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Internet-Drafts are working documents 13 of the Internet Engineering Task Force (IETF), its areas, and its working 14 groups. Note that other groups may also distribute working documents as 15 Internet-Drafts. 17 Internet-Drafts are draft documents valid for a maximum of six months. 18 Internet-Drafts may be updated, replaced, or obsoleted by other documents 19 at any time. It is not appropriate to use Internet-Drafts as reference 20 material or to cite them other than as a "working draft" or "work in 21 progress." 23 To learn the current status of any Internet-Draft, please check the 24 1id-abstracts.txt listing contained in the Internet-Drafts Shadow 25 Directories on ds.internic.net, nic.nordu.net, ftp.isi.edu, or 26 munnari.oz.au. 28 This memo provides information for the Internet community. This memo does 29 not specify an Internet standard of any kind. Distribution of this memo is 30 unlimited. 32 Abstract 34 The goal of this FYI RFC, produced by the Internet School Networking (ISN) 35 group in the User Services Area of the Internet Engineering Task Force 36 (IETF), is to act as an introduction to the Internet for faculty, 37 administration, and other school personnel in primary and secondary 38 schools. The intended audience is educators who are recently connected to 39 the Internet, who are accessing the Internet by some means other than a 40 direct connection, or who are just beginning to consider Internet access 41 as a resource for their schools. Although the Internet Engineering Task 42 Force is an international organization and this paper will be valuable to 43 educators in many countries, it is limited in focus to internetworking in 44 the United States. 46 Table of Contents 48 1. Introduction 49 2. Acknowledgments 50 3. Questions About the Internet in an Educational Setting 51 4. Questions About Getting the Internet into the School 52 5. Questions About Finding Materials, People, and Projects on the 53 Internet 54 6. Questions About Classroom Resources, Projects, and Collaboration 55 7. Questions About Security and Ethics 56 8. Suggested Reading 57 9. Resources and Contacts 58 10. References 59 11. Security Considerations 60 12. Authors' Addresses 62 Appendix A: Examples of Educational Projects Using the Internet 63 Appendix B: Ways to Get RFCs 64 Appendix C: Glossary of Terms Used in this Document 66 1. Introduction 68 As more and more schools begin to use technology to achieve educational 69 goals, access to the world-wide network of computer networks known as the 70 Internet is expanding. Help for schools in the form of printed materials, 71 electronic resources, and people is also expanding. The Internet School 72 Networking (ISN) group of the Internet Engineering Task Force (IETF) 73 remains committed to articulating the advantages of Internet connections 74 for schools and providing possible solutions to the challenges school s 75 face in getting connected. The FYI (For Your Information) series, which is 76 a subset of the IETF-produced RFCs (Requests for Comments) is one means to 77 these ends. (See Appendix C, "Glossary of Terms Used in This Document" for 78 further explanation of "FYI" and "RFC".) 80 While the IETF and ISN are international groups, the authors of this 81 document are experienced only in bringing the Internet to schools in the 82 United States. We are aware that culture and the national economy effect 83 how one views the issues surround ing school networking. (To give just one 84 example, in the US school reform is an important reason for schools to get 85 connected to the Internet. Other countries do not have the same agenda to 86 make the teacherUs role more facilitative and less directive, or to change 87 classroom structure in the ways that many in the US would like to see.) 88 So, this document has a decidedly US flavor. However, we feel that the 89 focus will not prevent it from being useful to those in other countries! 91 Some of the questions educators have about the Internet are of a more 92 general nature, and for those we recommend reading FYI 4, "Answers to 93 commonly asked 'New Internet User' Questions". For information on how to 94 get this and other IETF documents of interest to the general Internet 95 user, See Appendix B, "Ways to Get RFCs". 97 Please remember that the Internet is a changing environment. Although we 98 have tried to include only the most stable of network services and 99 contacts, you may still find that something listed is unavailable. The 100 positive side of this constant change is that you will discover much on 101 your own, and some of what you discover will be new since the writing of 102 this document. 104 This is an update of an earlier document (FYI 22/RFC 1578, "Answers to 105 Commonly Asked 'Primary and Secondary School Internet User' Questions"). 106 If future updates are produced, the RFC number will change again, and the 107 FYI number (22) will remain the same. 109 2. Acknowledgments 111 In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen 112 Hoffman, William Manning, April Marine, Michael Newell, and Anthony 113 Rutkowski, all of whom contributed to the first version of this document, 114 we would like to thank Gary Malkin of Xylogics, Inc. for his help in 115 updating the glossary. Special thanks to Jan Wee, K-12 Internet Consultant 116 and Library Media Director at West Salem (Wisconsin) Middle School for 117 permission to cannibalize her list of Favorite Internet Resources for K-12 118 Educators. 120 3. Questions About the Internet in an Educational Setting 122 3.1 What is the Internet? 124 The Internet is a large worldwide network comprised of smaller computer 125 networks, all linked by a common protocol that enables computers of 126 different types to exchange information. The networks are owned by 127 countless commercial, research, governmental, and educational 128 organizations and individuals. The Internet allows the almost 5 million 130 computers [1] and countless users of the system to collaborate easily and 131 quickly through messaging, discussion groups, and conferencing. Users are 132 able to discover and access people and information, distribute 133 information, and experiment with new technologies and services. The 134 Internet has become a major global infrastructure for education, research, 135 professional learning, public service, and business and is currently 136 growing at an astronomical monthly rate. 138 Since the Internet is a network of many different networks, you may 139 already be using one of the networks that offer partial Internet access. 140 Networks like Global SchoolNet, FidoNet, and K12Net are bulletin board and 141 conferencing systems linked via the Internet which provide inexpensive 142 access to some Internet services. If you can use interactive computer 143 access (telnet) and resource-finding tools such as Gopher, as well as 144 electronic mail, you are probably "on" the Internet. If you have questions 145 about the specific service you're currently using, ask its support 146 personnel if you have Internet access. See Section 9, "Resources and 147 Contacts" for information on the Global SchoolNet Foundation, FidoNet, and 148 K12Net. See Section 6, "Questions about Classroom Resources, Projects, and 149 Collaboration" for further discussion of network tools such as telnet and 150 Gopher. 152 While there is no official governing body of the Internet, the Internet 153 Society serves as the international organization for Internet cooperation 154 and coordination. See Section 9, "Resources and Contacts" for Internet 155 Society contact information. 157 For a more complete basic introduction to the Internet, see FYI 20, "What 158 is the Internet?" cited in Section 8, "Suggested Reading". For information 159 on how to retrieve FYI documents produced by the Internet Engineering Task 160 Force, see Appendix B, "Ways to Get RFCs". 162 3.2 What are the benefits of using the Internet in the classroom? 164 The Internet is an exciting classroom resource. It expands the classroom 165 dramatically by delivering information, data, images, and even computer 166 software from places otherwise impossible to reach, and it does this 167 almost instantly. This access to up-to-the-minute information can make a 168 student's education more relevant. Some of these materials are original 169 sources which are too expensive or in other ways difficult for schools to 170 own. Some information is news unfiltered by mass media, requiring students 171 to critically assess its content and value. 173 But the Internet is not strictly a place from which to gather something. 174 It is also a place to communicate, to make contact with people all over 175 the world. The Internet brings into the classroom experts in every content 176 area, new and old friends, and colleagues in education. And it allows 177 students and teachers to leave the classroom by sharing ideas with people 178 far away. The isolation inherent in the teaching profession is well-known 179 among educators. By having access to colleagues in other parts of the 180 world, as well as to those who work outside of classrooms, educators able 181 to reach the Internet are not as isolated. 