Thursday, 31 May 2007

Pastoral care of students

I have been thinking about this while writing my reports at school at the moment. Pastoral care, I am required to write a comment on the students in my form class. As I think about this I recollect a number of things that have happened with them through the years I have had the class.
  • We are all in agreement that we should not participate in the rubbish pickup required at the end of each term.
  • Music, if it is something that Sir doesn't like, don't play it or suffer the consequences, Bagpipe music can be heard over anything else.
  • We try to keep ourselves off after school detention for as long as possible and when one of us gets on it, it better be for a bloody good reason, because the class won't let you forget it.
  • You must help the form teacher when asked, this is due to the amount of paper that we use in the department, 5 boxes of paper every couple of months.
  • Participate in the house events.
  • Discussion is open on virtually any topic in form class.
  • That we are never to moved off the computers or out of a computer room, this one causes great problems for some of the students every time we are moved, they are hooked on their morning fix, it is worse than coffee.
  • "This is corrupt" (one of my students comments), rigging the house reading competition is not a great idea, especially of the teacher promises m&m's if the class gets the greatest number of books out of the library, this so far has happened two weeks in a row now, one more week this is going to cause some problem.
  • Peer support games must be fun and involve a foam bat. Introduction to the form class at the beginning of the year must involve a foam bat, now idea why but that is the rule now.
  • Giants, Wizards, Elves, this is a game like paper, rock, scissors, if this game is to be played then sounds and actions must be involved.
  • Listening to other peoples views without shouting them down, some of the students I have have trouble with this one.
  • Notes, always bring a note when you are away, this one causes trouble, though they are pretty good at giving me notes for there lateness.
  • Homework in form class is allowed, however you must have a pretty good reason why you did not do it the night before.
  • Reports, do these go home to our parents or can we keep them.
  • Parent teacher evening, my parents are too busy to attend, normally equates to, there is no way my parents are coming to meet you, you will tell them the truth...
  • The daily notices, listen and not talk, rather difficult when one of the notices is about an incident that happened the day before, comments are normally made and then it brings one of the above listen to other peoples view...
These are just some of the things that happen, though I have notice as the older they get the more involved they get in the school house events. Sports events are the majority of events, though we also have a reading competition that I eluded to earlier, this were where students get points for getting books out of the library and reading them, well looking at them for a day and returning them the next. They really got into it, well I forced them into it by having form class in the Library for two Fridays in a row, this is where the we cannot survive without our morning computer fix came from. Mind you one of things the Library experiment showed was that they do talk to each other and they do get on. I have enjoyed the form class this year as I have a good bunch of students, just wish some of the paperwork would disappear though, having to do an electronic register and a paper register does bite.

time4online - Student Voice

I have managed to complete my reports and am making time available in my busy life for the online conference now. This morning the latest conference papers when online.

- Keynote: Student Voices from: Rutherford College, Wellington High School, Nelson Central School, Outram School, Wellington Girls' College (past and present), John McGlashan College, Kaikorai Valley College, and Mornington School.

- Keeping Safe Online with NetSafe

- Online publishing with audio and visual tools with Jane Nicholls and Suzie Vesper

I have already been busily watching the keeping safe online with netsafe. I believe that this is becoming more important with the convervence of technologies. I am getting my year 13 students to complete the students voice section of the conference today, by posing the questions to them.

the students voice section poses the following questions

Invite your students to participate on this noticeboard, or add quotes from them yourself:

  • Which technologies do they use often (phone, computer, laptop, iPod, camera...) and what do they use them for?
  • Which Web 2.0 tools do they use at home or at school, and what do they do with/on them?
  • What
    do they enjoy about the web now, and what do they think we might be
    able to do online in the future? Let's get those imaginations spinning!
I will attempt to answer the questions myself.

What technologies do I use often, Mobile phone (txt messaging mostly with the odd phone call), computer (school work and internet access to look at resources for school as well as gaining personal knowledge), I have a school laptop(email and SMS as well as accessing the LMS), my ipaq(on the go music player and calender), digital camera ( Photos to provide evidence of students work, personal images, images to be used in assessment that does not break copyright regulations, am having to do this more and more now.), now getting into use video camera (evidence as well as filming sports events, GPS, (its nice to know where i am, and how to backtrack the way I went, I get lost in the car) wireless internet access, woosh and a WAP, so I can be anywhere in the house and be connected online. Its handy sometimes.

