovators - they had devised a project and applied for the computers and to take part. Some of them failed because they didn't get the computers they requested. Maybe if we went back in a years time when the computers had finally arrived we would see different results.

Anyway the main idea I took from the reading is that we need to take baby steps. Keep things simple and close to the way you currently do things - the further away / bigger steps - the more likely to fail,

The Innovator (teacher) needs all infrastructure (hardware and software) set up and reliable for the innovation to work. The innovation needs to align with the innovators technological beliefs and the innovator needs to be highly reflective. Ideally the innovation will be something you already do - just adding the technology component to it ie add technology to classroom practice that is already embedded. The innovator also needs to social skills to come with working with admin and technicians. They need to be able to allay the fears of parents, administrators and other teachers who feel it is unfair that tech rooms get more support.

The Innovation will need buy in from other staff whom it affects and to receive full support from leaders and administrators needs to be in line with school beliefs. It it is not similar it needs the support of the principal. Most success is met with minor adaptations / tweaks of existing practice / projects. The less new equipment that is needed the more likely the innovation is to succeed. The less dependent the innovator is (on others or on new tech) the more likely the innovation is to succeed.

The Context (school) - ideally use what you have already got for your innovation. Hopefully uoi have peer support.

Overall the Teacher is the most important component in the equation. However even strong teachers will struggle if the innovation is far from the school culture and beliefs.

To integrate innovations and technology Profession Development might be advised in

enabling conditions of technology
pedagogical / curriculum connections / contexts
develop knowledge of social and organisational aspects of school ie social context
reflect on own beliefs about teaching and learning
consider real world limits that exist in classrooms.

Remember - take small steps and balance distance and dependence.

SAMR

from enabling elearning website
Redefinition - enabling the transformation of learning - we have changed the task design - enabled the learner to do something that is not possible without that technology. Blog open to world with feedback loop and simultaneous work happening
Modification - enabling some significant task redesign - using a blog internally in a class
Augmentation - adding an affordance - increasing the capability of the student through the technology - but you haven't really changed the process of the learning.
Substitution - using a tech solution instead of pen and paper eg Microsoft word

It is fine for some of your practice to be at the Substitution / Augmentation level. However there should be parts that have moved to Modification / Redefinition. In classes where there is lots of redefinition students are taking charge of their own learning. Excitement and joy of learning. A continual re-evaluation of practice allows the teacher to make the best use of tools.

How to Apply the SAMR Model with Dr. Ruben Puentedura

Look at the Substitution Augmentation Modification Redefinition (SAMR) model rubric developed by Dr. Ruben Puentedura

TPACK

In class: Let the TPACK model show you where your knowledge strengths and weaknesses are relating to your DIGITAL 1 plan. You can save your Venn diagram just for yourself or share with peers in G+ Community with #TPACK

Design a learning activity using Tour Builder, informed by SAMR

Google Tour Builder

Topic: Important New Zealand Earthquakes

Could use geonet to look up recent earthquakes and plot them on the map.

In the old days we would have a book, photocopies pictures, map on the wall,
pins with string coming off to pictures, captions,

How is this task on the transformational level?

By linking photos to points on the map
Add video as well as photos
Children writing about earthquakes and video themselves reading it out
Interview and video people who were there when the earthquake struck.
Children role play as characters suffering from the effects of various earthquakes.
Buddies film them and then embed that footage into the map points on tour builder.
Children use this link to plot the significant historical events on google tour by using
the information and coordinates Geonet link to NZ historical earthquakes

Both the SAMR AND TPCK Models are useful for transforming classroom practice. Initially using the SAMR model ensure you are not just substituting an online activity for a paper one. By looking at the SAMR levels you can power up the activity to make it really creative and redefine the task. Blooms Taxonomy is really useful to refer to here as the analyze evaluate and create (higher order thinking skills) sit in next to the the transformation levels in SAMR. TPCK should be added in next - starting with pedagogy, content and tech at the basic level and moving through to the sweet spot where the 3 circle overlap. Remember to always consider 21st century skills and learning needs. Think about trends and challenges.
From SAMR and TPCK: A Hands-On Approach to Classroom Practice

Google Cardboards

5 Essential Principals for creating safe, optimised and rewarding learning experiences for young learners.
1) Learners at the centre of learning networks
2) Equity of access - learning at any time, place or pace
3) Interoperable systems - information needs to be shared seamlessly
4) Literate for the digital age- recognise new modes of learning so kids can engage confidently, effectively and safely
5) Safe and trusted
Keep them and their data safe (N4L's job) while empowering them to be smart, digital citizens (my job) so they can innovate and develop their interests (Golden Time - we may need to rename this)
Children can thrive and contribute.
https://app.themindlab.com/media/35168/view
This US centric view of education and the internet questions the lack of progress in education given the impact and speed of change in all other sectors.

The reading below gives some good descriptions of the 21C skills - eg creativity is the ability to imagine and devise innovative new ways of addressing problems, answering questions or expressing meaning through the application, synthesis or repurposing of knowledge.