183 Your site can become a valuable source of information as well. Consider 184 the expertise in your school which could be shared with others around the 185 world. For guidance in finding schools with a presence on the Internet, 186 see Section 9, "Resources and Contacts". 188 Use of the Internet shifts focus away from a teacher-as-expert model and 189 toward one of shared responsibility for learning, making it a vital part 190 of school reform. Many reform efforts attempt to move away from teacher 191 isolation and toward teacher collaboration, away from learning in a 192 school-only context and toward learning in a life context, away from an 193 emphasis on knowing and toward an emphasis on learning, away from a focus 194 on content and toward a focus on concepts [2]. The Internet can play an 195 integral part in helping to achieve these shifts as it lends itself to use 196 as a resource for project-based learning and often what students learn 197 spans curricular areas. Information on the Internet, as in the rest of the 198 world outside the classroom, is not divided into geometry, writing, 199 geography, painting, etc. 201 As a hands-on classroom tool, the use of networks encourages the kind of 202 independence and autonomy that many educators agree is important to the 203 learning process, but network use can also be a motivator for students in 204 and of itself. Additionally, because class, race, ability, and disability 205 are removed as factors in communication while using the Internet, it is a 206 natural tool for addressing the needs of all students; exactly how this is 207 done will vary from district to district as schools empower individual 208 teachers and students. 210 There are a number of resources you can use to convince others of the 211 benefits of the Internet in the classroom. The NASA IITA (US National 212 Aeronautics and Space Administration Information Infrastructure Technology 214 and Applications) K-12 Internet Initiative has produced an 11-minute video 215 describing the benefits to schools in using the Internet. Its title is 216 "Global Quest: The Internet in the Classroom". Several articles appearing 217 in various periodicals make a beautiful case for using the Internet in the 218 classroom. A particularly good one by Al Rogers of Global SchoolNet is 219 called, "Global Literacy in a Gutenberg Culture". Student essays can also 220 give compelling testimony. For information on the Rogers article, see 221 Section 8, "Suggested Reading." The essays can be found on NASA's Quest 222 server listed in Section 9, Resources and Contacts," as can information on 223 the video. 225 3.3 Will using the Internet replace teachers? 227 Just as textbooks, periodicals, videos, guest speakers, and field trips 228 are often used to support a curriculum, the Internet can be used as a tool 229 for teaching and learning. This does not mean that it must be the sole 230 instructional method in a classroom. Teachers will remain responsible for 231 making educated and informed decisions about the best way to use the 232 Internet as a tool, just as they do with other materials used in the 233 classroom. And they can use the Internet to individualize student 234 learning, making a student's classroom experiences more relevant. 236 3.4 Will this technology replace books? 238 There is room in any school for all kinds of materials and resources. 239 Books and other print materials will certainly continue to be important. 240 Internet resources have the advantage of easy searching and cataloguing, 241 making them useful research tools. As mentioned before, they can also be 242 up-to-the-minute and therefor particularly relevant. 244 One factor to consider is that much of the material published on the 245 Internet lacks the authority imputed by an established publishing house or 246 a reputable author, and may therefore be viewed as less reliable than 247 books. For example, an encyclopedia or almanac found in a school library 248 might reasonably be accepted as valid without question, while a source 249 found on the Internet may require a more critical look. However, lack of 250 authority is not always a negative. Reading an account of the fall of the 251 Berlin wall by a student in the local region the day it happened is 252 valuable even if the student is not a reputable author. Moreover, while 253 it's true that with Internet materials it becomes increasingly important 254 to evaluate where they came from, one of the hallmarks of a good education 255 is the ability to assess information critically, whether the source be 256 print, television, or some other media. 258 3.5 How can use of the Internet be integrated into the existing 259 curriculum? 261 This is a key question. In order for the Internet to be used successfully 262 in schools, it must employed as a tool to teach content and to reach 263 educational goals that have already been established. It cannot be seen as 264 an end in itself. 266 Individual teachers will first need to become familiar enough with the 267 Internet to know how to do at least two things: find information on 268 topics they consider important and locate communities with like 269 educational goals. Once they are familiar with how to find content on the 270 Internet, most teachers can decide how to use Internet resources to help 271 their students meet goals. (See Section 6, "Questions About Finding 272 Material on the Internet".) For example, science teachers often teach 273 about hurricanes and other weather phenomena in the normal course of 274 instruction. With Internet access they can use information and satellite 275 data pertaining to the most recent storm to make their points, rather than 276 out-dated examples from a textbook. When teachers become familiar with 277 finding communities on the Internet, they can gain experience in using the 278 Internet from educators who have been using it longer; they can join 279 existing projects, contribute to the evolution of proposed projects, and 280 propose their own projects; and they can ask for and give help to solve 281 problems in the classroom ranging from the content they teach, to 282 addressing students as individuals, to mastering effective discipline. 284 Internet access supports project-based learning. A teacher in an 285 individual classroom can use the data and information available on the 286 Internet as a resource for classroom projects, and there are also a 287 variety of projects which take place over the Internet in more than one 288 classroom at a time. A project may be initiated by any educator with an 289 idea. A popular example of an educator-initiated project is one which 290 requires data to be collected from diverse sites around the world or at 291 least around the country. For example, together students in various 292 locations have tracked butterfly and bird migrations, compared bodies of 293 water, and measured the north-south circumference of the Earth. Various 294 organizations also run projects in which schools can participate. Among 295 the many groups which have invited schools to participate in projects with 296 a focus on a specific topic are the Global SchoolNet Foundation, the 297 International Educational and Research Network (I*EARN), and groups 298 associated with such federal agencies as the Department of Energy, the US 299 Geological Service, and the National Aeronautics and Space Administration. 301 The Internet can also be used for peer review of student materials; as a 302 medium for publishing student newspapers, art exhibits, and science fairs; 303 and in a global email pen-pal program for the discussion of classroom 304 topics. 306 We cannot stress enough that the key factor these Internet uses have in 307 common is that they are supporting classroom curriculum, not defining it. 309 Learning about the Internet and how to use it is an important goal for any 310 school's Internet program, but in the classroom, the message needs to be 311 emphasized over the medium. 313 There are several sources of material for discussing curriculum infusion, 314 including mailing lists, World Wide Web sites, and archives of sample 315 lesson plans. Most of the mail lists, network servers, and organizations 316 in section 9, "Resources and Contacts," address infusion of technology 317 into the curriculum. See also Appendix A, "Examples of Educational 318 Projects Using the Internet". 320 4. Questions About Getting the Internet into the School 322 4.1 How much does it cost to connect to the Internet, and what kind of 323 equipment does my school need to support the Internet connection? 325 The cost of an Internet connection varies tremendously with the location 326 of your site and the kind of connection that is appropriate to your needs. 327 In order to determine the cost to your school, you will need to answer a 328 number of questions. For help in learning what the questions are and 329 getting answers to them, begin asking at local colleges, universities, 330 technology companies, government agencies, community networks (often 331 called "freenets"), local electronic bulletin board systems (BBS), 332 Internet access providers, or technology consultants. 334 To give you an idea of possible equipment needs, here are three sample 335 scenarios, based on possible solutions found in the United States. Keep in 336 mind that these are very general examples and that there are many 337 solutions at each level. See also the answer to Question 4.4. 