What web 2.0 technologies do I use at the moment. LMS though i do not know if this is really a web 2.0 application as there is limited two way communication. Bebo for social networking, trademe, of course everyone has an account. My own LMS system Interact for my classes, and of course this my blog account, which I am using more and more to write down my reflections. Youtube, a place to grab video content on almost any topic. Flickr, Flickr I use when I need a background for a topic or for backdrops for the Drama classes production. Web 2.0 is for me a place where the users control the content and how it is displayed. The tagging thing I don't really get though, I know about it but don't really know what its main purpose is.

Last, what will happen in the future, computers will probably move towards be smaller and more portable, I look at the iPhone and think that a modified version of that will be the norm. I say bring back the Apple Newton!

This was a device that was ahead of its time. There will still be desktop PC's but they will become the Media centre of the house, more TVon demand will happen and sky might just get there pay TV on demand to actually work, I still have the pamplet somewhere that said we could say what camera we wanted to view the rugby from in a game, we control what angle we want to see, not what the media thinks we should see. Could have made a huge difference when the fog filled Jade stadium with fog in last years super 14 final. Mobile TV on cellphones I think will be a passing fad. But more GPS will be used, cellphones will have the GPS system that will tell you where the closest ATM or mcdonalds is.

Just when I was writing this and sorting it out in my mind for how to develop this for my students to do I started to think, what is Web 3.0...
Online interactive environment in VRML, This was developed a number of years ago and i started to play around with avatars and the like and developed some simple Virtual Reality back in 1997 when it was just being introduced through netscape, is that what web 3.0 is going to become, Today we have secondlife, wow and an number of online realities, does web 3.0 already exist. Man I can see the couch potato being nuked in front of it monitor if this begins to happen. Or is the headset going to become more used. Sunglassess with one eye for the monitor with built in headphones, microphone and look how small they can get a camera now, and the like. Using your cellphone to video conference with someone in another country while on the go could be the norm instead of audio only calls.. Look at the tour de france a number of years ago with lance armstrong and the mp3 sunglasses, being able to hook in a usb drive and listen to music on the go without the cord running down to your pocket. The technology is with us, how is it going to be used? What will be able to do with the Internet a few years time, who really knows, but someone out there is developing a concept right now.

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Monday, 28 May 2007

Busy time of year

I am sitting here wondering whether to begin writing my reports or keep participating in my first online conference.

The conference runs for two weeks, explores examples of collaborative learning and the application for Web 2.0 technologies in teaching and learning.

In the conference, the aims are
  • explore collaborative online learning, Web 2.0 tools and their applications, and the benefits and issues of using these online environments.

  • provide links to workshop presentations using some of these tools, and descriptions of what they are, classroom examples, and practical tutorials.

  • create opportunities for conference participants to share their own ideas and experiences in conference forums, blogs, and wikis
There is three themes of the conference

Each of these sections includes three themes that develop throughout the two weeks:

  • Collaborative online learning
  • Web 2.0 tools and their applications for educators in their professional learning and teaching practice
  • Relevant issues when using online environments.
So now, on with the conference or write senior reports...

The conference address is at

Thursday, 24 May 2007

MTB Race 2

Received the information for the next mountain biking event yesterday, I am looking forward to it, though I can't ride for the next couple of weeks due to the crash. Oh well, my ribs will heal.

Assessment Week

Assessment week seems to be going well, apart from the odd small mishap, computers resetting themselves to 640x480 4 colour, is strange, don't quite know how that happened. But my year 12 programming students have just finished there 2780 unit standard. Most got just a few questions wrong and gained the credits with the resit. Others required conferencing, that is talking to them and probing them for answers. It can turn into a bit of a "Who wants to be a ....." . Also had them hand in there other unit standard today, the gamemaker assessment, 3 credits for doing a brief, designing and building the game, implementation and testing it. Over half will need to do work on it as they havn't had it tested or ticked that they have done everything. Some still need to hand in the .gm6 file with he coding in it.

Year 13 students are busy trying to get the visual c# completed, this is getting harder for me as around 7 students out of 24 can actually do the work.

Year 13 web design are busy on behaviour, I wish they would just get on with it and stop the talking and playing around. No matter what I try they just keep going.

