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March 14, 2023 55 mins

Have you heard or read about Augmented Reality? If you have, are an educator and don’t really care, this is the episode for you! Paul Hamilton, UTB’s resident AR expert tells us why AR is becoming such an engaging and relevant tool for students and the impact it’s having in so many industries around the world. Bex also shares some practical tips for how she’s overcoming imposter syndrome and the team also share some ideas for how schools can build a closer community through the use of social media. 

 

Check out these resources that we've mentioned in this episode:

 - Future Now Leadership Summit NZ 2023 

- Twitter Account – Paul Hamilton 

- Manurewa Intermediate – Youtube Account example 

- Blog Post – Effective Social Media Policies 


We post every week and would love to have you keep up with us. If you know someone who would get value from these episodes, hit the share button and let them know. Lastly, if you have questions or anything to share with us, email us at team@usingtechnologybetter.com. You can also contact Bex at bex@usingtechnologybetter.com to find out how you can get free PD in your schools (NZ) or follow us on Instagram at @usingtechnologybetter or on youtube.com/@utb

We’d love to hear from you! See you next week.

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Transcript

Episode Transcript

Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Bex Rose (00:00):
Those thoughts that are constantly going through

(00:02):
your head, those are the onesthat you need to start noticing.
There's looking at what is factand truth. So you need to ask
yourself, is what I'm thinkingright now? 100% truth? Is it
like that you've got your job.
Did you put in time and effortinto this? Have you worked hard
to get where you are today? Oris it that you need a really
good look at it and actuallydon't need to prove anything to
anyone? Maybe I am good enough.

(00:25):
You know, and I wonder, youknow, those kinds of things, you
need to work out what is thefacts here? So challenge those
negative thoughts do have thisis a fun fact, you do have
between 70 and 90,000 thoughts aday? The better mindset podcast.

Mark Herring (00:43):
Welcome to the better mindset Podcast, episode
nine. I'm Mark. I'm Bex.
conversations about leadership,learning and educational
technologies. On today'sepisode, Paul shares some real
insights into the future of ARin all industries, and why
schools should be thinking aboutengaging teachers and students
with the skills to make the mostof this emerging tech. We

(01:04):
explore the first and a seriesof how tos on building
community. And we're going tostart with building the benefits
of using social media and bigskits vulnerable on his
struggles and strategies forovercoming something that all
leaders and teachers facedimpostor syndrome. And today's
making waves as new Beck's Whathave you got for us today?

Bex Rose (01:27):
It is. So today, I'm going to get a little bit
vulnerable. It's something thathas affected me throughout my
whole career. But I want tobring it to the forefront
because I think the more we talkabout it, it's one of those
things that lots of peopleexperience. So today, we're
going to talk about acircumstance that affects many
people. But it's actually quitemisunderstood and not talked

(01:48):
about enough in my opinion. Andit's been called impostor
syndrome. So it's Yeah, so it'sone of those things if you've
ever felt like a fraud, or youdon't believe that you belong in
your job or your position, andyou're just sort of pretending
to be competent to this, or thatyou'll be exposed as a fake
worth, even though you'veaccomplishment a lot. And others

(02:11):
seem to think highly of you. Youdon't see this, or that you
think, yeah, I just accidentallygot to where I am today. That's
basically what impostor syndromeis.

Mark Herring (02:23):
It actually relates to have you heard of the
Peters principle as well. Andthis is one of the reasons why
the imposter syndrome can belike, it can be quite a big
thing in our head. But thePeters principle talks about the
fact that everybody rises totheir first level of
incompetence. So we get reallygood at teaching. And then
because we're good at teaching,you get put into a lead role,
the lead teacher or then you gointo a DP role, but actually,

(02:44):
you're actually a really goodteacher, you're not a good lead
teacher role. Yeah, I

Bex Rose (02:48):
was actually just having that conversation with
the principal yesterday. And wehad actually worked together as
teachers, and then as teamleaders, and then now he's in a
principal position, and I'mdoing what I'm doing. And we
have a turbine with each othergo, how did this happen? Like it
just yeah, just happens. And yougo, Well, this is I might be
shaky when I talk about thistoday, because it is something

(03:09):
that I am still battling, Iguess, and and I still it has
stone still need to work or is abig work on for me, and it
constantly is, but I'm gonnatake you through some some ways
that can support as well as sortof, yeah, a bit of a bit of a
discussion around what impostorsyndrome is. So I think the
other thing is, is that you'rejust as I touched on before, as

(03:30):
well as that people that youlook up to, and go with, I want
to be like them in a leadershiprole. I want to be that VM in a
classroom or they couldpotentially be facing this
impostor syndrome as well, bonehas, there was a study done and
80% of people have felt this wayin some way, which way or form,
so it is 100% Hallman thing?
Yes, it's generally when I'venoticed are high, a lot of the

(03:55):
high achieving individualsfeeling not good enough. And
their success is only due toluck or timing or other external
factors that are bigger thantheir own abilities. So there
are also some symptoms ofimposter syndrome, which could
be anxiety or self doubt, orfeelings of inadequacy. And then

(04:17):
that goes on to reluctance totake on new challenges or
opportunities. So people mightpraise you and you're sitting
there thinking if only they knewthe church, I slept on it and it
I don't know what to do todivide Yeah, and that whole
saying fake it to your method.
And yeah, I don't want to Idon't want to keep pretending to

(04:41):
fake it. So is this somethingthat I really want to focus on
and something that I really wantto bring to the forefront? Yeah,
it has made me really reflectthem like her. Yeah. A bit of
background I exactly what I wasjust say before just in teaching
roles, and I was kind of justfell into a team leader role and
then suddenly, I was my DPprincipal of a school and you

(05:01):
know why I actually kept it asecret for a really long time?
Because I was really nervous totell people because I was really
nervous that people would think,what the heck? Like, why did
they do that job? Why had theyput her in that role. So I
didn't do the big Facebookannouncement, I didn't do
anything like that, obviously,the people at school knew

(05:22):
community knew, but for myfriends and family didn't really
know for quite a while. And so Iwent on this crusade of trying
to upskill myself, so I wouldtake on any new learning, I
would try and listen to all thepodcasts, I would enroll in all
these different things, all theway through to trying to be
available to my staff, 24/7Because I thought, well, if I'm

(05:44):
available, then I'm showing thatI'm being a good leader, and,
and just, yeah, in on thisabsolute crusade for probably
for about two years. But withinthat two years, my 50 year old
self got shingles about everytwo months. So I was putting
myself under so much pressureand stress that my doctor was

(06:05):
like, Bitch, this is not normal.
You're in your early 30s. Andyou're getting shingles on every
second month, what is going on?
And it made me realize that yes,this was a massive aspect of it
that might be impostor syndromewas eating meat from the inside
out. Yeah, I think it was just Ithink it was stress to try and
be this person that I felt likeI was not to try and make sure

