The Brazil world cup will be one of the largest and connected World Cups.   So how do they connect 80,000 fans?  The BBC, Huawei and several other have been answering this question online…so how do they do it?

The BBC article sates that “Brazil last year, for one, had over 70 million 3G users – a number expected to grow to 130 million by the end of 2014.

Telecom companies came through on their pledge to have 4G cellphone signal available in all 12 cities hosting the games.  However,  only six of the 12 World Cup stadiums will offer free wi-fi so fans can connect to the Internet. Wi-fi service will not be ready in time at the stadiums in Sao Paulo, Curitiba, Recife, Fortaleza, Natal and Belo Horizonte. At Curitiba and Cuiaba stadiums, the telecom industry said there was no time to set up the best possible cell signal.

Part of the reason for such an explosion of online connectivity is the 2014 FIFA World Cup, which will take place from 12 June and be hosted in 12 of the country’s national stadiums.

However, providing supportive technology to connect tens of thousands of stadium-goers simultaneously is still a challenge. For example, there are pressures for Brazil to accommodate its international guests and ensure that they are able to share their World Cup experience with friends and family back home.

High-density wireless networks, which are mounted under the floor, to the sides and on the roof, are one solution to this challenge. This technology was introduced in 2012, when electronics company Huawei teamed up with Germany’s Signal Iduna Park Stadium (formerly the 2006 FIFA World Cup Stadium Dortmund) to provide a full range of networking products, including wireless WLAN, routers and firewalls, so that 40,000 fans could simultaneously connect to the internet.

The Signal Iduna Park was consequently one of the first sporting venues to become known as a Connected Stadium, so-called because audience spectators are encouraged to interact online, via tablet or mobile devices.

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Blackbox technology – How do they work and what about the cloud?

I am not a pilot, I am not an expert on aircraft systems however I do have a technical background.   As a regular air traveller and after the recent Malaysian airways crash I asked myself :

1. How can authorities lose track of a Boeing 777 plane in an age when an iPhone can be located in seconds (Thanks Susan for inspiring me to think of this….)

2. Over the last several years, airlines have been installing satellite-based Wi-Fi systems for passenger entertainment that could also be used to facilitate data-streaming,  It’s bizarre that we technology so passengers can pay to watch live TV, access emails and call BUT these are still not utilised for safety purposes.

EC_IFE2_Wide.jpgImage from : http://www.etihad.com/en-us/experience-etihad/on-board/inflight-entertainment/

Setting the scene

According to reports : “On January 31, 2000, Alaska Airlines Flight 261 departed Puerto Vallarta, Mexico, heading for Seattle, with a short stop scheduled in San Francisco. Approximately one hour and 45 minutes into the flight, a problem was reported that the plane’s “stabiliser trim“. After a 10-minute battle to keep the plane airborne, it plunged into the Pacific Ocean off the coast of California. All 88 people on board were killed.”

With any plane crash, there are many unanswered questions as to what brought it down. The investigators turn to the airplane’s flight data recorder (FDR) and cockpit voice recorder (CVR), also known as “black boxes,” to find answers. According to records, in Flight 261, the FDR contained 48 parameters of flight data, and the CVR recorded a little more than 30 minutes of conversation and other audible cockpit noises.

In my experience as a passenger, many airlines are now regularly allowing the in seat charging of and use of mobile phones and have plane based WiFi (for example Ethiad).   I have recently flown on several long haul and short haul flights and connectivity is much improved.   The internal communications systems such as ACARS regularly  use data transmission so the technology is there and usable although would probably need to be upgraded.   The airlines may however object as although data storage is practically too cheap to measure, data bandwidth – especially on satellites, which would be required for coverage over oceans and the poles is expensive (about 60p per kilobyte).

Streaming the data?

Firstly cost.  These devices cost $10,000 and $15,000 …is  a cloud based solution viable at this cost?

Secondly, How much data does the black box (FDR/CVR) actually record?  88 operational parameters apparently.

The global Iridium network, which covers the entire globe with 66 orbiting satellites, could probably accommodate the bandwidth needed to transmit at the very least the 88 operational required parameters from the 8,000 or so commercial flights at any given moment. Krishna Kavi, a professor of computer science at the University of North Texas, estimates that the worldwide demand would be about 64 megabits per second (Mbps) and of this only a portion of which would have to be sent by satellite. Using different assumptions, Seymour Levine, an inventor who has devised his own telemetry, estimates the maximum bandwidth requirement for aeroplanes as being around 25 Mbps and the total storage requirement for a day’s worth of data at 100 gigabytes — a quarter of the speed of a fast broadband connection and less disk space than an iPod Classic.

