[Advisory] RE: The ICT Continuum Hoax
Kent, Peter
Peter.Kent@act.gov.au
Tue, 9 Feb 2010 09:46:42 +1100
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If you ask me the continuum is in the way individuals acquire ICT
skills, not the skills themselves. I wrote a chapter about this is the
book Learning with ICT (Macmillian Australia). The perceived difference
between 'digital immigrants' and 'digital natives' is not their age, it
is a more how far they have progressed along this continuum.
=20
Cheers
=20
Peter
________________________________
From: Ray Tolley [mailto:rjt@maximise-ict.co.uk]=20
Sent: Tuesday, 9 February 2010 9:27 AM
To: 'Mal Lee'
Cc: advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: The ICT Continuum Hoax
=20
Mal,
=20
It all depends on how you define 'Continuum' and how you define
'Competency'.
=20
If by 'Continuum' you mean that 'All 11yr-olds should be able to do
this, this and this.' And at 12-yrs old they should additionally be able
to do that and that.' And by 13yrs old they should all be able to do,
'The other and the other.' Then I would agree with you. However, if
we believe in personal learning plans (PLPs) then perhaps we can
say/negotiate for each individual, "Your target for this week/term/year
should be..." And these should be written in terms of processes rather
than competencies but still leaving room for the unexpected. If not set
as actual targets (and even these allow for adjustments) then at least
the continuum can be seen as a track-record, an audit trail or
'breadcrumbs'. As professionals we often suggest considering, "Where
are we now? Where do we want to get to? How will we get there? and How
will we know when we have arrived?" (Accepting that learning never
really stops.) If such a planning strategy (or continuum) is
appropriate for us as professionals why should we not share such
approaches with our children and their parents?
=20
Again, 'Competency' should not be thought of in terms of practical
abilities such as 'cut and paste', 'insert page numbering' or 'write a
conditional IF statement'. This went out of UK thinking almost ten
years ago! Competencies are about processes, such as 'plan a strategy
in order to...', 'negotiate with a partner how to share a workload',
'design a presentation to challenge conventional ideas concerning...',
'or 'investigate the historical causes of...'
=20
The need to learn technical skills then becomes purpose driven as I
suggest in one of my presentations:
http://www.slideshare.net/maximise/planning-my-learning
=20
Best Wishes,
=20
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
<http://raytolley.v2efolioworld.mnscu.edu/>=20
B: http://www.efoliointheuk.blogspot.com/
<http://www.efoliointheuk.blogspot.com/>=20
W: http://www.maximise-ict.co.uk/eFolio-01.htm
<http://www.maximise-ict.co.uk/eFolio-01.htm>=20
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Mal Lee [mailto:mal.lee@netspeed.com.au]=20
Sent: 07 February 2010 23:18
To: Glenn Finger; Mike Gaffney; Arthur Winzenried; Jason Zagami; Damian
Maher; Phil Roberts; Karen Bonanno; Lyn Hay; Judy Parr;
lorrae@cyperus.co.nz; Martin Levins; Peter Kent; Allan Shaw; Roger
Hayward; Ray Tolley; John Hodgkinson; Tony Brandenburg
Subject: The ICT Continuum Hoax
=20
The ICT Continuum Hoax?
=20
Hi
=20
One for all you wise owls.
=20
The question mark is important.
=20
As you'll be aware schools and education authorities across the world
have developed curriculum documents called ICT continuum that guide
teachers across the school/s in their development of the students' ICT'
competencies.
=20
In a number of situations the continuum also provides the base for much
publicized state/provincial testing and reporting of ICT competence.
=20
The continuum purport to describe the developmental phases in the young
peoples' acquisition of the ICT competencies.
=20
In turn they serve as a guide to teachers shaping their teaching
program.
=20
I have to admit I've some very real concerns about the validity of the
exercise, and am moved to ask if the practice is not a hoax.
=20
The first major concern revolves around the term 'ICT' and the implicit
assumption that that term describes an established and clearly defined
field of study, like Mathematics or Physics.