Year 11 have completed there practice assessment and there is some students that need to work on there speed. Marks for 1.4 are still being entered into the system. Just wish I could concentrate on marking at school. There is too many distractions around.

Year 9 are still working on Publisher and will be attempting the assessment in a couple of weeks time. Reports are still to be written and while writing this blog the cleaner has just walked in, collected the rubbish bin and emptied it. They didn't walk around the room and collect anything on the floor or check the windows. Oh well, where was I. reports, due next Thursday. I wish it was further away so I could try and figure out an appropriate comment for some students.

I must admit that I am starting to suffer from burn out, it doesn't help that I also have some cracked ribs at the moment from a mountain bike crash at the weekend. But the students are just starting to really do me in at the moment, especially some of the Year 13 students, what is up with them at the moment.

Oh well, filming another rugby game this weekend, hopefully it will go better than last week, where the camera wouldn't work for a period of time. And a large punch up at the end of the game doesn't help.

back to Year 12, I am looking at how I can use achievement standards to do the next part of there work. i am think of using gamemaker to get them to develop a game looking at a teenage issue, possibly drug education. I am just wondering what to do on this, get some one from D.A.R.E in to help.

Year 13 web looking at a trip to north head to get them to develop a site to promote and educate. Though i should probably look at getting them to create a resource for a topic at school first. Teach, learn and test. Might be a quick way of getting them to work. A way to do this could be part of 2780, or even getting them to develop a resource to teach the first part of web design. Have a look at Learning Objects to develop ideas. The other one is to develop a Otago Polytechnic one that looked at something I can't remember what it was off the top of my head. Something about computers... it was in flash anyway.

Monday, 21 May 2007

Assessments and Reports

Over the past week and this week is our school mid year assessments, a busy time for all staff and students. It is also the time I procrastinate, I just look at the big pile of marking and think, tomorrow, however as was told to me, tomorrow never comes. So as I sit here writing my blog the assessments just sit in back till Tuesday. Whats due next week, reports, hah. I suppose it will be a busy weekend, I think that is what is going to happen. Last weekend ended up with me filming a 1st XV rugby game that ended up getting called early due to a fight on the field and spectators joining in on the action. The footage will be going to the police and to the secondary school rugby council to see what suspensions will be carried out with the people involved. Also went mountain biking at Woodhill forest. The avanti track that involved for the first time this year the long ride, instead of the short ride. Maybe that wasn't a good idea as I ended up sprawled on the track with possible bruised ribs and a really sore shoulder. But I carried on till the end. Whether going to school today was a good idea I don't really know.

What else is happening at school. The deans are having to write down possible changes to how the deans do the pastoral care, but hey they signed a contact that says that they are that year level deans, so anything that goes through is null in void, I like that. The possible moving to 25 hours a week, 5 periods a day is still being worked through by the staff in the "consultation" format. It sounds to me that they may have already worked through what is gong to happen and that this is just lip service. Report, Reports, and reports, what fun.

Monday, 14 May 2007

Mountain Biking part 2

I have been waiting of the information about the college sport mountain biking events to come out, nothing has come to the school (I have been in contact with Darryl since day one), so we kept an eye out on the college sport website, The sports coordinator received no information on this.

The dates listed on the site today!!! Are as follows

AKSS Winter Series:

Round 1: Sunday 6 May
Entries close: 14 May
Round 2: Sunday 10 June
Entries close: 11 June
Round 3: Sunday 5 August
Entries close: 30 July
Round 4: Sunday 2 September
Entries close: 13 August

Riverhead Forest

Woodhill Forest


Whitford Forest

However on the 15th April the organisation college sport had this on it…

Round 1: Sunday 20 May
Entries close: 14 May
Round 2: Sunday 17 June
Entries close: 11 June
Round 3: Sunday 5 August
Entries close: 30 July
Round 4: Sunday 19 August
Entries close: 13 August

Riverhead Forest

Woodhill Forest


Whitford Forest

Just checked the notice board and the dates have changed.

Cancellations, Postponements and Transfers
Last Updated: Monday 7th May, 12.00pm

Due to date clashes the Winter Series for Mountain Biking is now as below:
Round 1 - Sunday 6th May @ Riverhead Forest
Round 2 - Sunday 10th June @ Woodhill Forest
Round 3 - Sunday 5th August @ Hunua
Round 4 - Sunday 2nd September @ Whitford Forest
Please email email address has been removed for entry forms and information.

