VLN_2011_May



**The Context** The Kura Iwa ICT cluster, is made up of nine Canterbury Schools - Bamford, Bromley, Christchurch East, Linwood Intermediate, Ouruhia, St Albans Catholic, St Anne's, St Mary's and Tai Tapu, with eTime facilitating their ICTPD programme.

During 2010 the cluster concentrated on building teacher confidence in using ICT to support and enhance teaching and learning. Teachers attended practicums to explore a how a range of technologies could be used to enhance literacy programmes. The cluster developed the //‘Kura Iwa Teaching As Inquiry Model’// and every teacher was required to engage in their own Inquiry utilising the knowledge and skills gained from each of the practicums. Across the cluster teachers focussed on using ICTs for Communication, with a specific pedagogy focus of providing students with opportunities to help decide learning intentions and success criteria in a given activity.  A further focus for the cluster was for teachers to set up online learning environments for their students. Teachers attended a practicum where they set up class wikis (wikispaces). Towards the end of the year and start of 2011 many of our cluster schools chose to implement the Ultranet Learning Management System.

**2011 Focus** With a change in national goals, moving to an emphasis on encouraging our students to become successful digital citizens, and given that across the cluster, schools are keen to further develop their existing online learning environments, the primary focus for Kura Iwa in 2011 is //Online Learning.//  The programme is divided into 3 key components:
 * Heightening awareness of our digital learners and the impact that online technologies are having on our daily lives (students, teachers, parents, whanau)
 * Identifying how we can support students in becoming successful digital citizens
 * Exploring how we can provide opportunities within our existing class wikis/virtual classrooms for our students to engage in online learning experiences and develop their abilities to effectively communicate in an online setting, think critically, inquire and collaborate with learning communities that reach beyond the classroom walls.

The //‘Kura Iwa Teaching As Inquiry Model’// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">was modified at the start of 2011 to better reflect a blended eLearning approach. Teachers will be required to engage in at least 2 inquiry cycles with the focus being on the use of their online learning environments.

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**Research** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The cluster has drawn on research from Downes(2006), Richardson(2006) and various video presentations published on YouTube that draw attention to two important issues that arise when engaging in an online context. The first is the issue that the mere volume of information on the internet is growing exponentially, therefore our students need to learn how to cope with vast amounts of information, learn to filter and validate information. The second is the issue that our students are increasingly becoming a part of that Internet, particularly with the rise in social media applications. The challenge is that our students don’t always understand the implications that this can have, the concept of a digital footprint, identity protection, safe communication and online social ettiquette.

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**What we are doing** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Cluster principals and teachers attended a practicum facilitated by eTime, <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//“Learning Through Online Participation// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">”. During this session, teachers were introduced to the concept of a ‘ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Digital Native’// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (through research and YouTube clips) and they collectively identified some of the challenges that our students face as they become a part of a rapidly growing digital world. Lead teachers/teachers had the opportunity to explore resources that can heighten awareness and educate students, parents and whanau about the potential issues and strategies for protecting themselves. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The teachers recognised that they could play an important role in heightening student awareness of the possible issues that come with posting online and with the help of a range of resources they could help their students develop strategies for dealing with these issues. They also recognised that in order for students to become successful digital citizens they needed to be provided with meaningful opportunities to engage in online environments. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Each teacher was required to further build on their existing online learning environments (either wikispaces or Ultranet) to provide opportunities for their students to express themselves in an online setting, utilising the following tools: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- discussion tab on a wiki <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- VoiceThread <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- embedded within the online learning environment (OLE) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Wallwisher <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- embedded within the OLE <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- class blog attached to the OLE <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Media Gallery module (Ultranet) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Discussion module (Ultranet) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- Wiki module (Ultranet) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The expectation was set for all teachers across the cluster to provide at least one opportunity for students to contribute/post online during Term 1/beginning of Term 2. Teachers will reflect on the success/outcome of this activity during the Term 2 practicum. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> To document this process teachers used the <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Kura Iwa Teaching As Inquiry Model.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The outcome of their Inquiry is to be shared with cluster colleagues (Cluster Sharing Sessions) where teachers are required to identify their next steps for their professional learning.