339 Low-end: You could subscribe to some kind of Internet dial-up service. 340 This may be provided by a vendor at a cost, by a local university gratis, 341 or as a part of a public access service like a community network. You will 342 need a computer which allows terminal emulation, terminal emulation 343 software, a telephone line, and a modem which is compatible with your 344 dial-up service. This kind of connection is appropriate for using email, 345 telnet, and File Transfer Protocol. Additionally, text-based access to the 346 World Wide Web is often available through this kind of connectivity, but 347 graphical user interfaces to Internet tools are not available. At the time 348 of this writing the approximate cost in the United States, not including 349 the PC or the cost of the phone call, is $100 to $800 in set-up charges, 350 plus a monthly fee of approximately $30. 352 Mid-range: You could subscribe to a dial-up service that provides Serial 353 Line Internet Protocol (SLIP) or Point to Point Protocol (PPP), allowing 354 your computer to effectively become a host on the Internet. You will need 355 a computer with SLIP or PPP software, telecommunications applications 356 software (to allow you to use telnet, FTP, and the World Wide Web), a 357 telephone line, and a modem which is compatible with your dial-up service. 359 As with a lower-end connection, email, FTP, and telnet are available with 360 this kind of connection. In addition, graphical user interfaces to 361 Internet resources and applications, including the World Wide Web, are 362 available for use with your SLIP or PPP connection. A high-speed modem 363 (14,400 bps or faster) is necessary to take full advantage of graphical 364 capabilities, however. The approximate cost in the United States at the 365 time of this writing, not including the PC or the cost of the phone call, 366 is $100 to $800 for set-up charges, plus a monthly fee that can range from 367 approximately $30 for lower-speed service from a basic provider to 368 approximately $300 for higher-speed service from a full-service provider. 370 High-end: Your school or department could subscribe to a service that 371 provides a full Internet connection to the school or department's local 372 area network. This allows all the computers on the local area network 373 access to the Internet. You will need a router and a connection to a 374 network access provider's router. Typically the connection is a leased 375 line with a CSU/DSU (Channel Service Unit/Data Service Unit). A leased 376 line is a permanent high-speed telephone connection between two points; 377 this allows you to have a high quality permanent Internet connection at 378 all times. A local area network, which may consist only of the router and 379 a PC, Macintosh, or other computer system, is also needed, and your 380 computer(s) will need some special software: a TCP/IP (Transmission 381 Control Protocol/Internet Protocol) stack, as well as TCP/IP based 382 communications software such as telnet, FTP, and a World Wide Web browser. 383 This type of connectivity is suitable for all forms of Internet use, and 385 allows many users access at a time. At the time of this writing , the 386 approximate cost, not including the computers, is $2,000 to $3,000 for 387 installation plus a monthly fee of at least $300 in the United States. 388 Depending on the line capacity and speed you require, yearly costs can 389 range upwards of US $20,000. 391 In the United States, there are a number of state-wide educational 392 networks, most of them with access to the Internet. To find out if there 393 is a state education network in your area which gives accounts to 394 educators and/or students, contact the Consortium for School Networking 395 (CoSN) or consult the document "Getting US Educators Online" which is 396 listed in Section 8, "Suggested Reading". Two lists of Internet providers 397 available via the World Wide Web can be found in Section 9, "Resources and 398 Contacts" along with the Consortium for School Networking. 400 The global regional Network Information Centers (NICs) such as the RIPE 401 NCC (Reseaux IP Europeens Network Coordination Centre) in Europe can also 402 provide a list of service providers. The APNIC (Asia Pacific Network 403 Information Center) in the Pacific Rim will have a similar list in the 404 near future. These two NICs are listed in Section 9, "Resources and 405 Contacts". 407 You can sometimes locate a person enthusiastic about the idea of using 408 networks in schools and willing to help you who works as an independent 409 consultant, in a local college or university, in a technology company, for 410 a network access provider, at a community network, or in a government 411 agency. 413 There are a number of books about the Internet and how to get connected to 414 it. A few are listed in Section 8, "Suggested Reading", and more are being 415 published every month. Check libraries, bookstores, and booksellers' 416 catalogs. 418 4.2 What are the other costs associated with having Internet access? 420 When budgeting for your school's Internet connection, there are a number 421 of factors to consider that might not seem immediately obvious. Technical 422 support and training will incur additional ongoing costs, even if those 423 costs show up only as someone's time. Equipment will need to be maintained 424 and upgraded as time passes, and even when all teachers have received 425 basic Internet training, they will most likely have questions as they 426 explore and learn more on their own. A general rule for budget planning is 427 this: for every dollar you spend on hardware and software, plan to spend 428 three dollars to support of the technology and those using it. 430 It will be necessary for your school to have some technical expertise 431 on-site. Your network access provider may offer training and support for 432 technical issues, and other groups also offer formal classes and seminars. 433 If your school has designated technical personnel, they will be good 434 candidates for such classes and seminars. If your school does not have 435 designated technical personnel, a teacher or other staff member with a 436 strong interest will need take on the task of becoming the local expert. 437 Students can help local experts maintain equipment and do other tasks, and 438 they get to learn new skills at the same time. 440 Training is an equally significant component to deployment of the Internet 441 in schools. Most teachers learn about the Internet during the time they 442 use to learn about any new teaching tool, which often means they "steal" 443 time at lunch, on week-ends, and before and after school to explore 444 resources and pursue relationships via the Internet. When a school is 445 committed to providing the Internet as an educational resource, the 446 administration will make in-service time available. It will also ensure 447 that someone at the school is sufficiently knowledgeable to field 448 questions and help people as they risk trying new ways of teaching using 449 Internet resources. Again, some students make excellent tutors. 451 Some technical support and a number of training materials can be found by 452 using the Internet itself. You can send questions to people in the know 453 and join discussion lists and newsgroups that discuss and answer questions 454 about support and training. See section 9, "Resources and Contacts," for a 455 preliminary listing of these resources, one of which is the Edtech mail 456 list. Your local community may also have resources that you can tap. These 457 include colleges and universities, businesses, computer clubs and user 458 groups, technology consultants, and government agencies. 460 4.3 How can my school afford access to the Internet? 462 Although school budgets are impossibly tight in most cases, the cost of an 463 Internet connection can be squeezed from the budget when its value becomes 464 apparent. Costs for a low end connection can be reasonable. (See the next 465 question.) The challenge facing those advocating an Internet connection 466 sometimes has less to do with the actual cost than it has with the 467 difficulty of convincing administrators to spend money on an unfamiliar 468 resource. 470 In order to move the Internet connection closer to the top of your 471 school's priority list, consider at least two possibilities. First, your 472 school may be in the process of reform, as are many schools. As mentioned 473 earlier, use of the Internet supports reform efforts, so framing Internet 474 access as a component to systemic reform may convince some people of its 475 value. Second, to demonstrate the value of a connection, an actual 476 Internet demonstration can be more useful than words. While this may sound 477 like a chicken-and-egg situation (I have to have Internet access to get 478 Internet access), some organizations will provide guest accounts on an 479 Internet-connected computer for people in schools who are trying to 480 convince others of the value of an Internet connection. 