Since this happened, I have email the group responsible for the AKSS mountain bike series and got the reply or

Sorry - as per last year I run it via email distribution list - hence contact on site - difficult to confirm dates end of last year as College Sport demanded - hence changes.

Will add you to list


Now this is just great, everything else on collegesport is available on the collegesport website, apart from the mountain biking, yeah, as I am thinking, great, just great!

I received a document when I emailled the organiser, and here are the new dates, I put them up here so I have an easy to access copy of them in case I need them at school.

2007 ‘Confirmed’ dates


  • May 6 MTB RACE ONE: Riverhead #
  • June 10 MTB RACE TWO: Woodhill @
  • August 5 MTB RACE THREE: Hunua
  • September 2 MTB RACE FOUR: Whitford *
  • N.B.1. # RACE 1 clash with Moro event 19/20 May – hence change (+ N-Duro #1 was 27/5/07)
  • N.B. 2. RACE 2 clash with N-Duro 2 so moved back one week
  • N.B.3. * RACE 4 original date 19th August (in ASB Calendar) clashed with a N-Duro race. Possible Alternate: 2 September (but these are either side of Easter Tournament week)
  • N.B. 4. Whitford should be available despite logging earlier in year.
Overall, something i have learnt from this experience, don't trust anyone, email the organiser and get the details first hand, even though it has been done another way for years.

Oh the website for collegesport
even the ags mountain bike group that organise the AKSS races haven't got anything up on their website about the event. Oh well, better luck next year, and there will be a next year :)

Monday, 7 May 2007


I am one of those teachers who uses the photocopier at school very rarely, either to photocopy a piece of paper, or to photocopy a page out of a book. I only just remember how to use the photocopiers staple function, and I need to ask how to do double sided photocopying much to the delight of some of the other teachers. However today I need the photocopier for a little more than the one page document, I needed it to help do some of my Year 12 programming course. The students are learning gamemaker, and normally I would print of how many copies of the using the laser printer at school. But no, I needed the photocopier as I had printer 30+ pages off and duplexing takes so long on it, so why not, use the photocopier and let it be over in a matter of minutes. I reach the doors and hear someone say, "The photocopiers is not working", argh, just what I need, someone has jammed the photocopier, as I get closer I see a piece of paper on top saying "OffLine", Offline, when is a photocopier off line, never, it ends up being a four hour wait for the thing to get fixed because a lease expired either on the photocopier or on the management software we use to allocate the printer ID numbers that we have to enter each time we want to copy. It turns out noone sent a reminder out that this was happening, hello. As I look outside wondering where our IT manager is, should he not have known, oh well, just another blog entry on a sunny autumns day.

Friday, 4 May 2007

From the past, Year 9 ICT

I have been asked to show a document from 2004 that looks at Year 9 ICT and how it is used in the school. Now all references to the school and the person that wrote this have been removed to protect the guilty.

But it does raise some questions, this is in it entirety and has not had grammar and spelling errors fixed.

Year 9 ICT Program

It is now well overdue for this program to be revised.

While the Year 9 ICT program has some merits it is tying up large amounts of resources that could be better used elsewhere.

If we look at the history of this program it was originally typing. Over the years it has expanded till now it include, Word processing, spreadsheets, databases, publisher and power point.

To continue with this program will prevent more educational sound use of equipment even for the ICT department.

It has long been known that students learn better within context.

An example of teaching within context is the maths department using spreadsheets to reinforce mathematical skills. The spreadsheet is used as a tool and skills that are needed are taught as and when needed. Usually a couple of minutes each period. The main focus is the mathematics. The same applies to accounting etc. There is no need for pre-knowledge as it is acquire when and where needed.

Do we have a room of microwaves and spend a year teaching all the functions available or alternatively simply show the student the skills needed during a cooking class when required.

There is often an argument about teaching students the basic skills. This has been shown to be of no real significance. For example the art department produce the most impressive computer generated art work within the school. The students are not given lessons on using photoshop but rather on art. They are taught skills only as and when needed.

All of the present Y9 ICT program could and should be covered within subject areas. This is especially true as more and more subject are using ICT within their teaching programs.

When computer where relatively new and new programs where available there was some sense in providing basic computing skills. This is no longer the case as most students have used computers since primary school and nearly all students have computers at home and are well conversed with the equipment and are quick to pickup new skills.

