SuperTECH NEWS is the newsletter of the BLE GROUP's CIO-Time Share service, which provides small- and medium-size school systems with supplementary technology management to produce high-quality educational results and efficient management. The purpose of SuperTECH NEWS is to provide education decision makers with concise information that allows them to make informed technology decisions to impact instruction, management and communication. This is information you can use on Monday Morning.

Our November issue theme is handheld computers and software applications for these devices.

SuperTECH NEWS is organized as follows: (Click on what you want to read)

	Note from Eliot—No Child Left Behind (NCLB) Assessment and Management Service. The BLE Group offers a new service for small and medium-size school systems. We assess where school districts are currently and exactly what they have to do to implement NCLB. The service also provides school systems the supplementary management support they need to purchase and implement the new technology-delivered programs.
	Theme of the Month—The new hand held devices are more powerful and faster than their predecessors, and have integrated wireless connectivity and many more specialized applications for education. We describe recent developments in devices and applications. We also provide advice on purchasing and implementing hand held programs.
	Products and Applications—The newest handheld computers are much more instruction and administration focused. We look at three leading examples of hardware, explore a range of current applications suitable for use in K-12 schools, and examine, in depth, three examples of breakthrough applications in student assessment that are being used on handheld devices.
	Best Practices—Administrators in Michigan use handhelds for data driven decision-making. Marion Ginopolis provides lessons from a major statewide initiative that teaches superintendents and principals how to use handheld computers and specialized applications to perform data-based decision making and enhance their leadership capabilities.
	Inside Scoop —Low cost 1:1 computing in schools is getting close. Developers are working on breakthrough technology and applications for a wireless networked computing device that will deliver content at an unprecedented level. While they will not talk publicly about this big race going on, we give you an inside perspective of what to expect in the next two years.
	Conferences—Relevant conferences in the near future.

We want to hear from you. Is SuperTECH NEWS helpful? What do you want us to feature and what topics do you think we should address? Please write us at eliot@blegroup.com.

THE BLE GROUP AND CIO TIME-SHARE SERVICE

This is the second SuperTECH NEWS newsletter and our focus is on Web-based professional development, the 2nd killer app of education. In keeping with our aim of giving you interesting information that is useful on Monday morning, I will try to heed my own advice and provide a concise introduction:

WHO IS THE BLE GROUP? We're a group of 25 educational technology directors and school administrators who use technology to improve instruction and management. Over the last three years, we've developed technology plans and provided management services in over 40 school systems.

Eliot Levinson is the CEO of the BLE GROUP. Levinson founded the BLE GROUP (www.blegroup.com) in 1998 and has worked in over 40 school districts. Levinson is known nationally for his work in technology planning and management for school districts. He co-authors "Tech from the Top," a monthly column in Converge Magazine. He has experience in education and technology as a teacher in California and Pennsylvania, a middle school principal in Massachusetts and an Assistant to the chancellor of schools in New York City. He has held research positions in educational change at the Rand corporation and MIT's Sloan School of Management. Levinson holds masters degrees in Education and Anthropology and a PhD in Organizational Studies from Stanford University.

THE BLE Group's principals, our leadership team, consists of:

• Eliot Levinson—CEO
• Rick Rozzelle—former CIO, Charlotte-Mecklenberg North Carolina Schools
• Charles Garten—Executive Director Education Technology Services, Poway, Calif.
• Brenda Barker—Executive Director, Technology, Wake County, N.C.
• Kenneth Eastwood—Superintendent, Oswego, N.Y.
• Ann Boyle—Assistant Superintendent, Curriculum, Scottsdale, Ariz.
• Steve Finch—CIO, Oklahoma City Public Schools

WHY WE DEVELOPED THE CIO TIME SHARE SERVICE? If you can't afford $105,000 and benefits for a CIO who will likely leave your organization after 13 months, can you afford $1,500 or $2,000 a month for someone who is knowledgeable about your district and available on a just-in-time, just-enough basis, and will save you enough money to pay for the service. That's what a CIO timeshare is.

Technology is now central to everything that happens in a school system, from instruction and buses to parent communication and financial management. We're concerned that the 86 percent of American school systems with less than 5,000 students will become second class instructionally and administratively, because they won't be able to effectively manage technology. Good technology staff is hard to find and expensive. Most vendors pay attention to the top 1 percent of school systems that have 20 percent of the students, because it isn't worth their while to work with small school systems. Intermediate units have the same knowledge and staffing problems as the school systems. We developed the CIO-Time Share Service to provide a cost-effective way for intermediate units and small school systems to get the strategic technology support they need.