482 Contact local colleges, universities, technology companies, service 483 providers, community networks, and government agencies for both guest 484 accounts and funding ideas. For alternatives to your own school's budget 485 or for supplements to it, look for funding in federal, state, and district 486 budgets as well as from private grants. Work with equipment vendors to 487 provide the hardware needed at low or no cost to your school, and consider 488 forming a School/Community Technology Committee, or a joint School 489 District/School/Community Technology Committee. Also investigate the 490 possibility of a back-door connection to a local college or university. 491 Service providers often allow schools to connect to higher education sites 492 at a lower cost. 494 A number of sites on the Internet provide more information about grants 495 and organizations that offer them. Two in particular that you may find 496 useful are Grants Web, for grant information of all kinds, and the 497 Foundation Center, for information on private and nonprofit organizations. 498 For information on where to find these sites on the Internet, see Section 499 9, "Resources and Contacts". 501 4.4 What are some ways to cut costs? 503 It is possible to create a local, store-and-forward network using various 504 implementations of the Unix to Unix Copy (UUCP) software suite, available 505 as public domain (free) or shareware (small fee which is often optional) 506 software, which can run on many different platforms including Amiga, IBM, 507 and Macintosh. The connections are via dial-up phone lines using local 508 phone numbers. Usenet News and email (both described in Section 6) are 509 "stored" on a computer until the time appointed for that computer to 510 contact the next one along the path to the final destination, at which 511 time it is "forwarded" along its way. Most computers are set up to 512 process outgoing requests at least every 30 minutes. With this type of 513 system you will have access to as many Usenet News groups as your site 514 agrees to carry, as well as email, which includes access to mailing lists 515 such as those listed in Section 9, "Resources and Contacts". Many file 516 servers also offer file transfer and other services via email. 518 There are a couple of advantages to such a system. First, it is much more 519 affordable since such networks provide more efficient use of telephone 520 lines, making a connection only while data is actually being transferred. 522 Second, it allows for filtering, which gives a school some control over 523 what kind of information is available to its students. (See Section 7, 524 "Questions About Security and Ethics" for further discussion on school 525 control of information available to students.) 527 The disadvantage to this type of Internet access is that you will be 528 limited regarding the range of Internet applications you can use. Many 529 utilities, including the World Wide Web and other network tools described 530 in Section 6, "Questions about Classroom Resources, Projects, and 531 Collaboration", are not operable over a UUCP connection. 533 Global SchoolNet, FidoNet, and K12Net are store-and-forward systems. 534 FidoNet, for example, is a network of amateurs and hobbyists which 535 operates on personal computers and is publicly accessible by anyone with a 536 microcomputer and a modem. Contact information for all three organizations 537 can be found in Section 9, "Resources and Contacts". 539 4.5 What organizational structure needs to be in place in order for my 540 school to have Internet access? 542 Schools and school districts have devised structures that vary widely, 543 depending on a school's particular requirements. In many schools, the 544 librarians/media specialists guide the development of the network and 545 policies on its use and serve as the top of the structure within the 546 school. In other schools, an interested teacher becomes the driving force 547 behind getting the Internet into the school, and may be the most 548 appropriate person to see the project through. The school administration, 549 if not the guiding force, needs to be behind the plan to bring the 550 Internet into the school. And all other parties who might have a stake in 551 the development should be brought in as early as possible. These might 552 include area businesses, community leaders, teachers with Internet access 553 at home, anyone in the school who finds the idea of bringing the Internet 555 into the school appealing, the librarian or media specialist whether or 556 not that person is knowledgeable about the Internet, and parents. In 557 short, any organizational structure will do as long as it is clear and 558 simple and includes the people who might have a stake in the process of 559 bringing the Internet into the school. 561 One way to ensure that an organizational structure develops and that the 562 right people become involved is to invite a wide variety of people to 563 create a technology plan for the school. The by-product of technology 564 planning can be the development of an organizational structure, but of 565 course the planning is useful in itself to help your school define and 566 meet goals for Internet and other technology use. The National Center for 567 Technology Planning hosts a collection of technology plans and planning 568 aids for people who need help, new ideas, or solutions as they tackle 569 technology planning in their schools or districts. Information on the 570 National Center for Technology Planning can be found in Section 9, 571 "Resources and Contacts." 573 4.6 How many of our computers should have Internet access and where in the 574 school should they be located? 576 You should make Internet access possible for as many of your school's 577 computers as possible. Ideally, you have computers located throughout the 578 school -- in classrooms, the library, and laboratories -- and they are all 579 connected together with printers and other peripherals in one or more 580 Local Area Networks (LANs). In that case, you acquire one dedicated 581 Internet connection of 56 Kbs (Kilobits per second) or higher to serve the 582 whole school. 584 If your budget and existing computer equipment are both limited, you can 585 use a dial-up service and a modem to access the Internet, but in most 586 cases that will only be viable for one computer at a time. As use of the 587 Internet catches on in your school, it will eventually be more effective 588 for you to create the LAN with Internet access mentioned above than to 589 keep adding modems in classrooms. 591 If you must choose between Internet access in one lab in the school or 592 Internet access for a the same number of computers throughout the school, 593 your best bet for getting teachers to use the access is to make it 594 available where they can most easily take advantage of it; this usually 595 means that you make access available throughout the school. Although a 596 computer lab is an easier maintenance set-up for the person in charge of 597 keeping the equipment running and allows each individual (or pair) in an 598 entire class to be using a computer at the same time, a computer located 599 in the classroom is more convenient for both the teacher and the class. 600 Internet resources can be more easily integrated into a classroom lesson, 601 and the emphasis remains on using the Internet as an instructional tool. 602 Since only one or two computers can usually be placed in each classroom, 603 teachers will learn to allocate computer time creatively. And if you are 604 only able to provide a few computers throughout the school, make sure that 605 at least one of them is in the library where all students will have the 606 chance to be exposed to the Internet as a resource. 608 Networking all computers campus-wide can be expensive. You may want to 609 investigate initially giving one lab, the library, and a few classrooms 610 dial-up access, assuming phone lines are available. Even a connection to 611 only one classroom as a demonstration may help you to garner more support 612 for creating a campus-wide local area network that is routed to the 613 Internet through a dedicated line. Or you may want to consider the other 614 options discussed in question 4.4 above. 616 4.7 Can people get on the Internet from home? 618 This depends on your network access provider. It is certainly a 619 possibility and is definitely desirable for the educators at your school. 621 Many teachers like to be able to learn at home as well as on school 622 grounds, and having the ability to explore when they have the time is 623 invaluable. One school district we know of made low-interest loans 624 available to teachers so that they could buy home computers. When the 625 technology was later made available in their classrooms, they already had 626 some experience and were comfortable beginning to use it in day-to-day 627 instruction. 629 The question of whether or not to make the option to dial in from home 630 available to students is more difficult. On one hand, a school may not be 631 able to escape the idea that it is responsible for how students use the 632 Internet access it provides, even though the school has no control over 633 the home environment. On the other hand, particularly in high school, much 634 schoolwork is done at home. Since most classrooms don't have enough 635 computers for all students to access the Internet at once, it is even more 636 likely that work will not be completed during class time. Having Internet 637 access from home becomes more important. 