I feel strongly about the Y9 program to the point that if it is to continue in its existing form that a room of microwaves be purchased to show the stupidity of it all. I know it is hard for the ICT department to let go but one must remember they only picked up the subject because they had the equipment and were quick to offer the skills. It is no long relevant and crosses over other departments.

The only area they is not covered in other curriculum areas is the key boarding skills. This is an area that is not been well covered by the existing program and needs to be addressed in a creative way.

All teachers should be keyboard teachers as in all teachers are literacy teachers. We all should be reminding our students to use the keyboard correctly along with posture etc. as this is an important health issue.

Suggest solutions

  1. That the existing Year 9 ICT program be dropped from the top two bands and an extra period be allocated to Social Studies who will cover the keyboarding skills. The Social Studies department staff are regular uses of ICT in the class room and with many teachers already experienced in the Y9 program they could easily teach the keyboarding skills needed. (Some staff will need training.) The keyboarding skills are best taught in a block so the classes could have 3-5 lesson per week for 2-3 weeks. Room access: They would need block access at the beginning of the year. M11 would be ideal as in the first few weeks of school the curriculum use of the labs is at is least. The maths teachers would ensure all Year 9 classes have access to a lab 2-3 times a term. Checks would be made to ensure that the other curriculum areas were using computers in their teaching.

This model has three advantages; with Social Studies already heavy uses the extra period will further develop this benefiting both areas. The typing skills are better taught as a block over a short period of time with regular follow up which Social Studies would have the flexibility to do. It actual helps to free up the labs. Note: it is assumed that the setting of 6-8 computers in Social Studies rooms will continue.

  1. ?
The response from myself was a three page epic.

In response to the document that was handed out on 10 June 2004.

What is…

Digital literacy is the ability to appreciate the potential of ICT to support innovation in industrial, business and creative processes. Learners need to gain the confidence, skills, and discrimination to adopt ICT in appropriate ways. Digital literacy is seen as a ‘life skill’ in the same way as literacy and numeracy.

Information literacy is the ability to locate, evaluate, manipulate, manage, and communicate information from different sources. As learners become increasingly information-literate, they develop skills in discrimination, interpretation, and critical analysis. ICT offers opportunities for higher-order thinking and creativity in processing, constructing, and conveying knowledge.

In the Digital Horizons Learning through ICT, It states that Learners have systematic opportunities to develop digital and information literacy, and enjoy using ICT creatively, constructively and critically in extending their horizons and growing as lifelong learners.

Lifelong learners


All learners will use ICT confidently and creatively to the skills and knowledge they need to achieve personal to be full participants in the global community.

The expansion of ICT is driving significant changes in many aspects of endeavour throughout the world. Information sources are proliferating. Creativity and critical thinking are emerging as society’s most valuable assets. The challenge is to create a learning culture that keeps pace with these changes and equips people with the knowledge, skills, ideas and values they need to become lifelong learners able to:

• use information effectively;

• adapt to changing workplace and social environments; and

• keep abreast of technological advances.

(Digital Horizons-Learning through ICT, A Strategy for schools 2002-2004, revised edition December 2003)

In Year 9 the current ICT programme teaches students the technological knowledge and understanding, the capability and the awareness, and the relationship between technology and society as stated in the technology curriculum.

The current year 9 ICT programme supply the tools and understanding for when the students need to use the tools in their subjects, this means they can get down to the work at hand instead of teachers wasting valuable classroom time on teaching the basic skills.

One of the problems with the document received on the 10 June 2004 is that the Year 9 ICT programme be dropped for the top 2 bands, now this is discriminating against the third band. These students would probably benefit more from the suggested Year 9 Programme than the top two bands. Since the need is greatest for these students, as Digital literacy is seen as a ‘life skill’ in the same way as literacy and numeracy.

Does the writer understand what the effect on the Social Studies department is with the introduction of this programme into their course have on the current teacher loads.

Also within the document suggests that the Social Studies course be extended by an extra period, the current year 9 ICT course has two periods assigned to it, and even then the current course only manages to just cover the skills required for their schooling as only half the year 9 students carry on with this subject into year 10.

If the course was to be modified then at Year 10 it would be required that the course go to five periods per week to cover the information required for NCEA Level 1 Information Management, as we only just have the time at Year 11 to prepare them for the Assessments.