=20
Any Google search will soon show the fallacy of that assumption, with
the term varying in meaning from the very narrow, where it is used
synonymously with the term computer, to the very broad where it is used
to refer to all forms of information and communications
technology, analogue and digital.
=20
In the education context the meaning of the term is further confused
because it covers only the 'approved' types of information and
communications technology, and most assuredly does not include the likes
of mobile or cell phones, iPods, digital cameras or games consoles or
indeed those ever-emerging highly convergent entities like smartphones
that
integrate all the aforementioned functions.
=20
And yet with all this uncertainty and nebulous theoretical base some
very astute 'digital immigrants' have been able to identify and
construct 'ICT continuum' that all teachers must follow.
=20
The second major concern is the seeming lack of research validating the
current continuum.
=20
=20
Do any of you know of the research underpinning such continuum?
=20
I admit to not seeing anything.
=20
Who is the Jean Piaget who has identified the developmental phases and
key attributes on which to develop such a curriculum document?
=20
Why is the content of the formal continuum at such variance to the kind
of competencies shown by the young outside the classroom?
=20
It is when one encounters the kind of observation below by an adjunct
professor of education that one becomes concerned, and is obliged to
question the educational validity of using such a nebulous and dated
term as ICT and in turn for school authorities to continue
with the present ICT continuum.
=20
=20
"Young people appear to use technology in ways that are different to
most of their teachers and parents. Adults (depending on their age)
typically use Information and
Communication Technologies (ICTs) as functional tools that are used for
practical or business purposes." (McGrath, 2009, p2)
=20
=20
One wonders what place digital TVs, DVD players, digital cameras, car
radios, iPods, iTunes, 'web enabled phones, Skype, games consoles and
the social networking facilities occupy in her definition of ICT.
=20
=20
It would be great for researchers of Piaget's capability to identify the
developmental phases in the acquisition of ever changing, ever evolving
competencies and attitudes that emanate from the young's all pervasive
use of an ever evolving suite of digital technologies but
one senses that is still some time off?
=20
=20
Are we currently perpetuating a hoax by continuing to:
=20
a. use the term 'ICT'
=20
b. validate the use of the current 'ICT continuum
=20
Kind regards
=20
Mal Lee
PO Box 5010, Broulee, NSW, Australia
+ 61 2 44 717 947=20
=20
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<BODY lang=3DEN-AU link=3Dblue vlink=3Dpurple style=3D'word-wrap: =
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-webkit-nbsp-mode: space;-webkit-line-break: after-white-space'>
<DIV>
<div class=3DSection1>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>If you ask me the continuum is in =
the way
individuals acquire ICT skills, not the skills themselves. I wrote =
a
chapter about this is the book <u>Learning with ICT </u>(Macmillian =
<st1:country-region
w:st=3D"on"><st1:place =
w:st=3D"on">Australia</st1:place></st1:country-region>).
