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<div>Hi again folks,</div>
<div><br>
</div>
Personally, I am leaning towards iPads as the main 1:1 device up to Year 11 but then give students the choice (including the use of smart phones, Andriod Tablets, Windows or Apple laptops) for Year 11 & 12.
<div><br>
</div>
<div>A number of schools I have met with this year are also thinking along these lines. The key issue to teacher preparedness and need for well considered user guidelines. </div>
<div><br>
</div>
<div>It's not difficult to see the advantages of the iPad with 12,000 education apps and counting, many text books now available as either eBooks or pdf, new initiatives such as <a href="https://collusionapp.com/">Collusion</a> being invented to aide collaborative
work and annotations and the list goes on and on ...</div>
<div><br>
</div>
<div>The really interesting factor is the decreasing price of Andriod tablets and the inevitable growth in that market (check <a href="http://phandroid.com/2012/05/13/thai-govt-signs-32-8-million-deal-to-purchase-android-tablets-for-education/">this</a> article
about $81 Android tablets in Thailand) - how will Apple compete?</div>
<div><br>
</div>
<div>Ta</div>
<div><br>
</div>
<div>Tim Kitchen</div>
<div><br>
</div>
<div><br>
</div>
<div><br>
<div>
<div>On 05/09/2012, at 10:47 PM, Kevork Krozian wrote:</div>
<br class="Apple-interchange-newline">
<blockquote type="cite">
<div>Hi Folks,<br>
<br>
A typo below. Unanimous choice for learning, studying and interacting by<br>
the Yr 12s was the laptop/MacBook. None favoured the iPad.<br>
<br>
<br>
Kevork Krozian<br>
Edulists Creator Administrator<br>
<a href="http://www.edulists.com.au">www.edulists.com.au</a><br>
tel: 0419 356 034<br>
<br>
<br>
-----Original Message-----<br>
From: elearning-bounces@edulists.com.au<br>
[mailto:elearning-bounces@edulists.com.au] On Behalf Of Kevork Krozian<br>
Sent: Wednesday, 5 September 2012 6:43 PM<br>
To: elearning Teachers' Mailing List<br>
Subject: Re: [elearning] Query on iPad research<br>
<br>
Hi Tim,<br>
<br>
A great discussion indeed, and thanks to all the contributors.<br>
<br>
Yes, the ancient Tablets did lead to the scrolls, that eventually led to<br>
the iPad :)<br>
<br>
I absolutely agree about mobile digital interactive devices including<br>
BYODs. They are here. The hard part is how can we make the best use them.<br>
<br>
I actually spoke to my Yr 12 SofDev class who have had Macbooks since Yr 9,<br>
and additionally iPads since Term 2 this year . I asked which device allowed<br>
them to learn, study, interact better. The unanimous response was iPads.<br>
I also asked which device they would use if they were forced to choose one.<br>
You can guess the answer. There were no iPad fans because they can't do much<br>
with it relative to the laptops. Perhaps they are getting old ....<br>
<br>
The question does come back to are any schools using iPads at Yr 7 - 12<br>
and if so how are they delivering the curriculum with iPads at the higher<br>
levels ?<br>
<br>
Kindest Regards<br>
<br>
Kevork<br>
<br>
<br>
<br>
<br>
<blockquote type="cite">This has been a fascinating discussion, thank you Kevork for
<br>
</blockquote>
<blockquote type="cite">initiating it.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I tend to agree with Brett's thoughts on the inevitability of small
<br>
</blockquote>
<blockquote type="cite">mobile devices dominating the learning environment.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">When discussing the possibility of a BYOD approach for our senior
<br>
</blockquote>
<blockquote type="cite">students, one of our Science staff wanted to see quantitative data
<br>
</blockquote>
<blockquote type="cite">from a control group study with one class doing BYOD & another not.