This really is a poor use of technology….and one that I feel will need to be addressed after the current accidents ImageThe technology over time

Originally developed by David Warren from Australia (see the video http://upload.wikimedia.org/wikipedia/commons/transcoded/9/98/ABC_Black_Box.ogv/ABC_Black_Box.ogv.360p.webm)  the black boxes recorded data on Magnetic Tape.  Currently they use use solid state technology.  All of the data collected by the airplane’s sensors is sent to the flight-data acquisition unit (FDAU) at the front of the aircraft. This device often is found in the electronic equipment bay under the cockpit. The flight-data acquisition unit is the middle manager of the entire data-recording process. It takes the information from the sensors and sends it on to the black boxes.

ImageSensors and the technology

The devices are powered by 28 V DC and use solid state technology.   Solid state uses stacked arrays of memory chips, so they don’t have moving parts. With no moving parts, there are fewer maintenance issues and less chance of something breaking during a crash.  Planes are equipped with sensors that gather data. There are sensors that detect things such as:

  • Time
  • Pressure altitude
  • Airspeed
  • Vertical acceleration
  • Magnetic heading
  • Control-column position
  • Rudder-pedal position
  • Control-wheel position
  • Horizontal stabilizer
  • Fuel flow

Magnetic-tape recorders can track about 100 parameters, while solid-state recorders can track more than 700 in larger aircraft.

Data from both the CVR and FDR are stored on stacked memory boards inside the crash-survivable memory unit (CSMU). In recorders made by L-3 Communications, the CSMU is a cylindrical compartment on the recorder (as shown above). The stacked memory boards are about 1.75 inches (4.45 cm) in diameter and 1 inch (2.54 cm) tall.

The memory boards have enough digital storage space to accommodate two hours of audio data for CVRs and 25 hours of flight data for FDRs.

Voice Recording in the cockpit

There are several microphones built into the cockpit to track the conversations of the flight crew. These microphones are also designed to track any ambient noise in the cockpit, such as switches being thrown or any knocks or thuds. There may be up to four microphones in the plane’s cockpit, each connected to the cockpit voice recorder (CVR).

Any sounds in the cockpit are picked up by these microphones and sent to the CVR, where the recordings are digitized and stored. There is also another device in the cockpit, called the associated control unit, that provides pre-amplification for audio going to the CVR. Here are the positions of the four microphones:

  • Pilot’s headset
  • Co-pilot’s headset
  • Headset of a third crew member (if there is a third crew member)
  • Near the center of the cockpit, where it can pick up audio alerts and other sounds

Most magnetic-tape CVRs store the last 30 minutes of sound. They use a continuous loop of tape that completes a cycle every 30 minutes. As new material is recorded, the oldest material is replaced. CVRs that used solid-state storage can record two hours of audio. Similar to the magnetic-tape recorders, solid-state recorders also record over old material.  (In the case of the Malaysian Airline  flight MH370 then I would assume this data may have been recorded over during its 7hr flight and miss vital recordings when the issues may have appeared 5hrs earlier?)

Locator Beacon

If a plane crashes into the water, the locator beacon sends out an ultrasonic pulse that cannot be heard by human ears but is readily detectable by sonar and acoustical locating equipment. There is a submergence sensor on the side of the beacon that looks like a bull’s-eye. When water touches this sensor, it activates the beacon.

The beacon sends out pulses at 37.5 kilohertz (kHz) and can transmit sound as deep as 14,000 feet (4,267 m). Once the beacon begins “pinging,” it pings once per second for 30 days. This beacon is powered by a battery that has a shelf life of six years. In rare instances, the beacon may get snapped off during a high-impact collision.

In the United States, when investigators locate a black box it is transported to the computer labs at the National Transportation Safety Board (NTSB). Special care is taken in transporting these devices in order to avoid any (further) damage to the recording medium. In cases of water accidents, recorders are placed in a cooler of water to keep them from drying out.