(06:28):
that I could be a good leader toall my stuff, because I love my
stance so much. And I felt likethey were so much better than I
was. And they I couldn't givethem anything. And so I was just
trying to be available and helpthem all the time and do all
this extra stuff on board. Youknow, like trying to organize
all these cool events at schoolsthat people go, Oh, she she
thought she deserved that job.
She's doing all these events anddoing all these exciting things.
But I actually just completelywore myself out. Yeah, so I

(06:51):
still actually because oncetingles is in your body, you
it's dormant. So it just comesout if we need it, you know,
sort of low or tired or thingslike that, something that I
still kind of battle with, butit came from being in this in
this SPIFe? Sorry, yeah, I mightI always have always looked up
to you and thought you're anincredible leader has this been

(07:12):
something that you, you're like,not unsleep,

Mark Herring (07:17):
I find that funny because we know whenever
somebody says something likethat, it's exactly the same
favorite, I've totally felt likethat, like constantly all the
way through my career. I mean, Itrained as a teacher a little
bit late. So I kind of I wentthrough Teacher's College as a,
what a semi mature, I think Iwas 27 when I went into Tico,
and came out as a teacher at 30.
So I was always a little bitolder. And I think maybe people
just expected a bit more of me,because I was a bit older. But

(07:40):
then when you get into thatleadership space, and you start
to put yourself out there andtry to you know, make those
steps. I mean, I was offered ateam leader role was behind the
scenes, a team leader role veryearly on. But people on in the,
in the school that I was workingwith, weren't that keen for me
to step into that role. And Ialways kind of look back on that

(08:03):
and thought, wow, that that'sactually like, they didn't have
any belief in me or, you know,there was something about that.
So, you know, little littlemoments like that can kind of
follow you around, and thislittle voice in the back of your
head, that tells you you're notready to step up. But every time
that you do that, like it's it'slike kind of leaning into a cold
shower or getting out of yourcomfort zone. You know, whenever
you see somebody take a risk andapply for another position or,

(08:25):
you know, step into a new rolethat they've never done before.
That's like taking a step ofkind of faith in yourself. But
then other people don't seewhat's going on inside your
head. They don't see all thatself doubt in the back of your
mind.

Bex Rose (08:40):
It's hardly and so I think we've established that it
is normal. And it is it is okayto feel this way. So I'm going
to I'm going to talk through acouple of steps, three, three
things that we're going to do tohelp combat this. It's not a
guaranteed going to fixeverything because it's
something that I think if you'resusceptible to it, he's gonna

(09:02):
you're gonna get it all thetime. I mean, I got I got
another I just recently havebeen on I've been I got voted on
to a massive High School Boardof Trustees. And I felt sitting
above couldn't believe itbecause I thought, oh my gosh, I
got voted by all these people.
And I got the top votes. And Iwas like, What is going on?

(09:24):
Like, why do these people thinkI could do this? I cannot do
this. And then I read the firstmeeting. And I was so nervous,
like I was literally sweaty andlike Lou, why not? I'm not like
all these professional,incredible career driven people
and then there's me, why do theywant being on this? But and I

(09:44):
still do feel like that everynow and then by I know that I
can add value to that becauseI've got an educational lens and
I think it's really important onboard trustees to have an edge.
But yeah, it's obviouslysomething that I'm going to
continue battling with And I'mgoing to learn, I'm going to say
these strategies, and I'm goingto keep thinking about the
strategies when it hits me too.

(10:05):
So we'll get through thistogether, Raul navabi, together,
to the things that we're goingto talk about. One is noticing
and acknowledging thoughts. Thesecond one is looking at what is
fact and what is truth. And thethird one is increasing your
self worth. So number one, dolooking, noticing and
acknowledging your thoughts. Sothis is mindfulness 101, and we

(10:25):
have become way better atteaching our kids about noticing
your thoughts. So beings, beingcalm, being still, and actually
sitting there with your ownthoughts. And this is something
that once you start noticingthem, you can really start
acting on. So there's this nicealready talked about this,

(10:46):
there's little voice that'sconstantly in your head, you
have a choice to accept it andtake it as truth or you have the
choice to ignore it and redirectyour thoughts. So the first part
is just noticing your thoughts.
So what is actually goingthrough my head right now? What
am I thinking about? Because youjust do you know, I hope you

(11:09):
found yourself, sometimes. Don'ttell the bosses that but when
I'm on meetings, I'm sittingthere on the floor like this,
and I'm listening earlierTaylor, like this handle in my
brain is going Bientot. And I'mthinking of all these other
things, and all this other stuffgoing on somebody they go fix
you how you felt about that. AndI'm like, but all those thoughts

(11:29):
that are constantly goingthrough your head, those are the
ones that you need to startnoticing. The second one is
looking at what is fact andtruth. So you need to ask
yourself, is what I'm thinkingright now? 100%? Truth? Is it
like that you've got your job?
Did you put time and effort intothis? Have you worked hard to

(11:52):
get where you are today? Or isit that you need a really good
look at it and actually don'tneed to prove anything to
anyone? So maybe I am goodenough? You know, and onerous,
you know, those kinds of things,you need to work out what is the
facts here? So I challenge thosenegative thoughts. And do have
this is the fun fact you do havebetween 70 and 90,000 thoughts a

(12:15):
day. And this is part of you.
Your unconscious thoughts arethe ones that I was talking
about before when you're sittingthere and suddenly you realize
that you're thinking aboutbreakfast four weeks ago, you
know, like that. These areunconscious thoughts, you have
1000s of word thoughts. And whenthis imposter syndrome is
triggered, you'll go down thisrabbit hole. So suddenly,
something triggers your impostersyndrome. Someone asks you a

(12:37):
question. And I've had this somany times, but not because I've
started within this, this I'vebeen, you know, here for a year.
But with the beginning, therewas all these acronyms. And I
was lying, you were putting heatdoes that mean and and then I
said, You shouldn't be in thisjob, because you don't even know
he don't even know what thatword means. And blah, blah,
blah. And so as soon as thatimpostor syndrome is triggered,
you go down this rabbit hole, sothat at that moment, you have to

(13:00):
go okay, stop noticing mythoughts. Pay attention to what
you're thinking and decide whatyou are thinking and believing
because you have the choice. Sochoose and different thoughts.
So when you become consciouswith what you're thinking, it is
a game changer, and it'sactually a life changes. And
you'll be no open and aware topraise and take it on board. And

(13:21):
I'm not saying this is easy, itdoes take effort to notice your
thoughts, but can also be ahabit. So once you become more
conscious and more aware of whatyou're thinking and become edit,
that becomes a habit. And thenthe easier it becomes that
within