WHAT IS THE CIO-TIME SHARE SERVICE? The service supplements the technology capability of smaller school systems so that they can remain high-quality instructional institutions. The CIO-Time Share Service is to technology what your outside lawyer and accountant are to contracts and finances: it supplements your internal capability with external expertise. Main service components include:

• An audit plan. How well are you using technology and budgets and implementation for the future?
• An annual implementation plan. A quarterly plan for technology tasks.
• E-rate review. Are you getting enough money? Are you doing the forms right? How much money should you get? Have you covered everything?
• RFPs. For strategic systems purchases.
• Review of contracts. Are your contracts getting you what you need?
• Vendor Management. Overseeing your technology vendors.
• Access to databases on instructional and administrative systems.
• Regional seminars for superintendents.
• Discounts from collaborative buying of hardware and software.
• SuperTECH NEWS newsletter.

If there is anything more you wish to know about the CIO-Time Share Service or the BLE GROUP, please e-mail or call:

Eliot Levinson <eliot@blegroup.com>, CEO,
THE BLE GROUP
703.437.0482

Back to top

HANDHELD COMPUTERS IN SCHOOLS

In our November issue, we focus on handheld computers in schools. Many tout handhelds as the great new hope for 1-1 computing because they can do much of what laptops do, but at a cost of $100 to $400. This is not your grandfather's PDA from the 1990s. In the past, handhelds were very limited in power, had narrow applications and were glorified electronic organizers. Not any more. The newest devices are much more powerful, with much advancement in processors, and have integrated wireless connectivity. They are becoming more like networked computers, are more focused on the education market, and are cheap relative to laptops and desktops. While the first generation of handhelds were machines for the business world, the coming generation of hardware and software applications are more targeted for school use.

It's crucial that you learn about the latest in handheld computer hardware and the software for these devices that are proliferating to serve K-12 schools. Personal digital assistants (PDAs) and other handheld devices are not going to completely take the place of laptops and desktops, but they are going to provide a significant part of the functionality and applications that are needed in schools. There fore they merit your attention.

Handheld hardware is getting faster, while the cost of the hardware is holding steady. You can get a handheld computer loaded with applications in the range of $200 to $400, and devices are available at prices lower and higher than that, depending on your needs. Keep in mind that the new handheld devices:

• have much better functionality
• They are networkable and wireless
• have the advantage of turning on immediately without needing to be booted up;
• are easier to maintain, more rugged, and durable than before;
• have longer battery life in many cases than laptops;
• have lower repair and replacement costs than laptops; and
• have many new multimedia capabilities.

The other big story is in software for handhelds. There is an exponential growth in specialized education software for handheld devices such as PDAs and graphing calculators, from student information system extensions, to integrated wireless that fosters students' collaborative projects and real-time testing tools. These applications are in assessment, instructional content, and administration. The new products and applications coming to market in the next 1-3 years could change the face of educational technology use in the classroom.

Handhelds are moving closer to true computer functionality in schools, and the combination of applications and hardware functionality has improved greatly. Handhelds are becoming standard operating devices for many administrators and lots of teachers as well, and in ways far beyond their original use as personal organizing assistants and calendars.

Because of the price points and the portability of handheld devices, "you can have every student have access to technology," says Kathy Schrock, administrator for technology for Nauset (Mass.) Public Schools. Schrock notes that handhelds allow students to share work easily and to collaborate, using infrared beaming, and that technology advances recently have made the handheld computer screen far more readable. Also, with a classroom set of handheld devices all synchronized to one classroom desktop, the installation of a single software program on the classroom desktop can be done while performing maintenance or updates of other software, she says.

However, handheld devices are still handhelds, and they are not laptops or computers. In exchange for lower cost and portability, they have limitations. The limitations include:

• screens and keyboards are smaller and harder for reading and large school-project work, relative to laptops and desktops;
• although changing, most handheld device-oriented applications are still narrow and specific;
• handheld devices have limited memory for handling large bodies of work;
• software glitches for handhelds can make the Web browsing experience less than ideal; and
• add-ons for certain services and connectivity can be costly.

