Country Case Study: Interview Report

Image Retrieved from wwp.greenwichmeantime.com

A Country Case Study: Interview Report Keesha Brown, Carly Fox, and Megan Weems University of Maryland University College Dr. Tamara Blesh EDTC 645 Fall 2013

Country Case Study: Interview Report Introduction: The purpose of this collaborative interview report is to examine the roles of professional development, technology initiatives, and state standards in Queensland, Australias successful integration of global awareness education. This report contains interview questions, the rationale for each question, strategies for finding prospective interviewees, and brief biographies of each interviewee. An analysis of the interviews is included. Our findings reflect similar challenges faced in American and Australian schools today. The interviewees shared insight on the impact of technology and global awareness initiatives on the current curriculum and state of education in Australian schools. Interview Questions: The following questions were the part of the initial contact with the interviewee. Each interviewer may have altered the order or wording of the questions, based on the

initial contact with the interviewee. Additional questions were added if further clarification was necessary. Below each question is the rationale behind asking that particular inquiry.

1. What is your name? Rationale: This is a formality. Establishing a formal line of communication by asking the interviewee to introduce themselves. The name will also establish whether or not the interviewee would prefer to be called Mr., Mrs., Ms. Dr. etc. 2. What is your current position within your school? Rationale: The question enables the interviewer to identify whether the person is an instructional, an administrator, specialist, etc. The objective is to reach out to educators, in lead positions or prospective interviewees with direct classroom

Country Case Study: Interview Report

experience. Since we are each classroom teachers, it was very important to understand the impact of our three concentration areas on school operations. 3. Where did you go to college? Rationale: Education credentials are a significant part of educator credibility. Each country and states and localities within the country set up different teaching credentials and licensing requirements. This question is a precursor to further questions prompting responses about certification requirements. Highly qualified teachers are sought across the globe. Education and teaching credentials is valuable and relevant in establishing education policies. 4. What was your major in college? Rationale: There are many teachers who elect to pursue education as an undergraduate and a growing number who chose an alternative path to obtaining teacher certification. Understanding an educator's major in college provides some insight into the educator's path towards become a teacher. Also, it gives the interviewee a chance to expound on his/her education credentials. 5. How long have you been in your current position at your school? Rationale: Teacher longevity, retention and recruitment are growing concerns in the United States that plague our schools, school reform and the inclusion of 21st century standards. An educator who is new to education or a current position may bring new ideas that can shape the culture or may lack the qualifications needed to carry out specific objectives geared towards student achievement. An educator who is seasoned may be progressing in his/her certification area, with the potential to deliver more or may be stagnant, offering little to his/her students. 6. What subject do you teach? Rationale: This question provides information about the subjects taught in the interviewees school. Global perspectives and initiatives are critical in all subject content areas. Having information about which subject the interviewee teaches

Country Case Study: Interview Report provides an overview of which teachers are pushing global awareness in core or specialty subject content areas. 7. What technology is available at your school? Rationale: Technology is a global measure that is implemented to connect as many parts of the world as possible. Technology enables teachers and students to become and remain globally connected and build global partnerships. This question is asked because technology resources vary from school to school and from district to district. The responses will give the interviewer some insight into the classroom technology resources available versus resources available in our classrooms. 8. How do you get funding for your technology? Rationale: We were trying to determine if schools get adequate funding for their technology and what the source of that funding was. If the government didnt provide them with funding, we would know that the government didnt support, at least financially, technology integration in schools. 9. How would you describe the educational system in your country? Rationale: By asking this question we were trying to determine how the educational system in Australia differed from the educational system of the United States. 10. What are the top education concerns in primary-secondary education?

Rationale: This question allowed us to know how the various teachers/administrators perceived top issues/concerns within their country. The issues that we have been reading about it articles may differ from what the teachers and administrators perceive as concerns. 11. What are the teaching credential requirements for educators? Rationale: This question would tell us how the credential requirements differed in Australia and if they had any requirements specifically relating towards global awareness.

Country Case Study: Interview Report 12. What course content does Queensland support? What, if any, global perspective assignments have you done at your school? Please explain. Rationale: This question covered a lot of content. The first question, was specifically directed towards determining the state curriculum of Queensland. The second question, asked what global perspective assignments the teacher had done in their classroom. This would help us determine to what degree global perspective assignments were being implemented in the instructors classroom. 13. If yes, what challenges did you experience in these projects?