<br>
</blockquote>
<blockquote type="cite">The practicalities of such a study and the potential flack from
<br>
</blockquote>
<blockquote type="cite">students & parents gave me some new grey hairs just thinking about it.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The quantitative & qualitative data we have gathered from student &
<br>
</blockquote>
<blockquote type="cite">staff who have been part of our Year 9 iPad program this year has been
<br>
</blockquote>
<blockquote type="cite">interesting. The general trend is that the distraction factor (access
<br>
</blockquote>
<blockquote type="cite">to games & messages) is initially huge but, with good class management
<br>
</blockquote>
<blockquote type="cite">guidelines and the developing maturity of students at this age, the
<br>
</blockquote>
<blockquote type="cite">education benefits outweigh the disadvantages.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">BTW, I still appreciate the ancient technology of scrolls - data from
<br>
</blockquote>
<blockquote type="cite">scrolls has remained unchanged for thousands of years, how long does a
<br>
</blockquote>
<blockquote type="cite">hard disk last?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Also<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Wasn't the original ancient Torah based on a couple of Tablets???<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Ta<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Tim Kitchen<br>
</blockquote>
<blockquote type="cite">Strathcona BGGS<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On 05/09/2012, at 3:31 PM, Groves, Brett G wrote:<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">That was a great response Ken, very thought provoking! I'm off to
<br>
</blockquote>
<blockquote type="cite">research the Hawthorne effect now! (As opposed to the Collingwood
<br>
</blockquote>
<blockquote type="cite">effect where one suffers from unrealistic optimism :))<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Perhaps something that has been overlooked in this discussion, rather
<br>
</blockquote>
<blockquote type="cite">than relatively narrow measures of academic progress, is the affect on
<br>
</blockquote>
<blockquote type="cite">engagement and retention. I picked up one of my old Biology text books
<br>
</blockquote>
<blockquote type="cite">recently in a bookshelf clear out and was stunned by the lack of
<br>
</blockquote>
<blockquote type="cite">graphics and colour and the predominance of huge chunks of text. My
<br>
</blockquote>
<blockquote type="cite">immediate thought was how did I ever learn from this? I suspect this
<br>
</blockquote>
<blockquote type="cite">may well be analogous to what students from a digital generation feel
<br>
</blockquote>
<blockquote type="cite">when we ask them to use books as the primary learning resource.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">My greatest concern, and believe me there are days when I'm not a fan
<br>
</blockquote>
<blockquote type="cite">of 1:1, is that without reflecting what is occurring in the wider
<br>
</blockquote>
<blockquote type="cite">world school will simply lose its relevance to adolescents completely
<br>
</blockquote>
<blockquote type="cite">at home with digital devices irrespective of whether we can
<br>
</blockquote>
<blockquote type="cite">demonstrate specific and measurable learning improvement. In some ways
<br>
</blockquote>
<blockquote type="cite">that broader imperative over arches the initial question. So rather
<br>
</blockquote>
<blockquote type="cite">than asking 'can we show a learning improvement by investing in those
<br>
</blockquote>
<blockquote type="cite">devices' it perhaps should be 'what can we do with the inevitable
<br>
</blockquote>
<blockquote type="cite">reality of these devices to maximise learning improvement.'<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">A little like arguing the relative utility of scrolls compared to a
<br>
</blockquote>
<blockquote type="cite">codex, it's irrelevant since the world has moved on from scrolls no
<br>
</blockquote>
<blockquote type="cite">matter what advantages over a book they may have been perceived to have<br>
</blockquote>
enjoyed.<br>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">My 2 cents anyhow<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kind Regards,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Brett Groves<br>
</blockquote>
<blockquote type="cite">ICT Manager<br>
</blockquote>
<blockquote type="cite">Croydon Maroondah College<br>
</blockquote>
<blockquote type="cite">Croydon Campus<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">From:<br>