Handhelds are not the educational technology panacea. But they can and should be a powerful, versatile piece of the educational-technology portfolio for your district.

No Child Left Behind Act's emphasis on accountability and early remediation for students combined with strained budgets are also pushing the drive for using handheld devices and appropriate software. Thus far, initial breakthroughs have come in real-time assessment using handhelds, and we describe three of these applications in depth. Moreover, companies are developing specific applications of student information systems for use on handheld devices and specialized apps that allow back-office and administrative tasks to be extended into the classroom.

Companies are working to create far more expanded educational content that can be delivered on handheld devices. The goal is curriculum suitable for handhelds that can be adapted for each student depending on his or her needs and level of achievement. These are early-stage applications, and look for major products evolving in 1-3 years.

Schools lack information about where to place handheld computers in their portfolios of computing devices. In this issue of Super Tech News, we

• look at three of the leading handheld devices in use in the K-12 education market;
• provide descriptions of representative applications that run on handhelds;
• examine in depth three assessment applications that represent how software for handhelds is breaking through;
• describe a Best Practices program in Michigan in which superintendents and principals are learning how to build their leadership skills using handheld computers; and
• give the inside scoop on where handheld devices are going in the next two years and discuss whether they will meet the need for 1:1 computing.

We break out many more specifics starting in our Products and Applications segment.

Back to top

NEW PROFESSIONAL DEVELOPMENT PRODUCTS

NOTE. The BLE Group does not endorse any of the products mentioned in this newsletter. These were selected to illustrate the types of products currently available.

This section of the newsletter will provide you with thumbnail descriptions of WBPD products and services that you can use on Monday morning. Below is a current list of these services.

Our list of professional development products is divided into four subgroups:

• Professional development for technology
• Professional development with technology
• Professional development for and with technology
• Professional development bundled with curriculum

P. S. - The list below is far from complete, so if you know of good stuff that we have not mentioned, let us know and we will include them in the future.

Professional Development for Technology
These products help educators learn technology skills that they need for the classroom.

Professional Development With Technology
In "with technology" products, the Web is utilized to provide professional development in individual disciplines and accountability. There can be training and content in a variety of topics such as math, science, and language arts - as well as in aligning curriculum to standards.

Professional Development For and With Technology
This category combines the elements of the "for and with technology" category. These products provide Web-based, online professional development that assists teachers and administrators in learning technology while at the same time training them in standards-based teaching or accountability.

Professional Development Bundled With Curriculum
A category where a product or service such as an instructional manager or an instructional application comes with online training or assessment tools that help teachers use the product. This is the category that is just starting but will be fueled by the passage of ESEA and the growth of Web-delivered instructional products.

In-Depth Look: New Programs & Products

Teacher Universe - The State of Georgia Web-based Teacher Technology Assessment and Professional Development.

The governor of Georgia is the first in nation to state that all teachers will be able to utilize technology to support standards-based instruction in their classroom. In order to accomplish this aim a state wide program is in place that includes:

• The Georgia "InTech" education technology training programs distributed through the Georgia Education Technology Training Centers (ETTCs)
• A "show what you know" testing option that enables teachers to place out of two days of the 7 day training requirement
• Alternative training programs via school district delivery teams
• Portfolio assessment

In order to provide the "show what you know" option enabling teachers to more quickly meet technology integration certification requirements, the State Research and Data Center of Georgia Institute for Technology has contracted with Teacher Universe. Teacher Universe provides "Georgia AssessOnline", a customized online performance-based assessment tool which test teacher technology skills in the context of normal instructional work, and according to specifications of the Georgia SRDC and Educational Technology Training Centers (ETTC).

Teacher Universe provides both the state-funded Georgia AssessOnline assessment and IntegrateOnline technology integration professional development which can be purchased by districts, schools or individuals., The assessment and training are both delivered within the context of standards based teaching. Georgia AssessOnline addresses the following technology skills - word processing , - presentation tools, spreadsheets, databases, Internet, operating systems. IntegrateOnline covers those technology skill areas as well as technology awareness, usage and integration, assessment and professional practice.

The state is providing Teachers with options on their technology assessment and training.

• Option A is to go to one of the state's technology training center and take 3 days of assessment followed by 5 days of technology integration training.
• Option B is to take the Teacher Universe Web assessment to test out of the training program or to benchmark technology skills in specific areas so that it is clear where technology skills are needed. If teachers do not test out of the training they will then take five days of training in the specific technology areas that they need competency in.