639 Discussion of whether or not you want to make this option available to 640 students -- even if it is possible technically -- should involve as many 641 school partners as possible, including faculty, administration, parents, 642 and other community members. It might take place in a public forum such as 643 a school/community meeting. 645 5. Questions About Finding Materials, People, and Projects on the 646 Internet 648 The way to find people, information, software, and anything else on the 649 Internet is generally to use either printed or electronic guides and 650 Internet tools. In this section we will concentrate on the tools. (See 651 Section 6, "Questions about Classroom Resources, Projects, and 652 Collaboration," for information on guides.) We answer more questions about 653 the World Wide Web than about other online tools for three reasons. 654 First, the World Wide Web is the Internet tool coming into most prominence 655 at the time of this writing. Second, many (if not all) of the other tools 656 are included seamlessly in the Web; that is, they're there, but you may or 657 may not realize you're using them. Third, making your way around the 658 Internet using the World Wide Web is very easy; it is no longer the case 659 that for people not interested in computers the Internet is more trouble 660 than it's worth! 662 5.1 What is the World Wide Web? 664 The World Wide Web (WWW) is a project initiated and driven by CERN, the 665 European Laboratory for Particle Physics located in Geneva, Switzerland. 666 When exploring the World Wide Web, users navigate through documents by 667 selecting highlighted text, called pointers or anchors, that lead to 668 another document or location. This navigation results in a 669 three-dimensional exploration of documents, instead of a flat text 670 document. The World Wide Web incorporates different media into its 671 documents, including text, sound, graphics, and moving images. 673 The World Wide Web presents either a graphical or a text interface to 674 numerous Internet resources. Not only can users access documents 675 specifically designed for the Web, they can also view documents on Gopher 676 servers; use FTP to download files; and launch a telnet session. Some 677 World Wide Web clients also allow for the use of email and Usenet news. 678 This is a very easy-to-use, non-threatening way to approach the Internet, 679 and does not require in-depth technical knowledge. (See Question 5.5 for 680 a discussion of these other tools.) 682 5.2 How do I connect to the World Wide Web? 684 To access the Web, the user runs a client on a local computer which 685 accesses a WWW server running on another computer. In WWW terms, the 686 client is called a browser. The browser retrieves and reads documents from 687 WWW servers. Information providers establish WWW servers for use by 688 network users, and when you become proficient at using the Internet, you 689 may want to become exactly that kind of information provider. 691 Most Web browsers share common features. One feature is the hotlist, or 692 bookmark, feature. This allows you to mark your favorite sites. Your 693 browser will store these sites and their addresses and allow you to 694 revisit them later by simply selecting the name of a site from a menu. 695 Another feature common to most browsers allows you to save the current 696 file to your local disk. Some browsers keep a tally of the sites you've 697 visited recently and allow you to revisit them without typing in the 698 location again. Every browser is different, so it pays to explore your own 699 client software and learn its features through practice. Most people, even 700 those with little computer experience, find that it's easy to learn to use 701 a browser just by exploring on their own. 703 Each document contained on Web servers across the Internet has a unique 704 address. This is called a URL, a uniform resource locator. Browsers 705 negotiate URLs just like mail software negotiates email addresses. Users 706 can type in the URL for the browser to access. URLs are also embedded in a 707 Web document's text, providing a seamless link to another location or 708 document. 710 5.3 How is the World Wide Web linked? 712 The World Wide Web functions as a distributed hypermedia system. The 713 purpose of this system is to allow the exchange of information across the 714 Internet in the form of hypertext documents. Hypertext is text with 715 pointers to other text, allowing the user to branch off to another 716 document for more information on a given topic, and then return to the 717 same location in the original document with ease. Pointers in a Web 718 document are analogous to HyperCard stacks or Microsoft help files in 719 which you click on an option (a pointer or a link) and the program moves 720 you to another document, or location. 722 Documents published on the World Wide Web are constructed in HTML, 723 hypertext markup language. This is a very simple language that allows for 724 formatting of text, insertion of images and sound, and creation of anchors 725 in a document. Tutorials on creating Web services are available at the 726 NCSA Mosaic Home Page, the automatic starting place for Web exploration 727 when using the Mosaic client. There are also pointers to Web page creation 728 resources in Section 9, "Resources and Contacts". 730 5.4 Where do I get a World Wide Web browser? 732 The two most common graphical World Wide Web browsers at the time of this 733 writing are Netscape and Mosaic. Netscape is a commercial product, but is 734 currently free for educational use. Mosaic is free. Both of these 735 packages are available for Macintosh, PC, and UNIX platforms through the 736 Internet. See Section 9, "Resources and Contacts," for details. 738 For those users with lower-speed connections who cannot accommodate full 739 graphical browsers, there is a text-based browser available for UNIX 740 systems called Lynx. One public-access Lynx client is accessible through 741 telnet at the server of the World Wide Web Consortium, which is listed in 742 Section 9, "Resources and Contacts". 744 5.5 What are the other tools on the Internet? 746 There are a number of other tools to help you get around on the Internet. 748 We will briefly describe the most common ones. For more information, see 749 the "EFF's (Extended) Guide to the Internet" by the Electronic Frontier 750 Foundation, and "The Whole Internet User's Guide and Catalog" by Ed Krol, 751 both of which are listed in Section 8, "Suggested Reading" in addition to 752 the Glossary entries mentioned for each tool. 754 Email: Email is probably the most basic tool on the Internet. It is short 755 for electronic mail and may be used in a couple of ways. You can send 756 email back and forth with just one person, or you can participate with a 757 group of people who discuss topics of common interest. These groups are 758 called mail lists. You join and leave the lists by sending email to one 759 address, and you post messages to all the people on the list by sending 760 email to a slightly different address. Sometimes a human does the list 761 registration and sometimes a software program does it. For more 762 information, see the entries for "email" and "mailing lists" in the 763 Glossary. A list of mail lists related to primary and secondary education 764 can be found in Section 9, "Resources and Contacts". 766 Network News: Also known as Usenet News or Net News. Reading news is 767 similar to joining an email list, but instead of the messages coming to 768 your mailbox, you use news reader software to read messages on a computer 769 where they are accumulated. For more information, see the entry for 770 "Usenet News" in the Glossary. 772 FTP: FTP stands for File Transfer Protocol, and just as the name implies, 773 it allows you to transfer files from one computer to another. It is the 774 name for both the protocol and the program. A special kind of FTP, 775 Anonymous FTP, allows you to access the many public archives on the 776 Internet. FTP is not used by itself as much as it used to be, since people 777 often use the World Wide Web browsers and Gopher clients which incorporate 778 FTP when they want to retrieve files. For more information, see the 779 entries for "Anonymous FTP" and "FTP" in the Glossary. 781 Telnet: Telnet allows you to log into a computer somewhere else on the 782 Internet and use the services there. For example, if you don't have a 783 Gopher client or a World Wide Web browser, there are some public access 784 sites that you can telnet to in order to use a Gopher client or a 785 text-based WWW browser. 787 Gopher: Gopher is a tool that lets you browse for information on the 788 Internet using menus. If you know what you're looking for and have an idea 789 about where to find it, Gopher can make your search easier. And when you 790 have located something of interest, whether it's a document, a data set, 791 or a picture, Gopher will retrieve it for you. For more information, see 792 the entry for "Gopher" in the Glossary. 