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**Outcomes** Due to the Canterbury Earthquake our cluster schools have experienced an interruption to our ICTPD programme. While all schools have resumed their professional development, at the time of submitting our VLN reflections, many of our cluster schools are still in the process of completing their inquiries. This video contains a case study from one of our schools (St Albans Catholic) that has completed their Inquiry. It also provides an insight into similar inquiries that are happening across the cluster at this time.

media type="youtube" key="9TuJX3AqENI?fs=1" height="390" width="640"

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**What we learnt**
 * <span style="color: #000000; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">Students displayed high levels of motivation and engagement when interacting within the online environment
 * <span style="color: #000000; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">Providing the opportunity for students to contribute online often made the task more meaningful, particularly when they realised they were communicating to an authentic audience
 * <span style="color: #000000; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">Learning to use the online tool opened up the opportunity for students to mentor each other. Allowing the students to become the teachers was really motivating for the children but was also an efficient strategy for the teacher.
 * <span style="color: #000000; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">In the process of contributing to the online environments there was a natural lead in to discussion around the potentially global nature of the audience students were contributing to. This in turn lead to discussion around appropriateness of posted comments and identity protection.
 * <span style="color: #000000; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">The use of tools such as VoiceThread provided an excellent context for developing speaking and listening skills.

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**Next steps** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The next step for Kura Iwa is to focus on the development of digital literacy, Inquiry and critical thinking skills in their online environment.

<span style="background-color: #ffffff; color: #000080; font-family: Arial; font-size: 14pt; font-style: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">**References**
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Richardson, Will (2006). <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">//Blogs, wikis, podcasts, and other powerful tools for classrooms.// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">California, United States of America: Corwin Press
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Downes, Stephen (2006) E-Learning 2.0. Retrieved August 2, 2007 from the World Wide Web: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline; white-space: pre-wrap;">[]
 * <span style="background-color: transparent; color: #333333; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Did You Know 2010 Social Media Revolution Facebook Twitter YouTube Statistics Shift Happens <span style="color: #000099; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">[|http://www.youtube.com/watch?v=Z4gt62uAasE__]
 * <span style="color: #000099; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">[|www.netsafe.org.nz]
 * <span style="color: #000099; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">[|www.inmyday.org.nz]
 * <span style="color: #000099; font-family: Arial; font-size: 15px; line-height: 22px; white-space: pre-wrap;">[|www.hectorsworld.co.nz]



= **The Context** = ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">The Kura Iwa ICT cluster, is made up of nine Canterbury Schools – Bamford, Bromley, Christchurch East, Linwood Intermediate, Ouruhia, St Albans Catholic, St Anne’s, St Mary’s and Tai Tapu, with eTime facilitating their ICTPD programme. ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">At the end of 2010 each school completed an ICT Review Rubric. In collating the results the cluster identified a common weakness around National Goal 4 – Increasing the capability of families and whanau to actively participate in their children’s learning. ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">In Term 3, 2011 the Principals and Lead Teachers across the cluster attended a Leaders Practicum facilitated by eTime where they explored current research around engaging parents and whanau and looked at initiatives being implemented by other schools outside of the cluster that utilised online environments and tools (locally, nationally and internationally). ==== ====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Following this session, all schools were required to reflect on current practice and implement at least one new initiative. The //Kura Iwa Teaching As Inquiry// model was used to plan, implement and reflect on its success. From there schools could identify their next steps for 2012. ==== = **The Research** = ====<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">During the Leaders Practicum the cluster reflected on research published in // Enabling the 21st Century Learner - eLearning Action Plan, MoE (2006) // and // From Partnerships and networks - Kiwi Leadership for Principals // that both reinforce that the better the relationship between schools and parents, whanau and community, the better student outcomes. ====