"The exam itself is also a teaching tool," said Teacher Universe's Deborah Bond-Upson. "When the teachers go through it, they see examples of how technology works and how it can be used in the classroom. When they've finished the test, they've learned more just by going through the testing experience"

The Teacher Universe program makes it easy for teachers to take the technology assessment and to provide reporting data to the ETTC's, teachers, schools, districts and the state:

• Teachers can take the test at the ETTC nearest them or through their school district redelivery team
• There is 24/7 access to information on teacher knowledge
• Testing results are provided to school, district, regional centers and the state department of education.
• Twice-a-year roll-up of aggregated data, is provided to the state so that the progress of the program can be evaluated.

Georgia's Web-based assessment and professional development efforts are trailblazing. AssessOnline is the first objective online test created specifically for educators. The Teacher Universe approach differs from other assessment in that the testing is in the context of the teacher's work and skills are tested objectively rather than assessing attitudinal data about technology skills.

This Web-based professional development program IntegrateOnline both makes it easy for teachers to access training and valuable to administrators as they have information of exactly what skills level teachers have.

IntegrateOnline provide each teachers:

• individual self-paced learning plan based on embedded assessment
• interactive instruction in technology application and technology integration skills
• audio, visual, textual, learn by doing instruction
• electronic lesson planner and planning resources
• teacher portfolio
• archive of lesson plans and multimedia projects
• anytime, anywhere learning
• continuing education units and optional graduate credits
  

Back to top

LEADing the Future
Marion Ginopolis, director

LEADing the Future, launched in September 2002, is a major, ongoing initiative that teaches principals and superintendents in Michigan how to use handheld devices and specialized applications to access and use data so they can make informed and quality leadership decisions. Its basic intention is to strengthen instructional, organizational, and public leadership through the development of technology-related skills and knowledge. Thus far, 1,600 administrators have participated in this training and case studies-integrated initiative.

According to Marion Ginopolis, the director of LEADing the Future, a collaborative effort of the K-12 education community in Michigan and the Bill and Melinda Gates Foundation, the program's main thrust is how to use technology to make leadership more accurate, efficient, practical, and of higher quality. The program incorporates face-to-face and online training. There is a focus on two key leadership areas. The first is accountability - using handheld technology for evaluation, and supervision of teachers. The second is continuous improvement - how to employ mobile technology, in this case handheld devices, to develop continuous school improvement plans.

LEADing the Future starts off with an eight-hour face-to-face training session, at sites throughout Michigan, on using Palm handhelds and particular applications and applying the use of them to build good decision making. Following this foundation, the principals and superintendents can then participate in other sessions that encompass accountability; continuous improvement; making technology standards work; advanced handheld technologies; and other components. LEADing the Future developed the curriculum using national technology standards for school administrators developed by the International Society for Technology in Education. The LEADing the Future program has 40 facilitators, including: principals, technology directors, and other administrators.

All of the program's training is integrated with case studies, so that skills learning does not take place in isolation, but rather helps the administrators apply what they learn to real-life situations, Ginopolis emphasizes. This ensures that the training will be "transferred to any situation in their real life," she says. In her view, the intensive program is the transformation from a traditional to a technologically supported way of getting things done in leading schools.

Why does the program use handheld devices? While those developing the program had considered laptops, Ginopolis notes that handheld computers are powerful technology tools that are portable, practical, affordable, and versatile. There are many excellent applications developed for the handhelds now that allow LEADing the Future's school administrators to perform their tasks and responsibilities more efficiently and easily. One example being used by administrators in the program: Using Documents to Go software (see Current Applications section for a description of this product) on a handheld device, a principal can go into a classroom, observe a teacher, take notes on the keyboard, get the notes immediately printed following the session, and deposit and sync up this document with other district database systems.

In other training, the administrators learn how to access and use particular Web sites, incorporating this analysis with their own district's data in order to make good decisions. This includes, for example, demographic information on their schools and schools throughout Michigan; assessment results; and other data through which they can perform comparative analysis. "We have them analyze the results and learn to set goals for teachers based on those results," Ginopolis says. The administrators learn strategies and methods for data-based decision making so that they use data to guide and back up their decisions and establish goals. The sessions are very much collaborative so that the administrators learn from each other and from their experiences.