Rationale: This question refers back to the global perspective question. We wanted to know what challenges instructors in Australia who are attempting to implement global perspective projects in their classrooms, are facing. 14. If not, can you please explain why you have not pursued this type of assignment? Rationale: This question refers back to question twelve about global perspective assignments. We wanted to know if a teacher hadnt implemented a project of this nature, what had stopped them. Perhaps there were challenges that were specific to their classroom or other reasoning that would be beneficial for us to consider. This would be especially useful if they felt they werent trained on the method, since we were trying to gather information on professional development. 15. Do you feel that global awareness projects are encouraged at your school? Why/why not? Rationale: While some teachers are really dedicated to creating a sense of global awareness in their classroom with their students, the group was interested in finding out about the support or expectations of the administration at particular schools in Queensland. While prior questions talked about specific projects the educators have tried, this questions focuses more on the school-wide commitment to global awareness projects.

Country Case Study: Interview Report

16. What technologies do you feel you need available in order to participate in this type of study? Rationale: As we have discussed throughout the semester, one of the components involved is the integration of technology. This question not only shares the educators views on what technologies would be helpful, but also help us to determine the types of technology that are available for use at Queensland schools. Whether or not the technologies are available is another interesting factor that this question addresses. 17. Do you believe that global awareness is important to your students education/success? Please explain. Rationale: This question could get a variety of answers depending on the educators experience with global awareness projects. For educators who have used these types of projects with their students, they may feel differently, than educators whom have not. Throughout the course of this semester, we have learned how critical global awareness projects can be for our students in terms of understanding what is going on in the world today as well as learning necessary skills related to technology, communication, and collaboration. 18. Do you believe your district, state, country encourage teachers to promote global awareness in their classroom? Please explain. Rationale: Similar to question 15, this question looks at the integration of global awareness projects from a bigger scope. Rather than just individual classrooms or educators participating in these projects, this question will enable us to understand what educators are required to do based on district, state, and country expectations. If there are these expectations coming from a larger scale, more of the educators will have global project experiences. If the district, state, country does not expect teachers to promote global awareness, we may find less projects being done throughout the schools in Queensland.

Country Case Study: Interview Report

19. What are your views on Queensland's state of education in comparison with global initiatives or global neighbors? Rationale: We feel that educators have strong feelings about the state of education in the place where they teach. This question gets at the teachers beliefs in the strengths and weaknesses of the state of education. This will help us compare the struggles we find in the American education system, with the education system in Queensland. 20. Do you believe that your school district encourages global education? Please explain. Rationale: Similar to question 18, this question goes outside of the educators individual classroom. Throughout this semester we have explored our own school districts view on global education. If the school district does not encourage global education, it will be interesting to hear the educators perspective on why he or she thinks it is not encouraged. If it is, it will be interesting to hear why the school district chose to focus on global education, and any progress the district has seen thus far. 21. Have you studied abroad or explored it? Rationale: We chose this question to see if there is any correlation between teachers who have spent time abroad and teachers who engage in global awareness initiatives in their classroom and schools. We started the semester by explaining our own experiences abroad, and it laid a foundation for our individual perspectives on global awareness and initiatives that we may have already participated in. This question aims to provide us with an understanding of the educators experiences abroad and how that may (or may not) impact their views on global awareness initiatives in school. Strategy Used: The strategy that the group used was collaborative and concise. Once the group chose The Commonwealth of Australia as the country, and the state of Queensland as the focus of the country case study, we began devising a strategy for contacting experts. The

Country Case Study: Interview Report group found a government website that is centered around Education in Queensland, http://education.qld.gov.au/. After reviewing the Web site, we determined our areas of focus and developed interview questions based on those areas. We each used the school directory on the site, looked up different parts of Queensland, and chose various teachers

and experts to email interview requests. We also searched the ePals.com, a global network site, to find prospective interviewees. The group shared names of interviewee requests with each other to ensure that we didnt overwhelm individuals with multiple emails. Each group member sent a minimum of nine inquiry emails in an attempt to gain interviews. Once interviewees responded and agreed to the inquiry, each interviewer posted the potential contacted in the study group conference area. When the interviewee submitted the responses to the interview questions, each interviewer posted their responses in the conference section of the Study Group so that all group members could view the responses. After gathering feedback from each of the group members, individual interviewers circled back to the interviewees to ask follow up questions or request that the responses be expounded to gain more clarity. A Web site was created to include some background information about Queensland's education initiatives, interview reports, and collaborative report. You may view the site at http://edtc645australia.weebly.com/. Biographies of Interviewees: Interviewee One--Louise Woods: Louise Woods is the Deputy Principal of Albany Creek State High School, a secondary school that teaches eighth through twelfth grade. She attended Queensland University of Technology, Brisbane, Queensland, Australia. While at University she majored