</blockquote>
<blockquote type="cite">elearning-bounces@edulists.com.au<mailto:elearning-bounces@edulists.co<br>
</blockquote>
<blockquote type="cite">m.au> [mailto:elearning-bounces@edulists.com.au]On Behalf Of ken price<br>
</blockquote>
<blockquote type="cite">Sent: Wednesday, 5 September 2012 10:22 AM<br>
</blockquote>
<blockquote type="cite">To: elearning Teachers' Mailing List<br>
</blockquote>
<blockquote type="cite">Subject: Re: [elearning] Query on iPad research ....<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Hi Kevork - a very interesting topic.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">For a range of reasons it is not common for a pure experimental model
<br>
</blockquote>
<blockquote type="cite">(treatment and control group etc) to be used in educational settings.<br>
</blockquote>
<blockquote type="cite">Plus, for almost anything involving new technology and students there
<br>
</blockquote>
<blockquote type="cite">is a massive Hawthorne effect - in broad terms students (and teachers)
<br>
</blockquote>
<blockquote type="cite">feel appreciated because they have been given some new toy and some
<br>
</blockquote>
<blockquote type="cite">other students haven't, and this affects their responses. Much of the
<br>
</blockquote>
<blockquote type="cite">derived effects have to be obtained from data obtained in real
<br>
</blockquote>
<blockquote type="cite">classrooms (with all the extraneous variables that involves) by
<br>
</blockquote>
<blockquote type="cite">removing other variables statistically. It's messy.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On top of this there is another question that needs to be considered
<br>
</blockquote>
<blockquote type="cite">(in my view anyway). As well as investigating "does this approach
<br>
</blockquote>
<blockquote type="cite">work?" we also need to consider "does this approach produce better
<br>
</blockquote>
<blockquote type="cite">outcomes than spending the equivalent amount in some other way?" ie an
<br>
</blockquote>
<blockquote type="cite">opportunity cost approach.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The question is not as simple as it looks. For example, a school could
<br>
</blockquote>
<blockquote type="cite">invest $1 000 000 a year in ICT or instead hire about 17 MORE teachers.<br>
</blockquote>
<blockquote type="cite">Which would produce the best outcome? Could you convince your school
<br>
</blockquote>
<blockquote type="cite">of this?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The really interesting part is when you look at one of the approaches
<br>
</blockquote>
<blockquote type="cite">used in some Chicago and Washington(DC) public schools, where a
<br>
</blockquote>
<blockquote type="cite">different way to use the money was tried. It was, simply, to pay money
<br>
</blockquote>
<blockquote type="cite">directly to students based on their educational performance, the
<br>
</blockquote>
<blockquote type="cite">so-called "pay for grades" scheme. Improve your results, get extra
<br>
</blockquote>
<blockquote type="cite">money - waste your time, get nothing. In some (but not all) settings
<br>
</blockquote>
<blockquote type="cite">this has worked remarkably well. <br>
</blockquote>
<blockquote type="cite">Seehttp://abcnews.go.com/GMA/Parenting/story?id=6371073&page=1<br>
</blockquote>
<blockquote type="cite">andhttp://abcnews.go.com/Business/story?id=5635010&page=1<br>
</blockquote>
<blockquote type="cite">andhttp://www.cps.edu/News/Press_releases/2008/Pages/09_11_2008_PR1.as<br>
</blockquote>
<blockquote type="cite">px<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Despite our personal views on the ethics of paying students to
<br>
</blockquote>
<blockquote type="cite">achieve, if we are talking about a significant investment in something
<br>
</blockquote>
<blockquote type="cite">like ICT and claiming it is an efficient way to improve learning, we
<br>
</blockquote>
<blockquote type="cite">need to be able to argue why it is better than (say) a "pay for
<br>
</blockquote>
<blockquote type="cite">grades" scheme. At some stage decisions like this fall into the hands
<br>
</blockquote>
<blockquote type="cite">of beancounters and (to be fair to<br>
</blockquote>
<blockquote type="cite">them) they want to invest money in the best way.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Your other questions re what actual learning takes place is also very
<br>
</blockquote>
<blockquote type="cite">worthwhile, and is the sort of thing that invites personal experiences
<br>
</blockquote>
<blockquote type="cite">from teachers to build an overall picture (rather than a traditional