Mark Herring (13:37):
journaling. But well, yeah, well journaling can
help with that. I do that in themornings. And often I'll write
down things that I'm thinking oryou know, things that I'm
struggling through. I mean, I'vegot a fate so there's a prayer
element to that as well. Buthave you heard of Mel Robbins,
she has a Melbourne he has acountdown 5432 Just as a circuit
breaker for that negativethinking. So as soon as you

(13:59):
start thinking that negativethought and listening to
yourself, rather than talking toyourself, she goes, right, just
count down five and get to one.
And then what that does is itstops that thought. And then you
can replace it with what youknow is true, or what should be
something that you're thinkingabout sort of stopping listening
and actually talk to yourself,

Bex Rose (14:17):
totally. And so that's also making you notice what
you're thinking because you'reactually actively making a
choice to stop it and move on.
The 54321 method is such anincredible method. Actually,
let's do a podcast about thatwhole thing, Mike, because it's
gonna total and the third isactually really similar to what
you just said. So focusing onyour past successes and
accomplishments and increasingyour self worth. So looking at

(14:38):
your past successes is a greatway to reframe your negative
thoughts. Instead of focusing onyour perceived shortcomings or
failures. I tried to focus onyour strengths and
accomplishment. The way to dothis is to make a list of your
achievements and remind yourselfof them when you're feeling self
doubt or anxiety. So write themdown. A sitemap was saying

(14:59):
journal them down. And it reallyhelps you once you see it on
paper, the things that have ledyou to the way you are today, it
can develop a more self positiveimage and boost your confidence.
So it is actually treatingyourself with the same kindness
and understanding that you wouldoffer your friend. Like, that's

(15:19):
why I always think I thought sogood. Would you talk to
yourself? Would you talk tothem, like my best friend and
say how terrible that they'redoing in their career? You know,
there's no way that I would everdo that to my friend. So why the
heck am I doing it to myself,you know, like, and my friends
fantastic. Like they are mycheerleader squads. And they
always but I find it we're goingto take effect next week, we're

(15:40):
really cringey, although my lovelanguages activations, but it's
still find that hard to, to takeon. So it gives you a chance
that once you've written it downto look back on your career,
well moments where you feltproud of what you've achieved.
And those are the moments thathave led you where you are
today. So it's it's a reallyneat way to be able to reframe

(16:01):
those thoughts and turn thosenegative self doubt thoughts
into Elementor positive. So Iguess just to wrap it up, is
that I think you have to acceptthat feelings of impostor
syndrome may never go awayfully. So instead of trying and
eliminate the feelings, learningto manage them and use them as
motivation to continue growingand learning is the is the way

(16:23):
to sort of combat it. So I thinkremembering that everyone
experiences self doubt, and thenit's okay to ask for help when
you need it. So might I mightcome to you and be like, Hey,
Matt, feeling a little bit ofimposter syndrome here. They'll
be up and give me all thethings. I even tell younger,
lame Andy and, you know, thosethings are the ones that you

(16:46):
need to go back to remember whenyou're feeling like you're in
this space. So yeah, I need totake my own advice as well. I
know. But that is a work inprogress. But I think if you're
listening to this podcast,you're actively seeking ways to
improve. And that is anincredible way to to learn and
grow as well. And to help you inmoments like this

Mark Herring (17:08):
contest. So thanks. Thanks, that's really
cool. picks up a little bitexcited about this, because I
think what we've got for today'shandy how to is quite a lot of
really good ideas. Between thetwo of us, we're just gonna come
up with some ideas for how youcan build community. And we're
hoping that this is the start ofa series in a roundabout, maybe

(17:29):
three or four differentepisodes, we'll be covering how
you can build community withyour, with your school,
connecting with your widercommunity, not only the parents,
but obviously the widercommunity, and also an
international community as well,we might dive into that. But on
this episode, what we'd like todo is talk about the reasons why
a school would use social mediato be able to build that

(17:49):
community. So let's make a themearound that. And then actually
dive into some of the ways thatyou and I have experienced at
working and some of the thingsthat we see happening now
because when I first startedteaching, there was no such
thing as tick tock will bethankfully back on those days,
but wasn't actually that longago, it was only like 2008 or
something. But let's start off.
Why don't we talk about whyschools would use social media
because you and I see someschools that are absolutely

(18:11):
killing it in this space.
They're doing amazing stuff anddoing amazing work. And then
there are other schools thathave just, you know, it's not
even on their radar, whetherthey've decided not to do it,
and they're gonna stick withtheir paper newsletters, they
might email but that's aboutall. So I want to give you a
four reasons why school, why Ithink schools would use social
media and tell me what youthink. And if there's anything

(18:32):
I've missed, number one, thenumber one reason to use social
media is to build a bridge withyour community. Because for a
lot of parents, this is whatI've seen for a lot of parents,
they still have a perception ofyour school as being the
administration area, the frontof your classroom, and maybe
your teacher only day whereyou're a teacher parent

(18:52):
interview, where a parent willcome in, but really that the
perception that they have ofschool is what it was like when
they went to school and thatcould have been the 80s 90s or
heaven forbid the beginning ofthe 2000s their worldview about
what scholars really hasn'tchanged since then. So if you
can build a bridge between whatyou're doing now and show them
little glimpses, little selectedsnippets, you don't show all of

(19:14):
the all the things you knowbehind the scenes, you don't
want to show like you kind ofrushing to get assessments done
on the last minute of reportweek or something like that. And
you're going to show thehighlight reel that's what
social media is good at. Andthen sharing the learning
sharing the events providinglive links to events you know,
like an Instagram Live at thesports day where you're getting
kids to, you know, interview,you know students with before

(19:36):
they do the 100 meter or youknow, those types of things.
There are ways that you canprovide connection that people
are quite keen to jump on.
They've all got phones, there atwork, you know, a little
notification comes up that myson or my daughter's school is
providing a live link, I canjump on it. So that's number
one, build a bridge and aconnection number two. I've
found over the years that socialmedia is a great way of you

(19:56):
archiving your school's history.
because one of the things I lovelooking back to my days in the
classroom is I can go back tothat blog and see the things
that I was doing in like 2012.
You know, like, that's, that'samazing, because one of the sad
things about a lot of schoolhistory is that it's sort of an
inner photo album book, becausewe just didn't have the
technology back then to doanything different. But they

(20:17):
were in a cupboard and peoplewould Greg, drag them out and
blow the dust off. And you know,or accidentally, they get thrown
on the skirt, I

Bex Rose (20:25):
would go through at the end of each year on our one,
and that was that created ourschool magazine. So I went
through all of the photosthroughout the year, and then
used on Snapfish, or somethinglike that online and created a
movie, magazine. And it was souncool that kids love looking
through all the photos, and itwas she at least have a job than

(20:45):
what it could have been becauseI'd taken the photos throughout
the whole year. So it was yeah,it was neat. And a rhythm that
was a really good space toarchive. And you're right,
that's a great, great, greatpoint.