Country Case Study: Interview Report in Geography and Economics teaching. She has been a Deputy Principal for thirteen years and has been at Albany Creek State for fourteen weeks at the time of the interview. Interviewee Two--Lauren Ciantar:

Lauren Ciantar studied teaching at the University of South Australia and while at the University of Adelaide her major was Germany studies. She has been at her current position for ten years, teaching German.. Interviewee Three--Shane Atkinson: Shane Atkinson is the Head of the Mathematics Department at Aspley State High School in Aspley, Queensland, which is a suburb of Brisbane, Queensland. He has a Bachelor of Applied Science degree with a major in Computer Science, followed by a Graduate Diploma in Teaching. Interviewee Four--Shawn Claxton Shawn Claxton formerly worked for the Curriculum Initiatives--Junior to Secondary Division for Education Queensland. His office was located in the central education office located in Brisbane North, Queensland. He holds a Bachelor's degree in English from the University of Southern Queensland. He earned a Second Bachelor's Degree in International Business from AIU London. Mr. Claxton also has earned his Graduate Degree in Curriculum Instruction, the institution was unspecified. He taught secondary high school for three years and quickly moved into a specialist role while working in the United States on a temporary teaching assignment. After the assignment, Mr. Claxton decided to return to Brisbane, Queensland to work for Education Queensland's central department, for 2.5 years, to guide them in the junior to secondary school transition.

Country Case Study: Interview Report Analysis of Findings: The interviewees provided really interesting information on their perspectives on

10

global awareness initiatives and technology use, as well as the strengths and weaknesses of the education system in Queensland, Australia. Education today in the United States and Australia use seemingly similar approaches and initiatives based on perspectives as well as available technology and resources. The amount of technology from school to school varies greatly. While some schools have vast technology resources, such as the 1-1 laptop program at Albany Creek State High School, other schools are more limited in their resources (Ciantar, L.). Interviewees cited the need for more technology access available, better funding for technology resources, and an increase in teacher training to ensure more effective integration and use within the schools (Atkinson, S.). Australian schools use a data system to review student learning and rank schools. These rankings are based upon standardized assessments. Lauren Ciantar and Louise Woods both explain that many teachers in the schools feel that too much emphasis is placed on assessment. Australian educators have argued that, standardized testing lowers rather than raises student achievement by narrowing the curriculum and fostering competitive jockeying between schools rather than encouraging cooperation and support across the system (Buchanan, Holmes, Preston, & Shaw, 2012, p. 104). Studies show that due to the stress these tests cause, there is less technology integration because teachers do not know how to use the technology in order to teach the skills that the students will see on the standardized tests. The conversation on assessment sounds very similar to challenges American teachers face in todays education system in the United States.

Country Case Study: Interview Report Unlike the United States, Australia does have global awareness assignments build

11

into their curriculum (Woods, L.). This makes it easier to integrate the material into gradelevel teaching. Shane Atkinson explained that the math program does not integrate global learning, yet recognizes that it is in other places within the curriculum. While global awareness skills can be assessed in the United States with the ISTE Standards, it is unclear how much emphasis American teachers and schools are putting on these standards. Yet, the Common Core State Standards are certainly setting a tone for more global awareness and the need for American students to be competent in the skills required of successful global awareness projects. Shane Atkinson explained that many of the schools are moving Grade 7 into high schools. This is changing not only the physical structure of schools, but educators are currently looking at curriculum changes that need to be made in order to address this change. The interviewees expressed many challenges the Australian education system currently faces. These challenges included teacher training, student engagement, policy changes, teaching a more rigorous curriculum, parental involvement, moving Grade 7 to high school, and pressure of assessment. Conclusion: This case study enabled our group to identify current strengths and challenges within the Queensland Schools. The interviewees provided interesting information pertaining to their roles in the school, their understanding of technology resources available, and the global awareness initiatives taking place in their schools.