<br>
</blockquote>
<blockquote type="cite">research model)<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Thanks for raising these important areas of discussion,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Ken<br>
</blockquote>
<blockquote type="cite">On Wed, Sep 5, 2012 at 8:13 AM, Kevork Krozian <br>
</blockquote>
<blockquote type="cite"><kevork@edulists.com.au<mailto:kevork@edulists.com.au>> wrote:<br>
</blockquote>
<blockquote type="cite">Hi Folks,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Really interesting discussion. You make a great point Ziad.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The barometer I guess for many years has been John Hattie with his
<br>
</blockquote>
<blockquote type="cite">extensive work on "effect size" with 2 groups holding everything else
<br>
</blockquote>
<blockquote type="cite">as constant as possible except the one difference.<br>
</blockquote>
<blockquote type="cite">Quoting : The most prominent meta-meta-analyst in education is
<br>
</blockquote>
<blockquote type="cite">probablyJohn <br>
</blockquote>
<blockquote type="cite">Hattie<http://www.education.auckland.ac.nz/uoa/home/about/staff/j.hatt<br>
</blockquote>
<blockquote type="cite">ie>, whose work draws on "a total of about 800 meta-analyses, which
<br>
</blockquote>
<blockquote type="cite">encompassed<br>
</blockquote>
<blockquote type="cite">52,637 studies, and provided 146,142 effect sizes [...] these studies
<br>
</blockquote>
<blockquote type="cite">are based on many millions of students" (Hattie, 2009; 15)
<br>
</blockquote>
<blockquote type="cite">-http://www.learningandteaching.info/teaching/what_works.htm<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Actually I recently compiled a long list of resources trying to
<br>
</blockquote>
<blockquote type="cite">separate digitization from eLearning - see <br>
</blockquote>
<blockquote type="cite">http://delicious.com/kkrozian<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I would be interested to hear further about what learning actually
<br>
</blockquote>
<blockquote type="cite">takes place rather than what application is used. The paper mentioned
<br>
</blockquote>
<blockquote type="cite">by Trudy is really worthwhile and I recommend people have a look at it
<br>
</blockquote>
<blockquote type="cite">as it does try to balance all the views.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I would also be very interested to hear from schools who have gone
<br>
</blockquote>
<blockquote type="cite">iPad 7 - 12 and how they have managed delivery of those studies that
<br>
</blockquote>
<blockquote type="cite">require more than what iPads have delivered to date such as VCE IT,
<br>
</blockquote>
<blockquote type="cite">media and existing web based flash based resources such as in LOTE,
<br>
</blockquote>
<blockquote type="cite">Maths, that have not been upgraded to date.<br>
</blockquote>
<blockquote type="cite">Are any schools using remote desktop from the student iPads to teach
<br>
</blockquote>
<blockquote type="cite">any of these classes ?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kind Regards<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kevork Krozian<br>
</blockquote>
<blockquote type="cite">Edulists Creator Administrator<br>
</blockquote>
<blockquote type="cite">www.edulists.com.au<http://www.edulists.com.au><br>
</blockquote>
<blockquote type="cite">tel: 0419 356 034<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">From:<br>
</blockquote>
<blockquote type="cite">elearning-bounces@edulists.com.au<mailto:elearning-bounces@edulists.co<br>
</blockquote>
<blockquote type="cite">m.au> <br>
</blockquote>
<blockquote type="cite">[mailto:elearning-bounces@edulists.com.au<mailto:elearning-bounces@edu<br>
</blockquote>
<blockquote type="cite">lists.com.au>]On<br>
</blockquote>
<blockquote type="cite">Behalf Of Ziad Baroudi<br>
</blockquote>
<blockquote type="cite">Sent: Tuesday, 4 September 2012 10:51 PM<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">To: elearning Teachers' Mailing List<br>
</blockquote>
<blockquote type="cite">Subject: Re: [elearning] Query on iPad research ....<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Many argue that validity in the sense used by scientists cannot exist
<br>
</blockquote>
<blockquote type="cite">in most areas of educational research. I once read something written
<br>
</blockquote>
<blockquote type="cite">by Seymour Papert in which he says that something such as "using a<br>
</blockquote>
computer"<br>
<blockquote type="cite">is not a single variable we can study while keeping all else constant.