Mark Herring (20:54):
And you're you know, every photo that you put
on Facebook, or Instagram orsome other websites that you
might use, those are usuallyyour best one. So it's kind of
like your filtering, rather thangoing into your camera roll and
sifting through hundreds andhundreds of photos, you've
actually done that as you'vegone through. So it's a really
nice way to archive and thencreate something for the future
as well. Number three, I'vealways found that social media

(21:16):
is a fantastic way to startconversations in the in the
family home, you know, at thedinner table in the TV, lounge
dinner, if you're a TV withdinner person, the opportunity
for a parent to say to astudent, what are you to do at
school today? And then usuallyto say something like, Oh,
nothing or you know, ate mylunch, actually, for a parent to
say, well, I saw a blog postabout this that you did tell

(21:37):
what were you doing when youblocked that volcano? What were
you you know, I saw that you didsome some really interesting PE
stuff with hockey sticks andchase each other around. And,
you know, tell me about that. Sowhat it does is it creates that
window to start thatconversation. And then
everything can kind of go fromthere. I've always had parents
come and say to me, not everyparent would engage with my
social media feeds. But the onesthat did, and were really

(21:59):
interested really appreciatedhaving that window. And number
four, this is this is probablythe biggest reason I think from
a leadership perspective, whyit's important for you to be
engaging with social media, isthat it dispels the myths about
the things that might be ormight not be happening out in
the community. And so everyleader knows about this thing

(22:22):
called a carpark conversation ora street front conversation, you
know, where those parents gettogether and they talk line Did
you see what happened andJohnny's homework, oh, my
goodness, you know, there's allof this conversation and then it
like grows. And then it becomesthis thing where the there are
some parents who think that, youknow, the students don't do any
math, they just sort of go ongames all day. Whereas if you're
able to share what's happeningin the maths program, and I used

(22:44):
to be quite strategic aboutthis, I kind of hear whispers or
rumors. And then I'd sort ofstrategically post something
that was like a little bit of athreat of something that we were
doing in maths, and this is whatI mess looks like and, you know,
ask your student about the thingthat they did, you know, you're
actually being intentional aboutthe things that you're showing,
it's kind of connected with thesaying that mold grows in the
dark. And there's nothing like abit of sunlight to use a bit of

(23:05):
disinfect that. So the more thatyou can show strategically than
that conversation will will justkind of get dispelled. And, you
know, put on the backburner.
What do you think that I'mmissing out?

Bex Rose (23:15):
In? No, I just love your analogy. So Mark is like
the king of analogies thatevolved with a job or discovered
nowhere, they just go,

Mark Herring (23:24):
Oh, I was just gonna say usually my analogies
about our about hot, they'reeither about hiking, sports, or
cars, those are the two thosethree,

Bex Rose (23:33):
ie a title. So we set up a pretty successful social
media campaign at our school andinto that pain, we were seeming
rural, so we would actually losepower, you know, quite
regularly. So having the socialmedia display should be another
way to be honest. If there wasno power off, and we still had

(23:55):
data on our phones, we couldconnect with the community if we
had no phone lines, or we had nothings like that. So actually
having a really consistentfollowing. And parents knowing
that that was a port of call wasactually health and safety
purposes for us, because it wasthe only way we can connect and
I've got school flooded and allthe all the power went out, we

(24:16):
could still use our data to puton the Facebook page that you
know, kids are all okay, that isanother app. So that is another
way that I'm going to move intothe house now. So what we did
was survey the school on whatsocial media platforms and most
use in the community. So is itInstagram is at baseball because
it Twitter and get just a reallysort of clear indication on

(24:38):
which one was the most preferredplatform and just roll with that
one. If you have more than one,it becomes confusing, and it
also becomes more. It's just toohard to make sure that it's
consistent across all theplatforms. So choose, choose one
and enroll with that. So yeah,yeah, totally so so we used

(24:58):
Facebook, or that was the mostpowerful For your platform for
for our community, then we canbuild a following. So this means
posting consistently. So one potof one off posts here and there,
that they'll drop off the feedsof your community. So they won't
see what's coming up. So makingsure that you're posting
consistently, you know, thiswas, once you get in the habit

(25:19):
of it, well, it's really quiteeasy. So I would be sitting in
my office sometimes and lookeddown on that, see the five year
olds doing this epic play basedlearning thing, you know, one
was, you know, building a hatout of twigs, and another one
was, you know, storing of apiece of wood and creating an
aeroplane and I go, this is socold. So I'd go out and my dad
to take some photos, or justjump on a live and I'd let the

(25:42):
teachers know, hey, I'm justjumping on alive. So you know,
be careful. And I go, Hey, andthen I'd say, Look, I'm just
literally this is this is oneoff in city office. Like, as
soon as epic stuff going on,let's take a look at here are
some of the kids so that was areally, it was really easy to
start posting. Consistently. Theother things were like making
sure that I always had photos ofthe kids getting their

(26:04):
certificates at the end of theweek at assembly. So the parents
would know, on a Friday, everyday to look every Friday to look
and have a look at who's gettingtheir certificate. And this
following not only establishedour you know, immediate fondo.
But it was actually grandparentsthat were in England and
grandparents that were in SouthAfrica and China. And there was
parent grandparents that werelike some of the biggest

(26:26):
followers that we just got tosee and will think to be kids
authentically engaging inschool. And that was what really
made my heart the same. BecauseI remember, just a bit of a side
note was we when we were inCOVID. And and I would do a
Facebook Live on our judging. SoI'd be doing some children or I
would all the kids will bejoining on and the end period

(26:48):
grandparents all over the worldwere jumping on and, and they
just felt so connected on a timethat we were so disconnected. So
yeah, so that was really cool.
So building that following byposting regularly. And the next
thing is also to make sure youhave one to two main social
media content creators. Sochoose people who had the gras
Cassidy and also the skills tomake sure that regular content

(27:08):
has been created and added. So Iwas one of them off the DP. So I
sort of had a little bit moretime and make sure that that was
something that was on mycadence. I was always doing that
every week. But also, until ayoung gun. There's just called
Deadly diarrhea on the fire. Didit know that there was something
cool going on in the classroom?