Country Case Study: Interview Report

12

Ultimately, many of the challenges raised by the Australian educators also must be addressed in schools in the United States. As technology resources and a push for more global awareness initiatives increase around the world, it will be interesting to see the impact this has on Australian schools.

Country Case Study: Interview Report References:

13

Atkinson, S. (2013, November 9). Interview conducted by Kai Brown: EDTC 645 Case study Interview Buchanan, R., Holmes, K., Preston, G., & Shaw, K. (2012). Basic literacy or new literacies? Examining the contradictions of Australia's education revolution. Australian Journal Of Teacher Education, 37(6), 97-110. Retrieved from http://ro.ecu.edu.au/ajte/vol37/iss6/7 Ciantar, L. (2013, October 25). Interview by M Weems []. Case study interview. Claxton, S. (2013, November 5). Interview conducted by Kai Brown: EDTC 645 Caste study interview Lane, J. M. (2012). Developing the vision: preparing teachers to deliver a digital world-class education system. Australian Journal Of Teacher Education, 37(4), 59-74. Retrieved from http://ro.ecu.edu.au/ajte/vol37/iss4/5 Woods, L. (2013, October 25). Interview by M Weems []. Case study interview.

Appendix (Attached): Appendix A: Interview with Lauren Ciantar Appendix B: Interview with Louise Woods Appendix C: Interview with Shane Atkinson Appendix D: Interview with Shawn Claxton

Country Case Study: Interview Report Appendix A: Here is the beginning of my interview with Lauren Ciantar I studied teaching at the University of South Australia and German Studies as my major at the University of Adelaide. I have been in my current position for 10 years. I only teach German. We have access to computers, laptops, iPads, interactive white boards. Not sure where the funding comes from, I'm presuming the Department of Education and Childhood Development. I think the education system in Australia focuses too heavily on testing. A lot of funding is determined by students test scores and schools are rated based on test scores. Will try to answer some more later on my PC, perhaps then I can start new lines.

14

Country Case Study: Interview Report Appendix B: Interview with Louise Woods

15

1. What is your name? Louise Woods 2. What is your current position within your school? Deputy Principal ( Secondary) Yr 8 -12 so thats 12 years old to 18 year olds. 3. Where did you go to college? Queensland University of Technology, Brisbane, QLD, Australia 4. What was your major in college? Geography and Economics teaching ( B.Ed) 5. How long have you been in your current position at your school? I have been a DP for almost 13 years but only at this large school for 14 weeks. 6. What subject do you teach? Non-teaching role. 7. What technology is available at your school? All teachers have employer supplied laptops. We have interactive whiteboards, huge number of data projectors, students Yr 912 are in a 1-1 laptop program, we run Intranet system for notices and school policies. 8. How do you get funding for your technology? Govt funds school and then schools make budget decisions around provision and upkeep of resources. 9. How would you describe the educational system in your country? Differs from state to state although we now have partial implementation of a National curriculum ( eng/maths/sci/hist Yr 1-10) 10. What are the top education concerns in primary-secondary education? Our state is moving yr 7 to high school in 2015 so lots of angst around this ( 11 year olds). 11. What are the teaching credential requirements for educators? Minimum 4 years training so either an Education Degree ( 4 yr) or a Bachelor degree ( 3yr ) + Ed qual ( 1-2 yrs 12. What course content does Queensland support?9. What, if any, global perspective assignments have you done at your school? Please explain. WE support National Curriculum as above and Qld curriculum which is certified by a statutory body in the senior years. I dont know what a global perspective assignment means. 13. If yes, what challenges did you experience in these projects? 14. If no, can you please explain why you have not pursued this type of assignment? I dont understand what it is. We do assignments about global perspectives in regard to issues etc. 15. Do you feel that global awareness projects are encouraged at your school? Why/why not? 16. What technologies do you feel you need available in order to participate in this type of study? Internet, blogs, in other words IT. 17. Do you believe that global awareness is important to your students education/success? Please explain. Certainly. We have world news as part of our daily lives. When I have travelled os you dont see items about Australia much. 18. Do you believe your district, state, country encourage teachers to promote global awareness in their classroom? Please explain. Totally. Australians are world travellers: our media and curriculum supports this view. We are not ego-centric.