The perceived difference between ‘digital immigrants’ and =
‘digital
natives’ is not their age, it is a more how far they have =
progressed
along this continuum.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Cheers<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Peter<o:p></o:p></span></font></p>
<div>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><font =
size=3D3
face=3D"Times New Roman"><span lang=3DEN-US style=3D'font-size:12.0pt'>
<hr size=3D2 width=3D"100%" align=3Dcenter tabindex=3D-1>
</span></font></div>
<p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</spa=
n></font></b><font
size=3D2 face=3DTahoma><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:Tahoma'>
Ray Tolley [mailto:rjt@maximise-ict.co.uk] <br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> Tuesday, 9 February =
2010
9:27 AM<br>
<b><span style=3D'font-weight:bold'>To:</span></b> 'Mal Lee'<br>
<b><span style=3D'font-weight:bold'>Cc:</span></b> =
advisory@talk.naace.org;
secondary@talk.naace.org<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> RE: The ICT =
Continuum
Hoax</span></font><span lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>Mal,<o:p></o=
:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>It all =
depends on
how you define ‘Continuum’ and how you define
‘Competency’.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>If by
‘Continuum’ you mean that ‘All 11yr-olds should be =
able to do
this, this and this.’ And at 12-yrs old they should additionally =
be able
to do that and that.’ And by 13yrs old they should all be =
able to
do, ‘The other and the other.’ Then I would agree with
you. However, if we believe in personal learning plans =
(PLPs) then
perhaps we can say/negotiate for each individual, “Your =
target for
this week/term/year should be...” And these should be =
written in
terms of processes rather than competencies but still leaving room for =
the
unexpected. If not set as actual targets (and even these allow for
adjustments) then at least the continuum can be seen as a =
track-record,
an audit trail or ‘breadcrumbs’. As professionals we =
often
suggest considering, “Where are we now? Where do we want to =
get
to? How will we get there? and How will we know when we have
arrived?” (Accepting that learning never really =
stops.) If such
a planning strategy (or continuum) is appropriate for us as =
professionals
why should we not share such approaches with our children and their =
parents?<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>Again,
‘Competency’ should not be thought of in terms of practical
abilities such as ‘cut and paste’, ‘insert page
numbering’ or ‘write a conditional IF =
statement’. This
went out of <st1:country-region w:st=3D"on"><st1:place =
w:st=3D"on">UK</st1:place></st1:country-region>
thinking almost ten years ago! Competencies are about processes, =
such as
‘plan a strategy in order to...’, ‘negotiate =
with a
partner how to share a workload’, ‘design a =
presentation to
challenge conventional ideas concerning...’, ‘or =
‘investigate
the historical causes of...’<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>The need to =
learn
technical skills then becomes purpose driven as I suggest in one of my
presentations:<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><a
href=3D"http://www.slideshare.net/maximise/planning-my-learning">http://w=
ww.slideshare.net/maximise/planning-my-learning</a><o:p></o:p></span></fo=
nt></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>Best =
Wishes,<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<div>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>Ray =
Tolley </span></font><font
size=3D1 color=3D"#1f497d" face=3DArial><span lang=3DEN-GB =
style=3D'font-size:8.0pt;
font-family:Arial;color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, =
MBILD<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>ICT Education
Consultant<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>Maximise ICT =
Ltd<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>P: =
</span></font><font
size=3D2 color=3D"#1f497d" face=3DCalibri><span lang=3DEN-GB =
style=3D'font-size:11.0pt;
font-family:Calibri;color:#1F497D'><a
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><font size=3D2 =
face=3DArial><span
style=3D'font-size:10.0pt;font-family:Arial'>http://raytolley.v2efoliowor=
ld.mnscu.edu/</span></font></a></span></font><font
size=3D2 color=3D"#1f497d" face=3DArial><span lang=3DEN-GB =
style=3D'font-size:10.0pt;
font-family:Arial;color:#1F497D'><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>B: =
</span></font><font
size=3D2 color=3D"#1f497d" face=3DCalibri><span lang=3DEN-GB =
style=3D'font-size:11.0pt;
font-family:Calibri;color:#1F497D'><a
href=3D"http://www.efoliointheuk.blogspot.com/"><font size=3D2 =
face=3DArial><span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.efoliointheuk.blo=
gspot.com/</span></font></a><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#1F497D'>W: =
</span></font><font
size=3D2 color=3D"#1f497d" face=3DCalibri><span lang=3DEN-GB =
style=3D'font-size:11.0pt;
font-family:Calibri;color:#1F497D'><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><font size=3D2 =
face=3DArial><span
style=3D'font-size:10.0pt;font-family:Arial'>http://www.maximise-ict.co.u=