(27:29):
So yeah, the big cool mathexperiment or aside the spirits
or math program going on, oreven just down to group
teaching, because just what youwere talking about before mark,
they'd be like, Oh, my, my childhasn't done math. Well, there's
both of them doing brickbatstoday that might have not looked
or felt like maths for them,because it was pretty fun. But
that's wasn't so you know. Sojust through making, making sure

(27:49):
that that kind of stuff wasbeing documented and popped up.
There are big things like theprincipal and I would announce
events coming up, and we'd gettogether and do a video together
and then pop it on a FacebookLive, and then they concede it
authentic engagement, usbuilding the authentic
homeschool partnership with thecommunity, you know, we hear
we're not just sitting behinddesks, you know, we're in the

(28:11):
classes, we're doing this. Yeah.
And the other thing we actuallyposted quite often was, you
know, when you go to say, like,zone sports events, or even just
school, school, sports events,and parents can't get to them
all the time they work. Realityis the majority of us are
working nowadays. So it's reallyhard to get to a bean. So when
my stepmom and my son was atanother school, my daughter's
another school saying, you know,their name pop up, and they came

(28:32):
to sit in telegram at theschool. Oh, yeah, they can seek
it. And in that real lifestraightaway, I knew exactly how
they were doing. So yeah, it's areally important part of school.
And the one thing to really makesure, though, isn't, you need to
make sure and get permission forkids to be photographed. So I
decided, I was going to mentionall permission to shoot Yes,

(28:54):
shoot in classrooms or eventsand make sure that you're well
aware of the children who do nothave permission because they
will be sanded. And so thatwould be something that all the
staff need to be across it ifthey're, if they're in the
photos, that they just have alittle harder with the face or,
or they're just out of the shotin general, that is really
wanted to get that progression,because there are still there,

(29:15):
there are people out there thatI'm not keen on hitting the kids
photographed.

Mark Herring (29:20):
And sometimes that can be for legal reasons. You
know, like, I know, there havebeen those, you know, custody
issues, legally, those types ofthings. But there are there are
parents that if you just have aconversation with them and just
to allay their fears, you know,like, like a lot of people have
this concern that you know, mychild's details are going to be
connected with your face andthat someone nefarious out there

(29:41):
might use that to manipulatethem and those types of things.
If you're having a conversationwith a parent like that, and
just reassure them that we neverput you know, full names with
students. You know, those typesof things. I've always found
this issue really interestingbecause I used to find that
there were parents who were youknow, anti anything going on
Facebook or anything that, butas soon as the newspaper came

(30:02):
out and the newspaper cameracame out, then they were quite
happy to have their name and agewhere they live to. So other
favorite hobby was of all 100newspapers. So it's kind of a
little bit of a tricky one, youjust have to navigate carefully
on a case by case basis.

Bex Rose (30:16):
Yeah, for sure. But I'm yeah, just just circling
back, I'm a massive fan ofengaging with the community in
authentic ways. I think it alsobrings down those barriers of
what you were saying before, youknow, like, there's still people
out there, and I know, I've gotfriends who had terrible
experiences at school. Sostepping onto school grounds,
there's two minute life, like,yeah, it's too late for them.

(30:39):
And they don't, they don't wantto be going into classes all the
time. And this isn't like goingto pure entities might scare
them, because they had such ahorrible time themselves. So
opening it up in this nonthreatening way of being able to
really explore what their kidsare doing. And really getting a
clearer understanding of thechild's diet at school is just
so special for, for parents.
And, and yeah, and not onlythat, it's a really quick way of

(31:02):
getting information out toparents, you know, like, I
remember, we had, we go back tobeing semi rural, we were on
quite a main road, we hadhorrendous car accident outside
our school, and we had to, wehad to shut the school
essentially, and get the kidsout. And, and getting the
information out to parentsthrough Facebook was so quick,

(31:25):
you know, the parents were like,bummed. And you know, because it
was, like, they like don't haveto wait for an email or
messaging me to phone everyone,you know, that kind of thing. So
it's a really awesome tool to beable to communicate with your
community, and showcase whatyou're doing all the awesome
things that you're doing atschool,

Mark Herring (31:43):
especially if you've got a parent evening, at
the start of the year for newparents and people that are just
joining your school, if you'reable to show them that this is
where a lot of our communicationcomes, we still email you, we
still have a weekly newsletterthat goes out, you know, those
types of things. But we alsohave a social media feed, if
it's Facebook, we show peoplehow to get it set up, if they
haven't got it set up, let themknow and show them how they can

(32:05):
use things that they don't wantto see. You know, a lot of
people are kind of antiFacebook, and anti Instagram and
all those types of things,because well, it's full of all
sorts of rubbish, but you canactually show them how to filter
that down. Or, yeah, that'sanother topic for another day.
But you can create a feed inyour social media platform, as a
user, that is totally only thethings that you want. And so you
can only get notifications fromcertain things. So if you show a

(32:28):
parent, how to get anotification turned on from the
school, that's life for them,you know, like they filmed and
it did, if it hasn't hang themon their phone, then there's
nothing that they need to worryabout. I think a couple of other
other things that come to mindwhen you're creating content for
those social media platforms isto just think for all it doesn't
need to be polished as it it canjust be you know, like you were
saying just hit a button, golive, walk around your camera,

(32:50):
you know, be aware of things,but it doesn't need to be like a
whole iMovie production. That'sThat's something for a different
reason. But it does need to bejust done, you know, run and gun
they call it and the best camerayou've got is the one in your
pocket, or whatever you've gotwith you. So just use your phone
use your phone is a reallypowerful teacher tool. I think
that's a really, really good tipfor people. One school that I

(33:11):
think would be really good to goand check out if you're
interested in seeing what a anauthentic, engaging community
building social media channellooks like is manually
intermediate in Auckland. If yougo and look at the YouTube link,
there'll be a link in the shownotes, you can see what they do.
They have I think it was the DPbut he's gone on to be a
principal of another school. AndI think other teachers are
picking that up now. But he doesa lot of that content. So he

(33:33):
would just have us a mobilephone on a gimbal that you can
buy for about two or $300. Andhe would walk around and he
would film that. And I thinkstudents helped him out as well.
But you know, basketball gamesare school assemblies, they
singing chants that it'sincredible, you get a real feel
of the school. And if I was aparent of that school, that
would be a really nice way of meseeing the window into what
they're doing. So I hope thatwas helpful in terms of what a

(33:55):
school can do to build communityusing social media. We're going
to keep adding to this as aseries and look at different
ways that you can buildcommunity, with the community
that you serve. Everyone justwanted to take a quick break to
tell you about something that wethink you're going to love if
you're listening to this episodeand enjoying the lives of

(34:16):
conversation. Or maybe therehave been past episodes where we
talk about effective changegetting in front of the
disruption that's coming toeducation. And you've thought it
just kind of feels like we'reskimming the surface. I wish
that we could go deeper intothese big issues. Wow, have we
got the event for you? UTB teamhas been hard at work behind the
scenes putting together a brandnew education event that's

(34:37):
unlike anything that you've seenor we've seen for school leaders
out there. Our New Zealandfuture now Leadership Summit is
being held in Auckland thisApril 19 to 21st is the second
week of the school term here inNew Zealand of the holidays. And
it's something that you're goingto not want to miss Bix, you
want to tell us about what we'llbe doing there in the way of

(34:58):
fun.