<br>
</blockquote>
<blockquote type="cite">The whole point of using a computer is that it changes everything.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Even when iPads have been around for a long time and meta-research is
<br>
</blockquote>
<blockquote type="cite">available on their "effect", we will be looking at an average
<br>
</blockquote>
<blockquote type="cite">"effective size" that brings together all kinds of different uses of
<br>
</blockquote>
<blockquote type="cite">the device. Two studies, one hugely successful and one hugely
<br>
</blockquote>
<blockquote type="cite">unsuccessful, may result in an average effect size that is close to
<br>
</blockquote>
<blockquote type="cite">zero. It would be more useful to look into the details of the
<br>
</blockquote>
<blockquote type="cite">successful study to see what practices we can adopt.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Sincerely,<br>
</blockquote>
<blockquote type="cite">Ziad.<br>
</blockquote>
<blockquote type="cite">On 4 September 2012 21:33, Hutchison, Geoffrey G <br>
</blockquote>
<blockquote type="cite"><hutchison.geoffrey.g@edumail.vic.gov.au<mailto:hutchison.geoffrey.g@e<br>
</blockquote>
<blockquote type="cite">dumail.vic.gov.au>><br>
</blockquote>
<blockquote type="cite">wrote:<br>
</blockquote>
<blockquote type="cite">Good luck Kevork on finding valid education research. Very little is
<br>
</blockquote>
<blockquote type="cite">valid in the sense that double blind trials are almost non-existent
<br>
</blockquote>
<blockquote type="cite">and the use of control groups rare.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Virtually all education research is anecdotal in terms of evidence,
<br>
</blockquote>
<blockquote type="cite">and thus invalid in terms of true research.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Geoff Hutchison,<br>
</blockquote>
<blockquote type="cite">McGuire College<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On 4/09/12 6:24 PM, "Kevork Krozian"<br>
</blockquote>
<blockquote type="cite"><kevork@edulists.com.au<mailto:kevork@edulists.com.au>> wrote:<br>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Hi Folks,<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"> If I may ask a very broad question, is anyone across recent
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">research covering the impact of iPads and apps in learning
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">achievement/improvement at any level ( primary, secondary, tertiary ) ?<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Specifically, I am wondering if there is a control group of any type
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">such as alternate tablets, mobile devices, netbooks, MacBook Air,
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">MacBook Pro etc etc.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Additionally I am wondering if a baseline is used in the study such as "<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Both groups, control and iPad users entered the study at VELS level x.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">At<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">the end of the study the control group was at y and the iPad users
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">were at z on the VELS or any other measurement used".<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">Generalized findings such as students showed improvement in
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">confidence with the use of technology or could read better ( than
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">what ? not having any technology or having a laptop or working in
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">labs ? ) will not be as useful IMHO.<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite"><br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">It is a topic that has come up in discussion and I am looking for
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">both research as well as anecdotal evidence from schools on the iPad
<br>
</blockquote>
</blockquote>
<blockquote type="cite">
<blockquote type="cite">journey if I may please.<br>
</blockquote>
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<blockquote type="cite">
<blockquote type="cite"><br>
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<blockquote type="cite">
<blockquote type="cite">Kind Regards<br>
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<blockquote type="cite">Kevork<br>
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<br>
<div apple-content-edited="true">
<div>Dr Tim Kitchen<br>
Director of Learning Technologies<br>
Strathcona Baptist Girls Grammar School<br>
<a href="http://timkitchen.net">http://timkitchen.net</a><br>
<br>
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<span><img height="43" width="163" id="bcb2b948-a448-4313-8b2e-1d2ca90b9f2a" apple-width="yes" apple-height="yes" src="cid:8858C4A3-1AA9-4428-B50F-6382C096E720@strathcona.vic.edu.au"></span>
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