How much have the administrators who come into the program used handheld devices before? Fewer than half of the administrators had used handheld devices at all, and the vast majority of those who had done so were employing handheld computers pretty much as organizers and calendars. "We have told them that these (devices) have a capacity far beyond being a date book and calendar," Ginopolis says. Following the training, the program has found that upwards of 90 percent of those who have participated are using handheld computers in a whole new way.

There are other important supports built into the LEADing the Future initiative that enhance and extend the program. One is an Internet forum through which the participants can become engaged in an online learning community. Through a special channel created for the program's participants, administrators can also have access on their handhelds to journal articles and research that have been culled for them by librarians. "They appreciate that this is portable and they can read them anywhere, and that someone has gone through and identified articles for them," Ginopolis says.

LEADing the Future is conducting very thorough follow-up with the administrators and their schools to determine the outcomes of the program and to inform the continued LEADing the Future initiative. It's important to keep on top of what is happening in the schools after administrators go through the program, Ginopolis explains, adding, "If people do not go back to their schools and use it, forget it."

One unanticipated and concrete impact: Many schools from which the administrators came are now purchasing and using handheld devices in the classrooms, for use by students and teachers. Thus far, the program has received very positive feedback from those who have participated. The only major negative feedback has been that there is not enough time to cover everything they hope to in the program, according to Ginopolis, who is a former schools superintendent.

Of course, Ginopolis notes that many of those who took part in the program during its first phases are the people who "raise their hands" to participate - meaning the eager volunteers - and that the challenge will come in the training and work with those administrators who are less inclined to learn and use this technology. The goal is to have 4,000 administrators from throughout Michigan take part in LEADing the Future by the end of 2004, or 80 percent of Michigan's principals and superintendents.

A $6 million State Challenge Grant for Leadership Development of the Bill and Melinda Gates Foundation is funding LEADing the Future. This money comes out of a $350 million nationwide initiative of the Gates Foundation. As required by the Gates Foundation, various state associations and groups have provided a match to support the development and implementation of LEADing the Future.

In Ginopolis' view, it's critical to start at the top with using technology to develop educational leadership in order to improve schools and create positive outcomes. "If we don't have the leadership on board with using technology," she says, "then we will never see substantial change."

Back to top

THE INSIDE SCOOP ON THE 1:1 EDUCATIONAL COMPUTING DEVICE:
HANDHELDS VS. TABLETS

Editor's Note: In preparing this newsletter, we talked with a lot of handheld computer designers and applications developers. It is clear that there is a lot of activity going on that will show up in schools soon. At this point, the players are not ready to talk on the record about what is coming down the pike. This is an opinion and perspective piece based on our conversations with people in the industry.

There is a big race going on between the developers of tablet and handheld devices to make a computing device in the neighborhood of $500 for schools that will allow many schools to have 1:1 computing. Within the next 24 months, there is a high probability that there will be a 1:1 wireless networked computing device for students that will supply much of the educational content that is needed in schools, beyond the devices and specific, more narrowly defined content that exists now.

This device will have one of three looks:

• a stripped-down laptop that has a core of functionality for students;
• a souped-up handheld with a bigger screen, keyboards, and lots of accompanying applications; or
• a hybrid device that is a combination of what we currently know as laptops and PDAs.

The race is on. Laptop and tablet device manufacturers are moving toward a lower-cost stripped-down utility that will cost between $500 and $600, and the handheld manufacturers are increasing the quality and quantity of applications, expanding the functionality and durability of the handheld devices, and increasing the size of screens and keyboards.

As we researched this issue of SuperTech News, people were willing to talk to us about what is going on, but no one would go on the record on the exact nature of the newest devices. However, a huge amount of development activity is taking place. Based on talking with knowledgeable sources, here is what we know and predict:

• Efforts are greatly expanding to enhance handheld screen size and networkability.
• The big push is for the development of a new set of interactive applications for handhelds to address standards-based teaching and content delivery.
• The first application breakthroughs are in the area of assessment. We are seeing these interactive applications break out on the market now, and even more sophisticated ones are expected to happen within the year.
• There is an evolving set of educational applications that focus on areas such as homework, individualized standards-based instruction, large content delivery, and real-time classroom assessment. The goal: Deliver instruction that is totally individualized by leveraging the portability of handheld devices, the flexibility of computer technology, and standards-based content.

The 1:1 computing race will move fast…so there is a need to keep your eyes open on both devices and software applications.