Bex Rose (34:58):
Oh my goodness, I I'm so excited for this. So up in
Cleveland or down in Clevelandis there's a beautiful venue
that is the most Instagrammythan you've ever seen. It
overlooks all of Auckland, it'scalled Cody boy Bo rockets and
pleaded. Now the first afternoonis a real chance to network with
like minded educators. So whiledoing that, you get to have a we

(35:21):
do have some flavors shooting,we'll hold one goal and whiskey
tasting a wine tasty, and then awee little pleasure and walk
around and chatting to peopleand hearing hearing their
stories. And it's a reallyimportant part. I think all the
other being able to network withlike minded other educators. Now
the second day is the day withthe learning. So do you want to

(35:42):
jump into that part? Mark?

Mark Herring (35:43):
Yeah, absolutely.
And all of that fun. And youknow, all of those events sounds
so good, don't they? It's funny,I've talked to leaders, some
sometimes they say, Oh, it'sjust the x throwing event. Why
was differently more than that?
Yes, there has got to be extratime. But we've also got some
hugely influential speakers whoare experts in the field of
educational technology changeand how to effectively lead your

(36:06):
team through this challengingfee them. So listen, as a small
event, we do have limitednumbers, and we just don't want
you to miss out. So tickets forthe full three days. That's
Wednesday, Thursday, and Friday,only 590 New Zealand dollars.
And that covers your transport,your food, entertainment, and
all of the kief speakers,discussion groups and all of the
content that you can handle. Andif you're not in New Zealand,

(36:29):
and we do have some peoplecoming from overseas, which is
fantastic, we do want you tocome anyway, flights are getting
cheaper, and we'd love to haveyou there with us. So all you
have to do is go to UTB dot FYIFord slash FNS For more
information, and you canregister there or contact us if
you'd like to have any morequestions that is UTB dot FYI,
Ford slash F is. All right onthe good to know section, we've

(36:57):
got Paul, one of our trainers onthe Sunshine Coast. And Paul's a
bit of an HR expert. And wethought we'd get you on today,
Paul, just to talk about some ofthe background behind behind AR
and not so much the toolspecific because I know that
that's something that you do alot of with schools and with
teachers and you know, divinginto how it's used in the
classroom. But one of the firstthings I'd love to know, is just

(37:17):
a little bit of the backgroundbehind AR You might even need to
explain to some of us what ARstands for?

Paul Hamilton (37:22):
Yeah, so good to see you. Thanks. And Mark, it's
so it's basically stands foraugmented reality. It's been
around for a while now. So whenwe talk about kind of emerging
tech, I don't really put it inthat category anymore, because
it's hit mainstream. Now. It'snot like it's something that
people are just playing with. Ican talk about how it's been

(37:43):
used in a minute. But basically,it's that layering of digital
content in the real world. Sowhen we talk about augmented
reality, I often think aboutwhat does that look like. So
basically, we know that when wego shopping, and that for
furniture, or something for ourhouse, the best way to see if it
actually fits, and it's going towork is to place it in the

(38:05):
actual house itself. So if Iwent to the IKEA app, obviously
is a really good example, I cantest out what the furniture is
going to look like. And if it'sgoing to fit in my actual
location. So for me, that's thebest kind of example of what AR
is. And it's been used acrossindustry all across the world,

(38:25):
which is really, really great tosee that being used in a really
authentic context.

Mark Herring (38:30):
Yep. And just sort of it's taking it out of your
imagination, isn't it? Becausemost of us for years have had to
kind of imagine in our headswhat it might look like. And so
now it becomes reality. Why doyou think a kind of hasn't
caught on really until now?
What's the thing that's beenholding you back? Because I'd
imagine that the software isthere has been there or the
programs have been there to doit for a long time. And it's

(38:50):
probably been in movies that wehaven't even realized why is it
not really taking off at thisstage yet?

Paul Hamilton (38:57):
Yeah. So when you say it hasn't taken off? I'd say
it has because my whole work?
And it actually is based aroundit. But you're right. It hasn't
probably become as mainstream ineducation. Yeah, as quickly as
quickly as we thought it mightdo. So one of the things is
obviously hardware, you'reabsolutely right mod. So we need
mobile devices for this. So thegreater the push towards

(39:20):
laptops, and Chromebooks and soforth just does not run AR so
for us as teachers, we want ourstudents creating an AR and
actually building their ownprototypes, but actually viewing
it is the really magicalaspects. So when we've got
hardware that doesn't, is notcapable of visualizing AR, then
obviously it's not going to it'snot going to have momentum in

(39:42):
schools. Is it because webasically can't see it and we
can kind of experience thatmagic?

Mark Herring (39:48):
Yeah. And it's getting that connection between
the virtual world and the realworld, I think is where that you
know that the two worlds cancome together and really make a
big impact. So you're telling methat a lot of the schools that
we work in have got chrome Sothey've got iPads that they
bought, you know, 10 years ago.
So iPad two, so neither of thosetwo devices, well, iPad,

Paul Hamilton (40:06):
yeah, iPads pretty good, because I'm a
little bit biased because I workin it. But iPad has been built
for AR. So it's got the rearcamera, the cameras are decent.
And all of the stuff that'shappening in the background has
been built for AR. So AR withApple has really been a big
investment, obviously, goingforward. So even the older some

(40:27):
of the early generation oneswill run AR successfully, which
is which is really good inregard to I would imagine 99.9%
of schools that have got iPadssitting there, even the older
ones will be able to run AI,which is pretty cool.

Mark Herring (40:43):
Let's come Yeah, so they say your leader in the
school, and Becks, you know,somebody who's across curriculum
design, and you're trying to geta lot of planning in place, and
you're trying to look a littlebit down the future for what
your students might need. Whywould I as a leader care about
AR get my students? Why is itsomething I want to get into?