794 Search Tools: Archie is a tool for searching FTP sites; Veronica (Very 795 Easy Rodent-Oriented Network Index to Computerized Archives, which works 796 the same way Archie does) is a tool for searching Gopherspace; WAIS (Wide 797 Area Information Service, pronounced "wayz") is a tool for searching 798 indexed databases, whether the databases are full of numbers, text, or 799 graphics files; and Yahoo, Lycos, and WebCrawler are some of the many 800 search tools available on and for the World Wide Web. For more 801 information, see the entries for "Archie," "Gopher," "WAIS," "WWW," and 802 "Veronica in the Glossary. 804 6. Questions about Classroom Resources, Projects, and Collaboration 806 6.1 How can I find specific projects using the Internet that are already 807 developed? 809 When you have learned to use some of the Internet tools discussed in 810 Section 5, "Questions About Finding Materials, People, and Projects on the 811 Internet," particularly the search tools, you will be able to answer that 812 question fully for yourself. In the mean time, since there are a several 813 resources on the Internet that are directed specifically at the primary 814 and secondary school communities, here are some ideas to get you started. 816 The Global SchoolNet Foundation's World Wide Web site contains a wealth of 817 valuable information and materials, including help setting up projects by 818 learning what has worked best based on others's experience. The GSN site 819 also contains a landmark registry of projects in which schools can 820 participate. Andy Carvin's EdWeb is an excellent source of K-12 821 information; the Consortium for School Networking maintains a gopher 822 server; and NASA's Spacelink and Quest are directed at primary and 823 secondary school educators, and both house lesson plans and Internet-based 824 curriculum units. NYSERNet's Empire Internet Schoolhouse is an extension 825 of its Bridging the Gap program. Gleason Sackman of North Dakota's SENDIT 826 network for K-12 educators maintains an active list of K-12 schools on the 827 Internet. BBN's National School Network Testbed provides links to numerous 828 schools and projects. Also visit the Internet School Networking home page, 829 listed in Section 9, "Resources and Contacts," for a collection of 830 documents and case studies on projects. For access to these and others, 831 see Section 9, "Resources and Contacts". A number of Web sites also 832 provide favorite "bookmarks," or lists of sites for educators. We will not 833 include these in Section 9, but you will quickly find them if you begin at 834 any of the entry points listed here. 836 Many people on electronic mailing lists such as Ednet, Kidsphere, and the 837 Consortium for School Networking Discussion List (cosndisc) post their 838 projects and ask for partners and collaborators. The K12 hierarchy of 839 Usenet News has several groups where educators post these invitations as 840 well. For subscription to these and other electronic lists and for names 841 of news groups, see Section 9, "Resources and Contacts". 843 There are also a number of conferences you may want to look in to. The 844 National Education Computing Conference (NECC) and Tel-Ed, both held 845 annually, are conferences sponsored by the International Society for 846 Technology in Education (ISTE). The INET conference is the annual 847 conference for the Internet Society. See Section 9, "Resources and 848 Contacts", for contact information for these organizations. 850 6.2 What are some examples of how the Internet is being used in classrooms 851 now? 853 Projects which use the Internet sometimes request sites from all over the 854 world to contribute data from the local area then compile that data for 855 use by all. Weather patterns, pollutants in water or air, and Monarch 856 butterfly migration are some of the data that has been collected over the 857 Internet. In Appendix A you will find several examples collected from 858 various online servers and electronic mailing lists pertaining to 859 education, each from a different content area and representing different 860 ways of using the Internet. Some of the projects require only that you be 861 able to use email, some require that you have access to the most advanced 862 Internet tools, and some offer varying levels of participation. 864 There are a number of specific projects you may find interesting. KIDS, 865 managed by the non-profit KIDLINK Society, is one. It includes discussion 866 lists and services, some of them only for people who are ten through 867 fifteen years old. Another place to look is Academy One of the National 868 Public Telecomputing Network (NPTN), which usually has a number of 869 projects running at a time. The International Education and Research 870 Network (I*EARN), a project of the non-profit Copen Family Fund, 871 facilitates telecommunications in schools around the world. Chatback 872 Trust, initiated to provide email for schools in the United Kingdom and 873 around the world with students who have mental or physical difficulty with 874 communicating, and Chatback International, directed at any school on the 875 Internet, maintain a network server that you may want to investigate. The 876 European Schools Project involves approximately 200 schools in 20 877 countries and has as its goal building a support system for secondary 878 school educators. The Online Interactive Projects on NASA's Quest server 879 and the JASON Project are electronic field trips designed especially to 880 provide classroom contact with real science and scientists. For contact 881 information on these groups and server access, refer to Section 9, 882 "Resources and Contacts". 884 6.3 Are there any guides to using the Internet in schools that list all 885 these resources in one place? 887 Printed guides to using the Internet in education are appearing along with 888 the new books on the Internet, and we would expect to see more in the near 889 future. The problem with paper resource guides is that the Internet is a 890 changing environment, so they can become outdated quickly. Most (like 891 this document) try to list only the most stable resource sites, and even 892 if not everything you try is available, these guides can be particularly 893 helpful if you are new to the Internet. Try the books entitled "Education 894 on the Internet," "Teaching with the Internet: Putting Teachers Before 895 Technology," and "Brave New Schools" listed in Section 8, "Suggested 896 Reading" for a sampling of those available at the time of this writing, 897 and check bookstores, libraries, and booksellers's catalogs for the others. 899 One answer to the problem of printed Internet guides is the newsletter. 900 Two newsletters we know are both of good quality. They are specifically 901 for primary and secondary school educators interested in networking and 902 contain information on new services on the Internet that are of interest 903 to educators, projects for collaboration, conferences, new books and 904 publications, essays, and practical tutorials on using network tools and 905 services. NetTeach News is published ten times a year and is available 906 both hardcopy and via email. Classroom Connect is published nine times a 907 year. Information on subscribing and related online services for both 908 newsletters can be found in Section 9, "Resources and Contacts". 910 Network servers which act as guides to the Internet for educators are, 911 among others, BBN's Copernicus server, the Global SchoolNet server, NASA's 912 Quest server, the University of Illinois College of Education's Learning 913 Resource Server, and Web66. All are listed in Section 9, "Resources and 914 Contacts". 916 6.4 How can I add my own contributions to the Internet? 918 In addition to sharing your knowledge and expertise on the electronic mail 919 lists and news groups mentioned, as you gain experience you may find you 920 have the knowledge and inclination to put up an electronic server at your 921 own site. Many K-12 schools are maintaining World Wide Web servers to 922 publish student projects and information about their schools. Gleason 923 Sackman's Hot List of K-12 Internet School Sites and Web66 offer a 924 comprehensive listing of these schools and provides links to their home 925 pages. These pages may give you ideas about ways your school can use the 926 World Wide Web to contribute to the K-12 Internet community. There are 927 also a number of sites which give instruction in how to publish on the 928 World Wide Web and how to maintain Web sites, including Web66, the 929 National Center for Supercomputing Applications (NCSA), and the Geometry 930 Forum. For the Internet locations these resources, see Section 9, 931 "Resources and Contacts". 933 7. Questions about Security and Ethics 935 7.1 I've heard that there is a lot of objectionable material on the 936 Internet. How do we deal with that problem? 938 Because sensational media accounts tend to downplay the educational uses 939 of the Internet in favor of the more controversial material available, 940 this will almost certainly be an issue raised when you discuss getting an 941 Internet connection in your school. Concerned educators should learn more 942 about this issue and formulate a strategy for resolving problems before 943 they arise. One important point to realize early is that students do not 944 accidentally bump into objectionable material in the course of most 945 educational explorations. Although we are not suggesting that one couldn't 946 possibly run across objectionable material without trying, most people 947 find this material only because they're looking for it. 949 If your school has a direct Internet connection, and often even if it 950 doesn't, it is not possible to use a technical solution to prevent 951 students from accessing objectionable material. Everyone on the network, 952 including students, is able to download files from public electronic 953 repositories, some of which contain materials that just about anyone would 954 consider objectionable for school-age children. 