Getting the data off the device

The black-box manufacturers supply the NTSB with the readout systems and software needed to do a full analysis of the recorders’ stored data.  If the FDR is not damaged, investigators can simply play it back on the recorder by connecting it to a readout system. With solid-state recorders, investigators can extract stored data in a matter of minutes. Very often, recorders retrieved from wreckage are dented or burned. In these cases, the memory boards are removed, cleaned up and a new memory interface cable is installed. Then the memory board is connected to a working recorder. This recorder has special software to facilitate the retrieval of data without the possibility of overwriting any of it.

A team of experts are usually brought in to interpret the recordings stored on a CVR. This group typically includes a representative from the airline, a representative from the airplane manufacturer, an NTSB transportation-safety specialist and an NTSB air-safety investigator.

Benefits of using a more effective system would probably result in improvements in:

  • Communications – including that with Air Traffic Control
  • Surveillance improvements in case of accidents
  • Navigational improvements

Other options

Military airplanes and helicopters used in offshore exploration have flight-data recorders that can eject with a parachute in a crash. They emit a satellite signal that immediately transmit the aircraft’s identity and location. But adding an ejection system on a commercial jet would probably require an expensive redesign.

 

My prediction on the future for this technology

Simple enough, live data transferred from cockpit to stakeholders (Aircraft manufacturer to analyse data in real time, mechanics at airfields for maintenance, Air Traffic Control, NTSB and the airline).  A further more radical modification could be to remotely control the aircraft (using a one time key from aircraft to airline to ensure security and restrict hacking) brining it back to land on perform an emergency landing as necessary however electrical faults  may deem this impossible.

Probable issues:

  • Hacking of data  – potential terrorism?
  • Cost of bandwidth (rather than storage)
  • Infrastructure development for cloud technology or wireless data transfer
  • Backup systems and system redundancy
  • Connectivity in remote areas due to lack of network coverage (burst transmission – http://www.newscientist.com/article/dn25201-malaysian-plane-sent-out-engine-data-before-vanishing.html#.UzK545iLe1E)
  • Ethical collection of data for pilot performance management / recording of crew voice recordings
  • Pilots Association may not agree to this streaming (they also opposed the introduction of the black box!)

Conclusion

In a year or so I predict this data will be live streamed and stored in the cloud with redundant systems on board as needed initially this may start with triggered transmissions of data.  This would allow for more data to be stored and used for maintenance and be available immediately (unless this systems itself were to breakdown).  The better compression and encryption algorithms developed now mean there is no real reason why this would not be could not be used.   These systems are old and have not been developed taking account of newer internet enabled technologies.

 

Photos from : L-3 Communication Aviation Recorders

Further sources: http://science.howstuffworks.com/, http://en.wikipedia.org/wiki/Flight_data_recorder

 

Computing…. Resources to help

This post from Malcolm (an LG advisor like myself)  sets out some amazing points.

Consuming
Published on November 22, 2013 in Coding, Digital Literacy, Games Based Learning, ICT, Mobile Technology, Technologies, control and programming. 2 Comments
Tags: code, coding, control, program, programmable, programming, software.
Do you wonder why it’s important to help pupils learn to code?
The products of coding or computer programming are around us every day, whether we see it or not. Daily living in today’s society depends on someone somewhere having created something in which coding or programming has played a part. Many voices have spoken about how the society in which our pupils live requires more people now and in the future to be skilled in programming or coding.

There is a fear expressed that schools which ignore teaching programming or coding are setting up pupils to only be consumers rather than creators of the code-driven products of today and the future.

Many teachers of today, themselves unfamiliar with coding or programming from their own education, may be anxious that they don’t have the skills needed to teach pupils coding or programming.

So this post sets out to collate resources which will support teachers to provide age-appropriate support for their pupils in including coding or programming in the context of different curriculare areas.

Mitch Resnick, one of the main creators of the coding program called Scratch, delivered a TED Talk outlining the benefits of teaching childrens to code, so they can do more than just “read” new technologies — but also create them.

Ginni Skalski has written a blog post of an interveiw with Red Hat product manager Burr Sutter (who works to make developers more successful and productive with open source tools, technologies, and techniques) who talks about why he believes children need to know how to solve technical problems, to know how to fix the tech tools they use every day, and how he balances that with other activities in which children participate.