Paul Hamilton (41:00):
So this is the million dollar question. This is
the why which which we need todo a lot more critically in
education. So Dylan, Williamsays everything fits somewhere,
but nothing did everywhere. Sofor me, it's about where does AR
fit? So where does it have thegreatest impact? So AR is
spatial. So whenever you'redealing in school spatial

(41:21):
concepts, like I'm designingsome furniture, or I'm about to
do some artwork in the school,and I want to see what it looks
like on the wall before Iactually paint. So that kind of
design thinking aspect, anythingto do with spatial concepts,
even right down to 3d shapes.
Anything that involves 3d, thatwould be better, visualized, as

(41:42):
a 3d object in the real world isbetter than just on a flat
screen. So yeah, I always say,start with the arts and start
with the creative start with howwe might be able to reimagine
artwork and be able to walkthrough the Photoshop layers and
all that kind of aspect. Becausefor me that spatial, that that
ability to walk through, turnaround, look at different

(42:04):
directions. And the other thingI think you need to think about
is you're going to use AR andI'm certainly not one to use it
for just AR sake, we need tofind the right right fit is we
need to think about connectionwith the real world. So for
example, if it doesn't connect,if the digital thing that I'm
layering in the real world doesit connect somehow, then what's
the point, you might go back tothe IKEA example, it's got a

(42:27):
really strong connection, thisis where I'm going to place it,
I haven't got time to go downand bring it and deliver it and
see if it fits. That's just notdoable. But it's got a
connection with my real life.
It's almost like our studentsare preparing artwork at school,
they're doing some awesome, saypaintings and all that sort of
thing. before it goes home, takea photo of it, put a frame

(42:50):
around it, and see what it lookslike in the house before you
actually bring it home. So ifwe're doing that with art
galleries in industry, wouldn'tit make sense to do that in the
school newsletter that goeshome, where I can visualize my
students artwork in my housebefore it comes home? Like? So
we're looking? It's almost likelooking at case studies. Where

(43:11):
does it fit well, where it'sgoing to work for your context,
because it's not going to workeverywhere. But it is going to
be really impactful in certainareas. And I think that's the
magic is finding where it fits.

Bex Rose (43:23):
Yeah, Paul, I saw on your Instagram at Spyfall.
Hamilton, by the way, it's oneof one to follow, I tell you
right now, and then somethingevery time you post, and you
post it out this epic, it wasthe Colin Paul. So yes, you can
see how everything was working.
And I'm such a kinestheticlearner, I need to see how
things work in order tounderstand. And I thought, when
I saw that, I thought, Gosh, howawesome would this have been in

(43:48):
my science class? Or how awesomewould this have been in my
engineering class, rather thanhaving to look at diagrams that
might work moving that will justyou know, to D or writes things
down of how they worked? Novelocity times, whatever, all
those kinds of things and see itin action, you would definitely
pick up those learners thatwould sit there with this

(44:08):
velocity law, if they canactually see it happens. I just
think it's absolutely magical.
So

Paul Hamilton (44:15):
they're planning, I think this was a really good
one. Yeah, it was a really goodone. So what we did is we didn't
lay out a 3d model of a car inthe driveway. And then what I
did is I applied a little soundaround the fan belt where it was
kind of making this kind ofsound, but my car was making to
kind of identify it. And it doesa couple of things in learning
back. Sure. Absolutely. Right.
It's more than the engagement.

(44:38):
It's a car is spatial. It's gotsign Dale through it. So doesn't
it make sense for me to walkaround it and actually replicate
what it would be in real life?
It's not real, but it's closerthan it wouldn't be me looking
at a YouTube clip. So theability to accelerate round
Yeah. And the other cool thingis, is when we applied the same
And in the motor or near the fanbelt. It's called spatial audio.

(45:01):
So as I get closer to it, thesound gets louder. And as I walk
away, so I can almost do atreasure hunt with sounds just
by listening with my headphoneson. So how cool. Are

Bex Rose (45:15):
they for an authentic assessment as well, you know,
imagine if there was anassessment and an a, you know,
like an actual assessment there.
There are automotive classes,right, and so measured. Yeah, it
was the assessment rather thanhaving to read screeds, where
it'd be bunch of kids that dothat kind of thing that actually
readings, a barrier, you know,so it wasn't having that as an
opportunity for them to go andsay, Hey, this, the fan bouts
making this noise, there are alot and actually having to fix

(45:37):
it through AR like it would justbe so much more authentic and
relevant for those kids.

Paul Hamilton (45:44):
So there's three ways we're looking at Bex isn't
it, there's that I'm explicitlyteaching a concept or a problem.
So I'm giving that AR to thekids, which is brave. But then
there's the other flip side,where it becomes an assessment
task, where I'm designing an ARmodel with the sounds and
everything, and I'm actuallyteaching someone else about it.

(46:05):
So if we flip that assessment,I'm not just giving AR to teach
a concept. But I'm actuallygetting my kids to develop
skills in 3d modeling, and allthese kinds of computer concepts
as well, to actually demonstratea concept in the curriculum
itself. So it's not an both ofthose, which is powerful.

Mark Herring (46:24):
I keep having this picture of a volcano in my head,
you know, if you're wanting todo a field trip, or understand
how volcanoes work, or that kindof thing that you can actually
go visit a real life volcano,but if you're actually looking
inside it, and being able to,you know, transport down, and
all of those types of things andsee the different elements of
it, it really does bring a wholenother connection to the outside
world that you just wouldn'thave otherwise

Paul Hamilton (46:44):
salutely I always think of it like what is AR
giving the learner or the userthat they wouldn't get looking
at a screen and a YouTube duringrelation online, if you can
distinguish and say it's givingme this, this than this, then
you've got the why about why youmight utilize it in the
classroom, but if it's notgiving you extra, and that's why

(47:05):
I think we've moved away fromvideos in AR. In the old days,
we used to have an app calledAurasma. And you used to be able
to kind of scan something and uppop the video and it was I
remember they popular at thetime. But what it was actually
doing wasn't spatial, it wasactually amazing, just kind of
scan a barcode and have thepicture next to it, it didn't

(47:26):
have a really strong connectionwith spatial concepts. And
that's why we've moved away fromit, as well as the technical of
being able to run highresolution video in an AR
setting is really quite taxingon the device itself. So yeah,
it's interesting how we'vedeveloped and we've gone from
that kind of just replicatingwhat's on my laptop to actually

(47:46):
something that's more 3d andspatial and kind of on walking
around and making use of mobile,because AR in the real world is
all about phones. So our iPhonesand our phones have got these
amazing cameras on the back ofthem. And so that's where iPad
excels is is kind of replicatinghow we're using it in our lives.