956 Several commercial software products are available which do attempt to 957 address this problem. They block access to sites which are known to 958 contain materials many people would object to, look for text in email 959 messages, or do both. Some can be configured in the home or school and 960 some block a pre-configured collection of sites which is maintained and 961 configured by the company. None of them has been proven to be wholly 962 successful in addressing the problem of student access to controversial 963 material yet. 965 The store-and-forward scenario described in Question 4.4 is one solution 966 to filtering the information to which students have access, but if 967 students are allowed to use email then it is possible for someone to send 969 them objectionable material. It is also possible to control the times and 970 opportunities that students have to access the Internet and only allow 971 access under supervision. Some success has been achieved through the use 972 of proxy servers. Teachers can point their World Wide Web browsers to a 973 proxy server, through which access to objectionable sites is forbidden. 975 These are less desirable options than teaching the ethics of Internet 976 access as a matter of course, but may be used in combination with other 977 methods to ensure the integrity of the school, its students, and its 978 educators. 980 At the time of this writing the most important and effective action 981 schools can take is to develop clear policies to guide students' use of 982 the Internet and establish rules -- and consequences for breaking them -- 983 that govern behavior on the Internet. These policies, called Acceptable 984 Use Policies, work best when they are in line with rules governing other 985 behavior at school. Additionally, schools should integrate issues around 986 technology and ethics into the curriculum [3]. 988 Schools need to exercise reasonable oversight while realizing that it is 989 almost impossible to absolutely guarantee that students will not be able 990 to access objectionable material. It may be wise to make this clear to 991 parents and students before a student is given access to the Internet. To 992 limit a school's liability, some systems have found it necessary to obtain 993 signed releases from students and parents stipulating that they have read 994 the Acceptable Use Policy (AUP) and that the student agrees to abide by 995 it. 997 There are resources for further exploration of the issue of students and 998 objectionable material available on the Internet. The National Center for 999 Missing and Exploited Children has produced a sensible and practical 1000 brochure entitled, "Child Safety on the Information Highway," written by 1001 Los Angeles Times columnist Lawrence J. Magid. It is available both online 1002 and hardcopy. Another good document is "Internet Parental Control 1003 Frequently Asked Questions," which describes the tools available at the 1004 time of this writing to help with issues of children using the Internet, 1005 from guidance by parents to government restrictions to rating and 1006 filtering systems. It is produced by the Voters Telecommunications Watch 1007 and is available on the Internet. There is also at least one mailing list 1008 which you may want to join, called CACI, Children Accessing Controversial 1009 Information. Information on all of these, can be found in Section 8, 1010 "Suggested Reading" and Section 9, "Resources and Contacts." 1012 7.2 How do we keep our own and other people's computers safe from student 1013 "hackers"? 1015 In the language of computer folks, a "hacker" is someone who is excellent 1016 at understanding and manipulating computer systems. A "cracker" is someone 1017 who maliciously and/or illegally enters or attempts to enter someone 1018 else's computer system. 1020 Computer security is unquestionably important, both in maintaining the 1021 security of the school's computers and in ensuring the proper behavior of 1022 the school's students (and others who use the network). In this area, not 1023 only school policy, but also state and national laws may apply. One source 1024 of information which you can read to help you sort through security issues 1025 is the Site Security Handbook (FYI 8), which suggests to site computer 1026 administrators, Network Information Centers, Network Operation Centers, 1027 and others how to set up security policies and gives pointers to further 1028 information. The full reference for this document can be found in Section 1029 8, "Suggested Reading". 1031 Your school's AUP (see question 5.4) should specify the consequences for 1032 such activity, and it may also be prudent to require a signed release from 1033 each student stating that he understands these consequences and possible 1034 legal implications of intentional exploitation of computer networks. 1036 7.3 How do we keep viruses from attacking all our computers if we get 1037 connected to the Internet? 1039 If you use the Internet to exchange data (such as text or pictures), virus 1040 infection is generally not a problem. The real concern is when you 1041 download software programs and run them on your own computer. Any program 1042 you download over the network and run could have a virus. For that matter, 1043 any program, whether on tape or a disk, even commercial software still in 1044 its original packaging, might possibly have a virus. For this reason, all 1045 computers should have virus protection software running on them. 1047 Virus checking software is available free over the Internet via Anonymous 1048 FTP from the Computer Emergency Response Team (CERT), which is run by the 1049 US National Institute for Standards and Technology (NIST). Your hardware 1050 or software vendor, your network access provider, your technical support 1052 resources, or your colleagues on network mailing lists should be able to 1053 provide more specific information applicable to your site. Information on 1054 how to locate CERT can be found in Section 9, "Resources and Contacts." 1056 To help reduce the risk of downloading a virus with your program, try to 1057 use trusted sources. Ask someone you know or send the question to a 1058 mailing list or news group to find the most reliable sites for software 1059 access. 1061 7.4 What are the rules for using the Internet? 1063 When your Internet connection is established, your access provider should 1064 acquaint you with their Acceptable Use Policy. This policy explains the 1065 acceptable and non-acceptable uses for your connection. For example, it is 1066 in all cases unacceptable to use the network for illegal purposes. It may, 1067 in some cases, be unacceptable to use the network for commercial purposes. 1068 If such a policy is not mentioned, ask for it. All users are expected to 1069 know what the acceptable and unacceptable uses of their network are. 1071 Remember that it is essential to establish a school-wide policy in 1072 addition to the provider's . A school's AUP is usually more restrictive 1073 and specific than the one used by the service provider. A repository of 1074 sample AUPs can be found on the Armadillo Web server, listed in section 9, 1075 "Resources and Contacts." As mentioned earlier, some school systems have 1076 found it worthwhile to make Internet access contingent upon a student's 1077 signed agreement to abide by the school's AUP. 1079 Beyond your service provider's AUP and any you create for your school, 1080 there are no overreaching rules for Internet use. There are, however, 1081 community standards and conventions that should be observed. You can 1082 review some generally agreed-upon guidelines at Arlene Rinaldi's etiquette 1083 page and by reading FYI 28 (RFC 1855), "Netiquette Guidelines". See 1084 Section 9, "Resources and Contacts," for the location of the etiquette 1085 page and Appendix B, "Ways to Get RFCs" for instructions on obtaining FYI 1086 28. 1088 8. Suggested Reading 1090 Those items marked with an asterisk (*) are available free online. For 1091 information on retrieving RFCs and FYIs, see Appendix B, "Ways to Get 1092 RFCs". 1094 * Conrad, Linda B. "Getting US Educators Online" 1095 http://quest.arc.nasa.gov/online/table.html (State-by-state 1096 compilation of Internet service offerings especially for teachers.) 1098 Cummins, J. and D. Sayers. Brave New Schools: Challenging Cultural 1099 Illiteracy Through Global Learning Networks. New York: St. Martin's 1100 Press, 1995. 1102 Ellsworth, J. H. Education on the Internet: A Hands-on Book of Ideas, 1103 Resources, Projects, and Advice. Indianapolis, Indiana: Sams 1104 Publishing, 1994. 1106 * Electronic Frontier Foundation. EFF's (Extended) Guide to the Internet. 