====<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The cluster then explored Joyce Epstein’s Six Types of Parental Involvement (2002). According to Epstein, by implementing activities for all six types of involvement, families can be productive partners in their children’s school successes. Using the keys, each school reflected on the activities that they currently had in place, shared their experiences and identified areas for further development. ====

====<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Following this discussion, the cluster looked at a wide range of initiatives being implemented in other schools. They also looked at the research of eLearning expert, Dr Martyn Wild in regards to the role that schools/parents/whanau should be playing in ensuring our students online safety. He emphasized the importance of engaging parents in better understanding what their children are doing online and the strategies to deal with the issues that they face. This was also reinforced by the Victorian Department of Education and Early Childhood who recommended that schools need to raise parent awareness and provide them with measures that can be taken at home. ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**What we did and the outcome** media type="youtube" key="B5FtJlIAiaA?version=3" height="480" width="640"

**Challenges we faced** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Next Steps**
 * Lack of understanding by many parents – of how the risks associated with online learning can be effectively managed. Often parents who objected to their children engaging online, didn’t really understand what was involved. To overcome this – some teachers found that they needed to chat in person to the parents to help them to interpret and understand the school internet use policies
 * Strong parent opinions about eLearning tools (ie iPad). In some cases parents had formed strong opinions about the use of devices based on media reports - however lacked knowledge of how these devices were being used to enhance learning. The cluster agreed that they really needed to focus on clearly communicate the processes that students were working through when engaging online. Quite often the emphasis is on the final product and the powerful learning that was involved in reaching the final product was overlooked.
 * Parent Involvement – (eg Computers in Homes scheme, Information Sessions, blog commenting). Although numbers are increasing, the challenge still lies in getting parents/whanau to take up the opportunities that are offered to them. Schools also need to provide the necessary support.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Continue to build on current initiatives
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Publishing more material and advice about how parents can support their child’s learning
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Provide opportunities to educate parents about developing technologies that their children are using
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ultranet Schools – providing parent logins and utilising the Parent Portal
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Providing guidance to parents around constructive commenting within blogs, wikis and Ultranet environments

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> **References**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Epstein, Joyce (2002) Six Types of Parental Involvement []
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Department of Education and Early Childhood, Victoria, Australia []
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Enabling the 21st Century Learner – eLearning Action Plan, MOE (2006 - 2010)
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Partnerships and Networks – Kiwi Leadership for Principals, MOE http://www.educationalleaders.govt.nz/Leadership-development/Other-professional-information/Kiwi-leadership-for-principals
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">CyberSafety with Dr Martyn Wild – YouTube Clip []

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**The Context** = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">The Kura Iwa ICT cluster, is made up of nine Canterbury Schools – Bamford, Bromley, Christchurch East, Linwood Intermediate, Ouruhia, St Albans Catholic, St Anne’s, St Mary’s and Tai Tapu, with eTime facilitating their ICTPD programme.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">During 2011 the cluster have had a strong focus on providing students with opportunities to engage in online learning environments. Every class in the cluster has access to either a class blog, wiki or ClassSpace (Ultranet) learning environment. Professional development has been targeting using these environments to support classroom programmes and to encourage critical thinking and Inquiry. In addition to this, across the cluster teachers have implemented programmes that heighten student awareness of the issues associated with online engagement and develop strategies that promote successful digital citizenship.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">The cluster have continued to use the //Kura Iwa Teaching As Inquiry// model to plan and reflect on their professional learning.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**The Research** = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Earlier in the year, the cluster explored the research of Downes(2006) and Richardson(2006) to launch discussion around the issues that arise from interacting online. Following this the cluster joined the Learn Guide and Protect network (provided by netsafe.org.nz). This network allowed us to explore a range of articles and resources related to cybersafety, including the Google Digital Literacy Programme, Hector’s World Resources and LearningLab.org.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Principals and lead teachers also explored initiatives implemented through the Department of Education and Early Childhood in Victoria, Australia. One of these initiatives was the use of Student Action teams. This is a student-centred active educational approach to connecting the school community and developing a shared understanding and commitment to cybersafety. It is about empowering groups of students to promote awareness of cybersafe behaviours and practices in their school community. As a cluster we recognized that the starting point for us would be to educate our students of the risks and how to manage them effectively – within a structured programme of learning.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 22px; line-height: 32px;">Presentation of our Initiatives: = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 22px; line-height: 32px;">media type="youtube" key="rWINt8x9OFY?version=3" height="480" width="640" <span style="font-family: Arial,Helvetica,sans-serif; font-size: 22px; line-height: 32px;">The Outcomes: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 22px; line-height: 32px;">media type="youtube" key="qHZk5byhC3o?version=3" height="480" width="640"