k/eFolio-01.htm</span></font></a><o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3D"#c00000" face=3DArial><span =
lang=3DEN-GB
style=3D'font-size:10.0pt;font-family:Arial;color:#C00000'>Winner of the =
IMS
'Leadership Regional Award 2009'</span></font><font size=3D2 =
color=3D"#1f497d"
face=3DCalibri><span lang=3DEN-GB =
style=3D'font-size:11.0pt;font-family:Calibri;
color:#1F497D'><o:p></o:p></span></font></p>
</div>
<p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
face=3DCalibri><span lang=3DEN-GB
style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'><o:p> <=
/o:p></span></font></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</spa=
n></font></b><font
size=3D2 face=3DTahoma><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:Tahoma'>
Mal Lee [mailto:mal.lee@netspeed.com.au] <br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> 07 February 2010 =
23:18<br>
<b><span style=3D'font-weight:bold'>To:</span></b> Glenn Finger; Mike =
Gaffney;
Arthur Winzenried; Jason Zagami; Damian Maher; Phil Roberts; Karen =
Bonanno; Lyn
Hay; Judy Parr; lorrae@cyperus.co.nz; Martin Levins; Peter Kent; Allan =
Shaw;
Roger Hayward; Ray Tolley; John Hodgkinson; Tony Brandenburg<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> The ICT =
Continuum Hoax<o:p></o:p></span></font></p>
</div>
</div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
lang=3DEN-GB
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><b><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555;font-weight:bold'>The ICT Continuum =
Hoax?</span></font></b><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:
10.0pt;font-family:"Helvetica =
Neue";color:#555555'><o:p></o:p></span></font></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal><span class=3Dapple-style-span><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>Hi</span></font></span><span =
lang=3DEN-GB><o:p></o:p></span></p>
<div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
lang=3DEN-GB
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></p>
</div>
<div>
<p class=3DMsoNormal><span class=3Dapple-style-span><font size=3D2 =
color=3D"#555555"
face=3DArial><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:Arial;
color:#555555'>One for all you wise owls.</span></font></span><span =
lang=3DEN-GB><o:p></o:p></span></p>
</div>
<div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span =
style=3D'font-size:10.0pt;
font-family:"Helvetica =
Neue";color:#555555'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>The question mark is =
important.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>As you’ll be aware schools and =
education
authorities across the world have developed curriculum documents called =
ICT
continuum that guide teachers across the school/s in their development =
of the
students’ ICT' competencies.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>In a number of situations the continuum =
also
provides the base for much publicized state/provincial testing and =
reporting of
ICT competence.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>The continuum purport to describe the
developmental phases in the young peoples’ acquisition of the ICT
competencies.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>In turn they serve as a guide to =
teachers
shaping their teaching program.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>I have to admit I’ve some very =
real
concerns about the validity of the exercise, and am moved to ask if the
practice is not a hoax.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>The first major concern revolves around =
the
term ‘ICT’ and the implicit assumption that that term =
describes an
established and clearly defined field of study, like Mathematics or =
Physics.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>Any Google search will soon show the =
fallacy of
that assumption, with the term varying in meaning from the very narrow, =
where
it is used synonymously with the term computer, to the very broad where =
it is
used to refer to all forms of information and communications<br>
technology, analogue and digital.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>In the education context the meaning of =
the
term is further confused because it covers only the =
‘approved’
types of information and communications technology, and most assuredly =
does not
include the likes of mobile or cell phones, iPods, digital cameras or =
games
consoles or<br>
indeed those ever-emerging highly convergent entities like smartphones =
that<br>
integrate all the aforementioned functions.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>And yet with all this uncertainty and =
nebulous
theoretical base some very astute ‘digital immigrants’ have =
been
able to identify and construct ‘ICT continuum’ that all =
teachers
must follow.</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>The second major concern is the seeming =
lack of
research validating the current continuum.<o:p></o:p></span></font></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><i><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555;font-style:italic'>Do any of you know of =
the
research underpinning such continuum?</span></font></i><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>I admit to not seeing =
anything.</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><i><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555;font-style:italic'>Who is the Jean Piaget =