Watch the short video below to see a few creators of well-known online tools (from Facebook to Dropbox) explain briefly what they first did to get started in coding, and why it’s important we have more people learning to program. This is also described slightly more fully here. Also it is part of http://code.org/ The Hour of Code which links to quotes from a far wider range of well known or influential individuals on the importance of teachign coding today.

Charlie Love has written on the Nesta site about why we should be finding ways to incorporate the teaching of coding into the curriculum, and highlights the links to SDcotland’s Curriculum for Excellence.
5 Reasons to Teach Kids to Code is a graphical poster  created by @GrechenNoelle and @jonmattingly and presented by Kodable (a free programming tool and curriculum for the iPad) which sets out in a visually interesting way why it is important schools empower pupils to learn skills of programming.

Dr. Patricia Fioriello sets out in a blog post why we should be Teaching Kids To Code to Prepare Them For The Future. The post lists 6 reasons, and describes them, and ends by advocating including teaching perogramming in the classroom.

In a BBC Technology report “Where is the next generation of coders?” Jane Wakefield reports on the move to encourage young children to learn programming/coding. The gives the background to the need to have programming taught at an early age, and also what kinds of tools are available.

Programming Power: Does Learning to Code Empower Kids? This post by Ben Williamson looks at the idea that young people should learn to code, which has become a global educational aspiration in the last few years. And asks what kinds of questions should digital media and learning researchers ask about these developments? He suggests three approaches: first, to take a historical look at learning to code; second, to consider it in political and economic context; and third, to understand its cultural dimensions.

Why Learning to CodeMakes My Brain Hurt! This post by Mamie Rheingold explains what she believes learners learn when they are programming. 

So what tools and resources are available?
There is a host of tools available which can be used to support teaching pupils coding or programming. Some are downloadable software, some are specific to certian gaming devices or computing environments. Some work on specific mobile devices as apps. And some are online, requiring no downloads.

Chris Betcher describes and illustrates in this video a range of tools suitable for children to learn to code.

Edutopia blogpost about apps for teaching pupils coding provides a list of a few programs or apps which are aimed at use with children. Each is briefly described. 

Code.Org provides a host of resources collated around teaching coding at different stages and ages and for different purposes – but all aimed at encouraging teachers to use coding with pupils. These links include Tutorials for the Classroom: CodeHS (Online curriculum designed specifically for high school classrooms); Codecademy After School (complete online after-school activities for a coding club); Tynker (programming for primary school in a fun way); Bootstrap (high-school algebra and geometry concepts using computer programming); CS Unplugged (Fun classroom exercises to teach computer science principles, with no computers needed).  There are links to various schemes to bring enthusiasts into schools as well as platforms aimed at use with children.

Alice
Alice is a  tool to enable creating an animated story, an interactive game, or a video to share online.

Espresso Coding
Espresso Coding is a series of online coding lessons for pupils (free until October 2014). It guides pupils through the elements of learning to code and make their own apps to share with their friends and family. It includes 70+ step-by step lessons and tablet-friendly activities for pupils to create apps, full lesson plans for each activity, a website area where apps can be published and shared, an introduction to coding using elements of JavaScript, and short, helpful video guides.

Kodu
Kodu is a programming tool to create games on the PC and XBox.
Logo
Logo programming language forms the basis for a number of programmable devices, whether on-screen on robots or vehicles used in schools such as Beebot and Roamer. Click here for resources to support the use of Beebot and Roamer devices or their on-screen equivalents.

Raspberry Pi
Zondle Raspberyy Pi Programming Kit is just one of the ways in which Raspberry Pi can be used to help pupils learn programming. Raspberry Pi is a relatively inexpensive palm sized computer which can be used for programming games.

Scratch
Scratch was previously only available as a downloadable program but is now available as an online version (Scratch 2.0) – this is a programming language that makes it easy to create interactive stories, animations, games, music and art – and share online.
Scratch 2.0 Starter Kit – Tools and resources collated by Randy Rodgers to help get teachers get their classes started with Scratch programming.
For those who like to have a paper handheld guide to using Scratch 2.0 (in comic-book style) then there is a book available for purchase reviewed here by Mark Frauenfelder. It’s also available for purchase in digital Kindle format.

Other Tools
Coding in the Classroom: 10 Tools Students Can Use to Design Apps and Video Games lists and describes 10 programs available for learning about programming, wther for PCs or mobile devices or other devices.