- Eliot

Back to top

Below is an annotated list of technology-related education conferences (complete with links) that you may wish to attend in the next few months.

Association of Educational Service Agencies: Annual Conference and Exposition
Policy makers, chief executives, and program experts examine dilemmas facing educational service agencies. Financial challenges and the mandates of NCLB are causing ESAs to look beyond their traditional focus and service. Includes workshops and state leaders' meeting.
Dec. 3-6
Marco Island, Fla.
http://www.esc4.net/AESA/index.htm

Florida Educational Technology Conference: FETC 2004
Annual conference draws educational leaders, educational technology coordinators, media specialists, and administrators to focus on technology-integrated curriculum strategies, training, and practices. Sessions, workshops, and hundreds of vendor exhibits provide a look at the latest trends and products available.
Jan. 22-24, 2004
Orlando, Fla.
http://www.fetc.org/

Texas School Administrators' Midwinter Conference
Sessions of this annual gathering address the No Child Left Behind Act, curriculum and instruction, assessment, staff development, technology, human resources, and administration and finance, among other issues.
Jan. 26-28, 2004
Austin, Texas
http://www.tasanet.org/learning_opportunities/conferences/midwinter/2004/midwinter.html

ICE 2004 Conference
Entitled "No Technology Left Behind," the annual conference of administrators, technology staff, teachers, and library and media specialists looks in depth into technology issues, standards, assessment in a standards-based classroom, student achievement, and more. Sponsored by Indiana Computer Educators.
Jan. 29-31, 2004
Indianapolis, Ind.
http://www.ptsc.k12.in.us/ice/

Georgia Educational Technology Conference
Participants have the opportunity to learn and to share innovative technology through exchange with peers who effectively use technology in education. Vendors provide exposure to the latest in hardware, software, and uses of technology.
Feb. 11-13, 2004
Macon, Ga.
http://www.gaetc.org/2004.htm

American Association of School Administrators: 2004 Annual Conference
"A Legacy of Pride, A Future of Responsibility": Annual conference for administrators addresses strategies and ideas for governance and management. Sessions address the redefinition of goals, No Child Left Behind mandates, school reform, achievement and learning, parents and community, the leader's role, and more.
Feb. 19-22, 2004
San Francisco, Calif.
http://www.aasa.org/nce/

National Association of Secondary School Principals Annual Convention
The 88th annual convention explores how principals and school leaders can improve their schools and enhance their leadership. Topics include: state and federal mandates, personalizing student learning, assessing learning for accountability, building supportive relationships, how technology can enhance standards-based instruction.
Feb. 27-March 1, 2004
Orlando, Fla.
http://www.nasspconvention.org/

Ninth Annual K-12 School Networking Conference
"Personalization and Empowerment: No Child Left Behind" is the title of this year's conference for school leaders focusing on the future of the Internet and information technologies in schools. Sponsored by the Consortium for School Networking. Educators, administrators, and education technology professionals participate.
March 2-3, 2004
Arlington, Va.
http://www.k12schoolnetworking.org/index.html

International Technology Education Association: 66th Annual Conference
This annual gathering considers the issues of teaching good decision making in a technological world. Includes: student assessment, professional development, and an examination of standards for technological literacy, and more.
March 18-20, 2004
Albuquerque, N.M.
http://www.iteawww.org/D.html

Back to top

* * *
SUBSCRIBE TO FUTURE ISSUES
If you would like to receive future issues of SuperTECH NEWS, please send us a quick e-mail at eliot@blegroup.com. If you would like us to send the newsletter to any of your colleagues, please let us know or feel free to forward this issue on.

Let us know if the SuperTECH NEWS newsletter is helpful to you and what you would like to read about in future newsletters. Let us know if there are good practices and people we should write about... Call us if you want to know more about the CIO-Time Share Service.

E-MAIL: eliot@blegroup.com
OR CALL: 703.437.0481

BLE GROUP
1039 Sterling Rd., Suit 104
Herndon, VA, 20170
703.437.0482 phone
703.437.0485 fax
THE BLE GROUP www.blegroup.com

SUPERTECH NEWS © 2003 BLE GROUP. All rights Reserved. Do not copy or reproduce without written permission.
NOTE: The BLE Group does not endorse any of the products mentioned in this newsletter.
These were selected to illustrate the types of products currently available.