At many primary schools there are a number of other operating systems used as well as different manufacturers of computers, including Apple Macintosh, IBM PC, and Acron, included in this is that some schools do not have the hardware to run the latest versions of the operating system and office programmes that we use at PHS, This course gives students an introduction to the programmes available at high school and the functions that they are likely to use. It gives the students the same knowledge and does not discriminate by band,

Having been at a developing ICT school in Christchurch I was able to see what was being taught and used this information as part of a project to gain my Bachelors Degree in IT, I have an idea of what is being provided at Primary and Intermediate Schools.

At primary schools those that used computers most were the smart students who either had a computer at home or a major interest in them, even then the only interest in the computer was mainly for games. Other students were either forced to use the computers and had trouble understanding what to do. Even when they were on them, they were forced off and the more able students used the computers. The school had the insight to purchase 30 second hand computers and incorporate them in one spare classroom where 30 students could come in and get some use on them, there were a number of problems with this, Some teachers had no formal ICT training and no understanding of what they were trying to do, that is where my expertise came into action. Even them some classes would not be in the suite for 2-3 weeks. Other schools only had 2-3 computers in the classroom, so some students miss out using them.

There is this, teachers don’t want to teach the applications, they just want the students to use them. This would not be the case if the Year 9 ICT programme moved from ICT to the Social Studies Department and the Maths department.

Our department is teaching the students skills for future work whether it is for a job or for future tertiary educations.

We have been trained to teach ICT to Year 7 to 10 students and from year 11 to 13. Have the teachers who wish to incorporate ICT into their programme been trained?

Why do we need social studies at year 9? Can we not incorporate it into English? Since the writer of the document seems to think that we can incorporate ICT into Social Studies.

Since the writer suggests that the skills are not being taught at the correct level and that the skills are being taught at primary school, should the course be replaced with a technology based course looking at the computer studies side and removing the course at year 12 and 13.

Do we need social studies at year 9? Interpreting graphs is carried out in Maths. Research and collating information is done in both Science and English, does there need to be the year 9 social studies course.

If this was to change, English would be a better environment for the students to take ICT in; there is more of a focus on context than Social Studies.

It has been shown that ICT is better in delivering the essential learning areas in Language and Languages (91%), than Social Studies (76%) in the report by ERO report Implementation of Information Communication Technology, 2001.

Social Studies gather the information from a range of sources (social studies curriculum), If ICT becomes the main focus in Social Studies the students could lose the gathering of information from printed media;

Whereas the aim in the Technology curriculum is to enable students to achieve technological literacy through the development of

- technological knowledge and understanding

- technological capability

- understanding and awareness of the relationship between technology and society

Even other New Zealand documents from CETA and NZIST have pointed to the fact that a Year 9 ICT course is essential to students and I do not believe that the students would get a beneficial course if it was moved throughout the other curriculum areas.

Thursday, 3 May 2007


Today was the first meeting on the new five day timetable proposal, the proposal was delivered to us yesterday at Interval. Not much time to have a decent look at it and start asking some question. This morning some of the questions were answered during our PD time.

More on this will come later, but it looks like year 9 ICT may be removed from the new timetable and taught by cross curricular subjects. I may just have to post the Microwave document on here. This is our ICT policy that us in the department keep referring to. It has some interesting questions and answers in it.

Tuesday, 1 May 2007


One of the things I am finding at the moment is frustration, frustration not only at my ability to teach a topic but trying to get the software to even run. To get Gamemaker running I have had to allow access to the students into a shared area of the network that is able to run .exe files. To get the Gamemaker program to run I have had to get Virtual PC going. Now I am in to getting Visual C# running, also on Virtual PC as the managed network will not allow it to run .exe files on the network. Now I thought that I had installed Visual C# Express on the Virtual PC when I copied it across all the computers in my room, but no, I had installed Visual Basic. Not what I was looking at doing at all.

Now I have to get 30 machines with Visual C# Express running by period 1 tomorrow, Fat chance of that happening. Why, because Virtual PC does not allow shares from Network folders, and it will take me 4 hours to copy the new virtual hard drive to each machine. I am now thinking I will take down the network tomorrow trying to get all this running.

Next time, do the job correctly the first time!

I could copy 24 cd's and do it that way...?