Ask A Teacher: 20 Programming Websites for K-8 – provides a list of 20 programming tools for use in schools with pupils. Includes videos, tutorials and links to resources.

Who can help?
On a Mission: How Code Academy is Helping get Programming into the Classroom.  Lee Summers describes here how Codecademy for teachers is an online educational site built specifically for teachers. It offers slides for each lesson, as well as a quiz and practice set where students can test their knowledge.  The site has been set up so that teachers can craft their own materials and then share them with the rest of the community.

To keep up with developments in such a fast-changing envronment there are a number of groups and individuals who share online via Twitter ideas and resources for supporting teachers in enocuraging pupils to learn to code. These include the following:

@CodeClub – for resources to support programming with 9-11 year-olds

@CoderScot – CoderDojo Scotland is part of a global collaboration which provides free coding clubs for young people to learn programming in a fun and sociable environment.

BETT 2013

What to look out for:

Prof Brian Cox keynote 12:30  Feb 1st
Tim Rylands 10:30 Feb 2nd
Sugata Mitra 1230 Feb 2nd

Learning Together area with heppell.net

BETT video conferencing day 31st Jan
Www.vcfl.net. lots of cool people doing seminars from 1030 until 1430

SEN zone – I am hoping for better things this year from SEN zone.  Last year was a little disappointing. 

Technology training live has lots of training on all day 30th jan from ipads to science and maths

Learn live MS theatre
Weds to Sat.  Again lots of fun stuff from seminars on BYOD…cloud computing and all that jazz

Learn live – sponsored by NAACE
Lots of cool stuff from people such as Leon Cych, Steve Bunce Miles Berry, Penny Patterson, Eben Upton, Tony Sheppard, David Rogers,l

Learn Live SEN also looks fab on Weds 30th January

The schook leaders summit at BETT has some really interesting strategic people from DfE and inspectorates across the world.  http://www.bettshow.com/schoolleaderssummit 

Exam boards
WJEC stand f106 ..get some computer science resources

SMART technologies are on stand c240 and are showing new multitouch projector LightRaise 60wi

Learn live – Jan 30 to 31st Higher Education is quite good and has many good speakers talking about VLE, blended learning, MOOC’s, eportfolios, digital reputation (pete yeomans)

Learn Live – Learning at work 30th to 1st Feb.  BBC Academy and so on.  Good if you are CPD lead in corporate world too.

Links
Www.besa.org uk
Www.alt.ac.uk
Www.naace.co.uk
Www.nasen.org.uk

…..and as its the new year im looking at http://www.techogym.com

#ICT500 Rethinking ICT

There are some amazing posts from many esteemed colleagues, teachers and advisors on rethinking ICT. I am assuming, as a reader, we are aware of all the reports, discussions and the plethora of groups who have staked a claim to support ICT and computing but lets cut to the chase. I know we need to speak to learners, I know we have blank canvas and I know I am doing what I always hate..solutioneering but here goes.

A balanced curriculum with entitlement for all students. The content will have a mix of flavours as does science education does with biology, chemistry and physics. We need ICT users ..but proficient users…actually expert users. We need people to make software too and get a real interest in how it works. We also need to keep students safe and make them aware of the risks as well as experience the benefits across the school and at home for learning in, and beyond, the classroom.

Do we need spreadsheets, databases..I would say yes
Do we need word processing and publishing ..of course
Do we need games development and design ..yes but I would say the the systems life cycle is applicable to this as well as app development.
Do we need a Internet use and safety? that has to be inherent for all year groups
And so on…..

What’s new then dan?……well NOTHING BUT EVERYTHING

What? I know, well what I mean is that the core we had was already there. we now have the option to really move on. Lets use open source as an example. Free to use, distribute, change, share, update and evolve. We can feel safe in the knowledge that we can use all kinds of tools to promote these skills.

A few things worry me though:

Assessment and transferring between key stage to build upon prior knowledge and skills.
Skills versus capability ..Please let’s not go back to claim or ECDL.
ICT staff training and ‘it’s easier to use this off the shelf one from Pearson etc’

Finally…..just remember what’s wrong…when Developing your curriculum think about what you really hated teaching and what kids didn’t enjoy, but down stray away from the hard stuff or the mundane.. However the process to evidence such as printscreens which STILL drive me crazy. Take OCR nationals And DiDA for example..let’s move more to the DiDA model of electronic eportfolio of work and description of the process rather than mind numbing before and after Printscreens of OCR.

anyway I have probably missed some stuff out here but tried to put a more practical angle to allow this. I hate typing on an iPad so sorry for any typos.