Country Case Study: Interview Report

16

19. What are your views on Queensland's state of education in comparison with global initiatives or global neighbors? We have gone to national testing of literacy and numeracy in Yrs 3/5/7/9 and its a PR disaster. WE have surveys and data that rank schools in a league table even though we are not to call it a league table. 20. Do you believe that your school district encourages global education? Please explain. Yes: its written in our curriculum. 21. Have you studied abroad or explored it? I am well travelled : US ( east and west coasts) UK, Spain, Portugal, Morocco, HK, Singapore. We had two weeks holiday a month ago and at least 5 staff went OS for the two weeks ( UK, Europe, NZ, Turkey) Teachers in Australia are generally well-travelled. Asia is close ( 8 hour flight) and so Bali etc is a popular destination.

Country Case Study: Interview Report Appendix C: Interview with Shane Atkinson: Part I: 1. Please provide your name. Shane Atkinson 2. What is your position? Head of Department - Mathematics and Learning Enrichment 3. What is the name of your school district? Metropolitan North

17

4. Will you please provide some demographics information regarding your school's student population and that of Queensland if you are able to access it. If not, I will try another route. Not sure on Queensland, I think 300 000 400 000 but I am not sure. It depends if you want public or private schools as we have both. Our school is about 650 students making it on the small side of average usual being about 800 for a secondary school. Part II: 1. How would you describe the educational system in Queensland? Queensland has a lot of top quality teachers but our senior moderation system is vastly different to anywhere else in the world. There are strengths and weaknesses of the system. Junior school (8-10) has not been closely monitored since formal checking ceased around 1992. Standards in junior have slowly declined. Year 7 is moving from primary to secondary schools for the first time in 2015. This is changing some aspects of how secondary schools will work. 2. What are the top education concerns in primary-secondary education? 1. Motivation / engagement of students 2. Demands of the Australian Curriculum, significantly higher for Core class groupings 3. Behaviour Management of students / School management / Political management of schools 3. What are the teaching credential requirements for educators?

Country Case Study: Interview Report

18

In Queensland teachers require a recognised educational degree as prescribed by the College of Teachers (professional association). This means either a four year teacher education degree OR a bachelors degree (usually three years here) followed by at least one year of teacher education diploma. This rout is most usually followed by secondary teachers because of the expertise needed in senior curriculum. A few years ago they raised this toa two year diploma, making the overall teacher education five years for this rout and numbers of applicants crashed, particularly in maths / science. There is some discussion about returning to this. 4. What course content/curriculum/standards does Queensland support? (Math, English, Science, etc.) Note: For example, the states and the District of Columbia operate under the National Common Core Standards: http://www.corestandards.org/ Queensland (like all of Australia) is currently impleenting the first version of the Australian Curriculum. The first national curriculum that has been put in place. 5. What is your highest level of education? What is required? Bachelor of Applied Science majoring in Computer Science followed by a Graduate Diploma in Teaching (Secondary). A Teaching course is required and at least four years of university education in a relevant field, some of which is teaching. 6. What technologies do you use in your classroom? Room mounted permanent fixture data projector linked to PC, internet etc. Students in years 10-11 have a laptop allocated to them. Yr 12 will have this next year as well. E have a dedicated PC lab in our block which I manage the access to. 7. How do you teach or support global awareness and global initiatives? Global awareness doesnt really come into mathematics here. Thats covered more likely by SOSE. I am very globally aware, have travelled and where possible raise awareness on a range of issues with my students but thats just me. Its hard to bring it into mathematical examples. Some topics lend itself to it better than others. 8. What technologies do you use to support global awareness? Internet and data projector. 9. What are your views on the global state of education? I am saddened by the trend toward reliance on national testing that values answers beeyonmd process. It also does not really reflect the quality of schools or individual teachers. It neglects the reality that stduewnts have little to gain from success in the tests. 10. What are your views on Queensland's state of education in comparison with global initiatives or global neighbors?