Mark Herring (48:08):
All right, can you give us some examples, I know
you've worked with some schoolsoverseas, you know, to develop
some AR projects, what would besomething like a little
highlight spotlight that you'reusing it,

Paul Hamilton (48:17):
it's always good.
You guys know this in regards tostarting with a problem or
starting your design thinking orproduct development with a
problem or with empathy, whichis a great way of looking at it.
I had a student in Chicago who,whose mom had a Chinese
restaurant in Chicago. And shewanted to create some ale he
wanted to create some AR forher. And he basically scanned
all of their meals. So as hebrought out the meals, he would

(48:40):
scan them with his phone. And hewould create little AR menus
that you could put on the on themenu itself, where people could
scan and actually see the sizeof the portions before I even
started them. And so what he wasdoing is what we call an AR It's
kind of the capture phase wherehe's actually using his phone to
capture using a lidar scan andactually capturing the real

(49:04):
world and then digitizing it andthen putting it back into the
real world so it's kind of likehave to do something with it and
then show and what that does isit's now attached to her menus
the mom's menu then the Chineserestaurant and people people can
scan and actually see what theportion sizes are before they

(49:24):
order so it's so good it's aboutscale be a game

Bex Rose (49:30):
changer because that will be guaranteed because you
know how like you order and thenyour partner gets the other meal
and you like Pathak food for anhour like I showed her on
Monday. Yeah, there'll beadvice.

Paul Hamilton (49:42):
And you know, there was always those jobs in
sorry for New Zealand dodgy notgood. There was always gotten
fired off the menus that neverreally captured what the meal
actually look like. 100% logicalkind of thought with scanning.
It's kind of like you'recapturing the real thing. Real
meal, right, so you're gonna getreally close to that as well,

(50:02):
which is interesting.

Mark Herring (50:04):
So that was a school that I was working with,
I'm just sort of relating it toexperiences I've had. And I'm
thinking, oh, man, it would havebeen so good to do that. So you
know you're in. So let's sayyou're in a school and you want
to capture some of the historyof the school, I was working
with a school last year, withthis exact scenario, this school
had been there for 150 years orsomething. And they had, you
know, these were where the treesused to be. And this was where

(50:24):
the original schoolhouse was,you could actually, obviously,
you know, what would you do inthat scenario? How would you
help that School tell this storyto people who are visiting?

Paul Hamilton (50:31):
Yes. So there's a whole lot of kind of technical
aspects to the AR thing. So oneof the things you're talking
about Mark is kind ofgeolocation where I'm kind of
scanning places. And it'spicking up where I am in the
world like you Google Maps orApple Maps. And it's kind of
layering the content over thetop. But schools, that's not
really doable yet that that techis not kind of really foolproof

(50:53):
in any viewer, good experience.
But what we could do, because Ialways think about, we don't
want take to be the obstacle orthe hurdle. So we actually want
it working well for visitors,and we want it working well. So
for me, one of the things that Iwould do is to suggest the old
QR codes where I've got a codethat I just scan, let's say it's
outside the sides building ofthe school. And then what comes

(51:15):
up is the user can place whatthat building used to look like
right next to it and Marina in aspot next to it. So instead of
layering over the top, it wouldbe good to be able to do that,
that at the moment, we want takethat really still has the wow
factor that words, though, Iwould actually have to either a

(51:36):
picture or a 3d model of the oldbuilding, or the old trees,
maybe in black and white to giveit that kind of effect of of now
and then. And actually just scanit and actually have it there.
So I think we should always usethe stock that word. So we know
QR codes work really well. Sobeing able to layer that
content, quickly scanning andthen placing, it's an extra

(51:57):
step. But it's still gonna work,which is what we want in
schools. Yeah,

Mark Herring (52:03):
the scrap that's perfect. So if somebody was keen
to find out more, and theywanted to connect with the
grateful Hamilton and get sometraining around this woman we
do.

Paul Hamilton (52:12):
Yeah, just so just reach out, obviously, UTP.
We're all over on the internet.
And you can find us really,really quickly. And it'd be just
the case of what you did there,Mark, you might have an idea. Or
you might say, Hey, we've gotthese devices poor, we're not
really using them to their fullextent here to their potential.
What are some of the things thatyou're doing in schools that
might align with the New Zealandcurriculum or the Australian

(52:34):
Curriculum? Because I'm a reallybig believer in use what you've
got. So for example, if you'vealready got something like
procreate, and your kids aredoing great artwork and
procreate, how about they do tshirt design, or hoodie designs
or shoe designs, where they'redrawing on the 3d objects, and
then visualizing what they wouldlook like in a retail store?
Like then instead of what we'dcertainly do, let's, let's take

(52:57):
it up a level, let's let's kindof update of that. And we will
get more and may then replicatehow business and industry are
using it, because it's alsogiving the kids the skills on
their resume to say, hey, lookwhat I've done. And some
businesses haven't even donethat yet. So it's kind of really
giving them those importantskills going forward, I think as

(53:18):
well. So just so

Mark Herring (53:21):
people can reach out,

Bex Rose (53:22):
oh, sorry, sorry, I was just gonna say one thing,
before we go is that, don't bescared of it like that. It
doesn't have to be big and new.
And it can just enhance whatyou're already doing. Like
don't, don't not give it a go.
Because it's something seems sobig and massive like, as Paul
just said, it can just enhancewhat you're already doing. Like
he'd make it better, make itmore authentic, make it more
relevant for your kids.

Paul Hamilton (53:43):
If you've got some content that the kids are
doing on their technology, andyou want to visualize it in the
real world, if you want to makeit come off the screen. And
actually input in the world ofthe students and the teachers.
Think of it like that, thinkabout kind of grabbing and
reaching into the screen andkind of bringing it out in for
the for the world to see intheir context. It's a good way

(54:05):
of thinking about it. I

Mark Herring (54:06):
think so good for thanks for joining us, I think
you might have won a few peoplearound and it's definitely going
to be a space to keep an eye outas it develops. And you know,
the hardware and the softwaresits keeps getting better and
better. So thanks for thanks forsharing. Thanks, guys as well.
All right, final thoughts fromBeck's All right, well, what

Bex Rose (54:25):
an episode I in education is something that we
cannot ignore. It's a tool thatcan really enhance learning
experiences for our students andI will improve student
engagement across all aspects ofthe curriculum. So go give it a
go just just start playingaround with that Oregon. I hope
you do take something away fromthe making wave segments this

(54:45):
week and and one thing that youcould do to start and start
writing down those achievementsthat you've had over your career
and have a list on your notes togo back to refer when you start
feeling that imposter syndromecreeping in and finally, if you
will On any help with setting upyour social media channels for
school will want to talk to usmore in person about how we can
support building your homeschoolpartnership. Send me an email

(55:08):
Biggs at using technologybetter.com. And we're more than
happy to help you.

Mark Herring (55:12):
Awesome if you're after some of the links or
resources that we've mentionedtoday, including them how to how
to get in touch with us have alook at the show notes and make
sure that you subscribe to ourpodcast episodes go live every
single Wednesday, barring somemajor disaster like a cyclone.
If you know someone who wouldget value from these episodes,
hit the share button and letthem know and lastly, as always,

(55:32):
if you've got any questions oranything share with us, email us
at the team at time at usingtechnology better.com We'd love
to hear from you. See you nextweek.
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