20120224-115704.jpg

BETT 2012

I have realised the BETT show makes me paranoid!  As a head of department, Assistand Head of Sixthform, Class Teacher and Advisor.  There are always  teachers and companies with amazing ideas, practice and solutions.  So thats actually good then?  Yes, so what did I see today of interest.  Here are my very brief and badly typed notes:

BETT 2012 Day 1

Ok so spent last night planning my tour of duty through the BETT show. It is the first time we did not have a stand there so was happier looking around the place and having a coffee. I had planned to see all the big guns as well as take part in a MirandaMod or two about SEN and ICT. These are my highlights to the first day.

Michael Gove opened the event and created chaos, instability by using the most attended ICT teachers event to tell them computer science is back.

In summary :

The trends this year seem to be on content and upgrades rather than any new technology or devices. there seemed to also be more international suppliers available which makes good competition and innovative practice.

Software of interest

Capita emerging app by groupcall. This allows you to access SIMS from a mobile app on iPhone, iPad or Android devices. 2000 for Site license or 200 for one plus 99 per device there after.

Most publishers such as Hodder (stand D67) have some good resources and e-textbooks to put into your VLE for all GCSE subjects. Nelson Thornes (stand H6) are pushing their Kaboodle online blended learning system for secondary schools. Pie Corbett and Johnny Ball are there on Friday, think of a number.

Loxit (G20) have a good selection of laptop and mobile tablet storage units. To complement this Parat (stand S84) have lots of new parasync devices to allow the multiple synchronisation of devices such as iPads.

Zulogic have a new version of their popular Zu3D stop frame animation software and at BETT you can buy a copy with quite a nice webcam, green screen and plasticine for £50.

Clicker 6 (crick software stand F40) is out and has some some good new functionality. If you use clicker 5 there are special upgrade prices too.

The entwining and commenius project by the British Council are free and available online. They are at the upper level in gallery 1.

MLS (micro librarian systems stand C20) have a new solution which includes the loaning of ebooks via their librarian mobile app.

Google (stand E70) have some really good seminars throughout each day such as chrome books, google docs, google tools and so on.

 

Hardware of interest

SMART new interactive projector is worth a look. They are also unveiling the Notebook 11 software soon that will be available to schools which is fully HTML 5 and web compliant. It will be a free upgrade as well so kept an eye out.

Muraspec (stand J2) had some amazing paint that you could use on any wall or table which then becomes a wipe off whiteboard also good for short throw projection units. Great idea, low tech and pedagogically great value for money. ZU3D (stand k11) was showcasing their stop motion software. A cost effective solution for mulit layered animation and video/sound editing.

 

Courses

OCR Nationals course (new version) will be called the Cambridge National. This has gone through QCDA. Look at their website for further details for Key Stage 4 course information.

BT (stand J6) released their new ambassadors of IT course. It is an online course for Esafety and also for online mentoring.

Achievement for All have been funded by the DfE to create an inclusive curriculum and resources to support students with SEN and beyond. They are running some small scale conferencing events about ICT and SEN every day at 12:00 and 3:30 that are free to attend at Gallery room 1.

Media Smart (stand S61) has several excellent curriculum resources for teaching advertising and the media to 6-11year olds. pedagogy

 

Make yourself heard….call to arms

On the back of a fantastic week which included Learning Without Frontiers, BETT, TEDxOrenda and TechMeet BETT the message is clear. We need to make the case for the use of educational technology to the government. At LWF, Lord Puttnam could not have been more clear. But how? What mechanisms can we use? Our MP? Our Blogs? Twitter? Yes, however today the review of the National Curriculum is out. We may have our own opinions on the governments initiatives but If you feel passionate about the curriculum and the area of Technology and it’s impact on Learning and Teaching you must complete the survey.

The survey can be taken here

http://www.education.gov.uk/consultations/downloadableDocs/FINAL%20FINAL%20NC%20responseFormv1.doc

Please pass this link on to anyone involved in educational technology. BUT more importantly fill it in yourself and be the change you want to see.

thanks

Dan