Country Case Study: Interview Report

19

11. What are some of the global project in which you have participated or are interested in participating? Many years ago I used to teach IT when e-mail, news etc were all new. I set up e-mail pen pals between my classes and some in the US. 12. What is Queensland's position on developing global relationships? Unsure 13. Have you studied abroad or explored it? I gave serious consideration to studying post grad at the University of West Virginia or Ohio State University but did not due to the cost. 14. What are some of the challenges that your school or district faces in reference to equipping your student population to be ready for a 21st century world. We are a state school and funding is the biggest issue. Having sufficient resources to be able to meet the ongoing demands, both technology and staff development.

Country Case Study: Interview Report

20

Appendix D: Interview with Shawn Claxton: Interview Responses: Part I: Interview Responses: Part I: 1. Please provide your name. Shawn Claxton 2. What is your position? Former Curriculum Initiatives-Junior to Secondary Division-Queensland Worked in US and returned to Brisbane North and worked for 2.5 years or so 3. What is the name of your school district? I do not have a school district, however, I worked in a centre office for Education Queensland in Brisbane North. 4. Will you please provide some demographics information regarding your school's student population and that of Queensland if you are able to access it. If not, I will try another route. About 750,000 students in all of Queensland. We have Government and NonGovernment student categorizations. There are about 1700-1750 schools in all of Queensland, both Government and Non-government. Those numbers are changing as Queensland moves to Junior to Secondary. We have between 500,000 to 55000 students, depending on the count. Part II: 1. How would you describe the educational system in Queensland? There is a systematic move to changing the structure of the system. Once one of the best education systems, Queensland has failed to reform its system as rapidly as it should. The Junior to Secondary initiatives are slowly being implemented to put some flesh on the bone. This will hopefully change our students college readiness. Critical areas in math, science, technology, English are primary. 2. What are the top education concerns in primary-secondary education?

Country Case Study: Interview Report Some of the top education concerns in Education Queensland: Educator Credentials, Curriculum Innovation, Parental Involvement, Behaviour Management and Junior Secondary Transition 3. What are the teaching credential requirements for educators?

21

I am not sure. I did not receive formal teaching credentials. My area is district-based. Centre office. Focus is curriculum instruction for the Junior to Secondary transition. Students are moving more to a U.S. Junior High Model. 4. What course content/curriculum/standards does Queensland support? (Math, English, Science, etc.) Note: For example, the states and the District of Columbia operate under the National Common Core Standards: http://www.corestandards.org/ Uncertain-5. What is your highest level of education? What is required? My Bachelor's Degree is in English from USQ and I studied in London at AIU. I hold another Bachelor's Degree in International Business. My Graduate degree is in Curriculum Instruction. 6. What technologies do you use in your classroom? Many of the technology used in the States is used in Queensland's schools. More on the Year 10- Year 12 . 7. How do you teach or support global awareness and global initiatives? Global initiatives were not really a focal point while I was with Education Queensland. As we were overseeing the new curriculum, some areas covered it, but more on the social and historical end. I think that Queensland, particularly Brisbane can do better. 8. What technologies do you use to support global awareness and how is it funded? Most of our schools used a room laptop and the Internet. Schools with more resources has more allocations. Don't know about funding. Schools have to look to their own resources. 9. What are your views on the global state of education? Very disappointing. Queensland should really be more globally conscious. 10. What are your views on Queensland's state of education in comparison with global initiatives or global neighbors? I am not sure how to compare, because I am not sure if any of the countries are going in the direction that is universally inclusive.

Country Case Study: Interview Report

22

11. What are some of the global projects in which you have participated or are interested in participating? What are some of the challenges? Other than travel, I do not participate in very many projects. I do not know what is out there. Each student should travel abroad to study at least once in their schooling. Challenges, I suppose, are interest and time. Also, knowledge. 12. What is Queensland's position on developing global relationships? I am not certain. While I was there, there seemed to be some inclusion in initiatives. But, nothing concrete. I recognise a need. 13. Have you studied abroad or explored it? I studied at USQ and did academic work in London. I have visited a few countries to pursue some academia. 14. What are some of the challenges that your school or district faces in reference to equipping your student population to be ready for a 21st century world. Making sure that all of the students are accommodated. Training staff. Policies. 15. Do you believe that global awareness is important to your students education/success? Please explain. Yes. As someone who has travelled. Yes. But, more important, teachers need to be aware. 16. What technologies do you feel you need available in order to participate in this type of study? I have seen in the U.S. and Great Britain more advanced technologies. More Smart equipment and updated computers. The world is going mobile and Queensland is catching on. Tablets are good pieces.