who
has identified the developmental phases and key attributes on which to =
develop
such a curriculum document</span></font></i><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>?</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>Why is the content of the formal =
continuum at
such variance to the kind of competencies shown by the young outside the
classroom?</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>It is when one encounters the kind of
observation below by an adjunct professor of education that one becomes
concerned, and is obliged to question the educational validity of using =
such a
nebulous and dated term as ICT and in turn for school authorities to =
continue<br>
with the present ICT continuum.</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>“</span></font><font size=3D2 =
color=3Dblack
face=3DVerdana><span lang=3DEN-US =
style=3D'font-size:9.5pt;font-family:Verdana;
color:black'>Young people appear to use technology in ways that are =
different
to most of their teachers and parents. Adults (depending on their age)
typically use Information and<br>
Communication Technologies (ICTs) as functional tools that are used =
for<br>
practical or business purposes.” (McGrath, 2009, =
p2)</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>One wonders what place digital TVs, DVD
players, digital cameras, car radios, iPods, iTunes, ‘web enabled =
phones,
Skype, games consoles and the social networking facilities occupy in her
definition of ICT.</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>It would be great for researchers of =
Piaget’s
capability to identify the developmental phases in the acquisition of =
ever
changing, ever evolving competencies and attitudes that emanate from the =
young’s
all pervasive use of an ever evolving suite of digital technologies =
but<br>
one senses that is still some time off?</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'><o:p> </o:p></span></font></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-bottom:4.8pt'>
<p class=3DMsoNormal style=3D'line-height:18.0pt'><font size=3D2 =
color=3D"#555555"
face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Helvetica Neue";color:#555555'>Are we currently perpetuating a hoax by
continuing to:</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Helvetica Neue";color:#555555'>a.</span></font><font =
size=3D1
color=3D"#555555"><span lang=3DEN-US =
style=3D'font-size:7.0pt;color:#555555'> </span></=
font><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:
10.0pt;font-family:"Helvetica =
Neue";color:#555555'> </span></font><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:
10.0pt;font-family:"Helvetica Neue";color:#555555'>use the term =
‘ICT’</span></font><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'line-height:14.25pt'><span =
class=3Dapple-style-span><font
size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Helvetica Neue";color:#555555'>b.</span></font><font =
size=3D1
color=3D"#555555"><span lang=3DEN-US =
style=3D'font-size:7.0pt;color:#555555'> </span></=
font><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:
10.0pt;font-family:"Helvetica =
Neue";color:#555555'> </span></font><font
size=3D2 color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-US =
style=3D'font-size:
10.0pt;font-family:"Helvetica Neue";color:#555555'>validate the use of =
the
current ‘ICT continuum</span></font><o:p></o:p></p>
</div>
<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;
font-family:"Helvetica =
Neue";color:#555555'><o:p> </o:p></span></font></p>
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<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;
font-family:"Helvetica Neue";color:#555555'>Kind =
regards<o:p></o:p></span></font></p>
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<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;
font-family:"Helvetica =
Neue";color:#555555'><o:p> </o:p></span></font></p>
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<div style=3D'margin-left:36.0pt;margin-bottom:4.8pt'>
<p class=3DMsoNormal =
style=3D'text-indent:-18.0pt;line-height:18.0pt'><font size=3D2
color=3D"#555555" face=3D"Helvetica Neue"><span lang=3DEN-GB =
style=3D'font-size:10.0pt;
font-family:"Helvetica Neue";color:#555555'>Mal =
Lee<o:p></o:p></span></font></p>
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<p class=3DMsoNormal><st1:address w:st=3D"on"><st1:Street =
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color=3Dblack face=3DHelvetica><span lang=3DEN-GB =
style=3D'font-size:13.5pt;
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Box</span></font></st1:Street><font
size=3D4 color=3Dblack face=3DHelvetica><span lang=3DEN-GB =
style=3D'font-size:13.5pt;
font-family:Helvetica;color:black'> =
5010</span></font></st1:address><font
size=3D4 color=3Dblack face=3DHelvetica><span lang=3DEN-GB =
style=3D'font-size:13.5pt;
font-family:Helvetica;color:black'>, Broulee, NSW, <st1:country-region =
w:st=3D"on"><st1:place
=
w:st=3D"on">Australia</st1:place></st1:country-region><o:p></o:p></span><=
/font></p>
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lang=3DEN-GB
style=3D'font-size:13.5pt;font-family:Helvetica;color:black'>+ 61 2 44 =
717 947<o:p></o:p></span></font></p>
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