= = **Challenges Faced** = = =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Next Steps** =
 * Accessibility to the Internet
 * This was a big issue for some school communities where families did not have access to computers or the Internet at home. To overcome this the school had to take responsibility for improving community access to the Internet by promoting the ‘Computers in Homes’ scheme and allowing the community to utilise school resources. Also – through schools communicating the benefits of online learning experiences, increasing numbers of parents are recognising the importance of having a home computer (ie “some families don’t know what they don’t know – once they see what you can do with online learning, it increases the buy in from parents”)
 * Some schools had unreliable internet connectivity due to the area they were in – this is an ongoing issue that is limiting the use of the Internet in classrooms. However through wikis and blogs, teachers are encouraging students to utilise these from home where they hopefully have an improved connection
 * Communication of school Internet policies – cluster has recognised the importance of clearly communicating Internet policies with parent/whanau community. Many parents are denying their children opportunities to engage online because they don’t fully understand the policies that they sign
 * **$$$$ -** knowing what to purchase, how to prioritise funding. For example, our cluster are starting to shift from the purchasing of expensive interactive whiteboards to iPads where they get more ‘bang for their buck’ to give students access to online experiences. The challenge lies in finding out what tools are going to align best with your school community, expertise of staff etc.
 * Buy-in from all staff. Many teachers still finding eLearning quite daunting. This year the cluster has recognised that ‘change’ takes time and often accelerates when 1 – 2 teachers really come on board – this starts to filter through the rest of the staff, particularly when those teachers were originally the ‘not-so-confident’ rather than the ICT gurus.
 * Future proofing – setting up the infrastructure that will support online learning opportunities. For example – many of our schools have struggled with wireless systems – this needs to be addressed to ensure teachers and students are experiencing success with their use of online technologies. It is only when teachers experience success – that they are motivated to move ahead with their learning.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Revisiting and reinforcing positive online behaviours on a regular basis
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Increase involvement with parent/whanau community - helping them to understand the risks that come with interacting online and how they can keep themselves and their children safe
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Increased involvement in online networks to provide students with plenty of opportunities to communicate online in a responsible manner and recognise the benefits (ie setting up online buddy classes and collaborative projects)

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**References** =
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Richardson, Will (2006). Blogs, wikis, podcasts, and other powerful tools for classrooms. California, United States of America: Corwin Press
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Downes, Stephen (2006) E-Learning 2.0. Retrieved August 2, 2007 from the World Wide Web: []
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Did You Know 2010 Social Media Revolution Facebook Twitter YouTube Statistics Shift Happens []
 * <span style="color: #39814b; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-decoration: none;">[|www.netsafe.org.nz]
 * <span style="color: #39814b; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-decoration: none;">[|www.inmyday.org.nz]
 * <span style="color: #39814b; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-decoration: none;">[|www.hectorsworld.co.nz]
 * <span style="color: #39814b; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|www.learninglab.org] (Professor Garfield – including iPad Apps)
 * <span style="color: #262626; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[] (Department of Education and Early Childhood, Victoria, Australia)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[] (Learn Guide Protect Network)