1108 http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff 1109 and from the EFF online archives at ftp.eff.org, gopher.eff.org, AOL 1110 keyword EFF, CIS EFFSIG forum. 1112 * FYI 4 "FYI on Questions and Answers: Answers to Commonly asked `New 1113 Internet User' Questions", Malkin, G.S. and A. Marine. (fyi4.txt or 1114 rfc1594.txt) 1116 * FYI 5 "Choosing a Name for Your Computer", Libes, D. (fyi5.txt or 1117 rfc1178.txt) 1119 * FYI 8 "Site Security Handbook", Holbrook, J.P. and J.K. Reynolds. 1120 (fyi8.txt or rfc1244.txt) 1122 * FYI 18 "Internet Users' Glossary", LaQuey Parker, T. and G. Malkin. 1123 (fyi18.txt or rfc1392.txt) 1125 * FYI 20, "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt or 1126 rfc1462.txt) 1128 * FYI 28, "Netiquette Guidelines," Hambridge, S.(fyi28.txt or 1129 rf1855.txt) 1131 Giagnocavo, G., et. al. Educator's Internet Companion (with diskette 1132 and video). Lancaster, Pennsylvania: Wentworth Worldwide Media, 1995. 1134 Harris, J. Way of the Ferret: Finding and Using Educational Resources on 1135 the Internet. Eugene, Oregon: International Society for Technology in 1136 Education, 1995. 1138 Krol, E. The Whole Internet User's Guide & Catalog, Second Edition. 1139 Sebastopol, CA: O'Reilly & Associates, Inc., 1994. 1141 * National Center for Missing and Exploited Children 1142 http://www.missingkids.org/information_superhighway.html (Online 1143 brochure "Child Safety on the Information Highway") 1144 Also available from 1145 National Center for Missing and Exploited Children 1146 2101 Wilson Boulevard 1147 Suite 550 1148 Arlington, VA 22201-3052 1149 1-800-THE-LOST (1-800-843-5678) 1151 Protheroe, N. and E. Wilson. The Internet Handbook for School Users. 1152 Arlington, Virginia: Educational Research Service, 1994. 1154 * RFC 1480 "The US Domain", Cooper, A. and J. Postel. June 1993. 1155 (rfc1480.txt) 1156 [This document will also be useful to people not in the United States. 1157 See the sites listed under the FYI documents for the location nearest you 1158 from which to download the file.] 1160 * Rinaldi, Arlene. "The Net: User Guidelines and Netiquette" 1161 http://rs6000.adm.fau.edu/rinaldi/netiquette.html 1163 * Rogers, Al. "Global Literacy in a Gutenberg Culture," 1164 http://gsn.org/gsn/article.gutenberg.html 1166 * Safdar, Shabbir J. "Internet Parental Control Frequently Asked 1167 Questions," Voters Telecommunications Watch, 1995. 1168 http://www.vtw.org/pubs/ipcfaq, or email vtw@vtw.org and in the 1169 subject line type "send ipcfaq" without the quotes 1171 Steen, D.R., M.R. Roddy, D. Sheffield, and M.B. Stout. Teaching with 1172 the Internet: Putting Teachers Before Technology. Bellevue, 1173 Washington: Resolution Business Press, Inc., 1995. 1175 9. Resources and Contacts 1177 ------------ 1178 CONFERENCES: 1179 ------------ 1181 A list of other conferences, primarily in the United States, can be found 1182 at http://www.classroom.net/classroom/conf.htm 1184 NECC and Tel-Ed 1185 International Society for Technology in Education 1186 1787 Agate Street 1187 Eugene, Oregon 97403-1923 1188 USA 1189 phone: 503-346-4414 or 1-800-336-5191 1190 fax: 503-346-5890 1191 email: iste@oregon.uoregon.edu 1192 (Compuserve: 70014,2117) 1193 (AppleLink: ISTE) 1195 See Also "Network Servers" in this section. 1197 INET 1198 Internet Society 1199 1895 Preston White Drive 1200 Suite 100 1201 Reston, Virginia 22091 1202 USA 1203 Phone: 703-648-9888 1204 Fax: 703-620-0913 1205 Email: isoc@isoc.org 1207 ---------------------- 1208 ELECTRONIC MAIL LISTS: 1209 ---------------------- 1211 A list of electronic mail lists which you can search by category can be 1212 found via the World Wide Web at http://tile.net/listserv/ and another list 1213 can be found at http://k12.cnidr.org:90/lists.html. Both of these lists 1214 are for mail lists handled by listserv software. (See the entries for 1215 "Mailing List" and "Listserv" in Appendix C: Glossary.) 1217 Classroom Connect mailing list 1218 To subscribe, send a message to... 1219 crc-request@wentworth.com 1220 Leave the Subject field blank and in the first line of the body 1221 of the message enter... 1222 subscribe 1224 CACI (Children Accessing Controversial Information) 1225 To subscribe, send a message to... 1226 caci-request@cygnus.com 1227 Leave the Subject field blank, and in the first line of the body 1228 of the message enter... 1229 subscribe 1231 Cosndisc (Consortium for School Networking Discussion List) 1232 To subscribe, send a message to... 1233 listproc@list.cren.net 1235 Leave the Subject field blank, and in the first line of the body 1236 of the message enter... 1237 subscribe cosndisc YourFirstName YourLastName 1239 To post, send a message to... 1240 cosndisc@list.cren.net 1242 Ednet 1243 To subscribe, send a message to... 1244 listproc@lists.umass.edu 1246 Leave the Subject field blank, and in the first line of the body 1247 of the message enter... 1248 subscribe ednet YourFirstName YourLastName 1250 To post, send a message to... 1251 ednet@lists.umass.edu 1253 Edtech (Educational Technology list) 1254 To subscribe, send a message to... 1255 listserv@msu.edu 1257 Leave the Subject field blank, and in the first line of the body 1258 of the message enter... 1259 subscribe edtech YourFirstName YourLastName 1261 To post, send a message to... 1262 edtech@msu.edu 1264 Internet School Networking (List for the working group which produced 1265 this document) 1266 To subscribe, send a message to... 1267 listmanager@nasa.gov 1269 Leave the Subject field blank, and in the first line of the body 1270 of the message enter... 1271 subscribe isn-wg (NOTE: Do not add your name) 1273 To post, send a message to... 1274 isn-wg@nasa.gov 1276 Kidsphere 1277 To subscribe, send a message to... 1278 kidsphere-request@vms.cis.pitt.edu 1279 Type any message asking to subscribe. 1281 To post, send a message to... 1282 kidsphere@vms.cis.pitt.edu 1284 KIDLINK (Also KIDS-96, KIDS-97, etc.) 1285 KIDLINK operates 24 public mailing lists in English, Spanish, Portuguese, 1286 Japanese, Hebrew, and Scandinavian languages, and a private "chat" 1287 network for members. 1289 To learn about KIDLINK projects, subscribe to the news service by 1290 sending a message to... 1291 listserv@vm1.nodak.edu 1293 Leave the Subject field blank, and in the first line of the body 1294 of the message enter... 1295 subscribe KIDLINK YourFirstName YourLastName 1297 To receive a file of general information on KIDLINK, send email to 1298 the same listserv address, leave the Subject field blank, and in 1299 the first line of the body of the message enter... 1300 get kidlink general 1302 K12admin (A list for K-12 educators interested in educational 1303 administration) 1304 To subscribe, send a message to... 1305 listserv@listserv.syr.edu 1307 Leave the Subject field blank, and in the first line of the body 1308 of the message enter... 1309 subscribe k12admin YourFirstName YourLastName 1311 To post, send a message to... 1312 k12admin@ listserv.syr.edu 1314 LM_NET (A list for school library media specialists worldwide) 1315 To subscribe, send a message to... 1316 listserv@listserv.syr.edu 1318 Leave the Subject field blank, and in the first line of the body 1319 of the message enter... 1320 subscribe LM_NET YourFirstName YourLastName 1322 To post, send a message to... 1323 LM_NET@listserv.syr.edu 1325 NOVAE Group: Teachers Networking for the Future (Distribution list -- 1326 not discussion list -- of projects and happenings of interest to 1327 educators) 1328 To subscribe, send a message to... 1329 listserv@idbsu.idbsu.edu 1331 Leave the Subject field blank, and in the first line of 1332 the body of the message, enter... 1333 subscribe novae YourFirstName YourLastName 1335 UK-schools (for teachers and others interested in the use of the 1336 Internet in UK schools and for general discussion about anything 1337 concerning international classroom connections) 1338 To subscribe, send a message to... 1339 mailbase@mailbase.ac.uk 1341 Leave the Subject field blank, and in the first line of the body 1342 of the message enter... 1343 join uk-schools YourFirstName YourLastName 1345 To post, send a message to... 1346 uk-schools@mailbase.ac.uk 1348 WWWedu (the World Wide Web in Education list; pronounced "we do") 1349 To subscribe, send a message to... 1350 listproc@kudzu.cnidr.org 1352 Leave the Subject field blank, and in the first line of 1353 the body of the message, enter... 1354 subscribe wwwedu YourFirstName YourLastName 1356 To post, send a message to... 1357 wwwedu@kudzu.cnidr.org 1359 ---------------- 1360 NETWORK SERVERS: 1361 ---------------- 1363 Academy One (National Public Telecomputing Network) 1364 via WWW: 1365 http://www.nptn.org/cyber.serv/AOneP/index.html 1367 Armadillo's WWW Server 1368 via WWW: 1369 http://riceinfo.rice.edu:80/armadillo/ 1371 BBN National School Network Testbed 1372 via gopher: 1373 copernicus.bbn.com 1375 via WWW: 1376 http://copernicus.bbn.com:70/testbed/ 1378 Censorship/Freedom of Speech/Child Safety on the Internet Web page 1379 via WWW: 1380 http://www.voicenet.com/~cranmer/censorship.html 1382 Classroom Connect on the Net 1383 via WWW: 1384 http://www.classroom.net/ 1386 ...via ftp: 1387 ftp.classroom.net/wentworth/Classroom-Connect/aup-faq.txt (for an 1388 FAQ document on Acceptable Use Policies) 1390 Chatback Trust and Chatback International network server 1391 via WWW: 1392 http://www.tcns.co.uk/chatback/welcome.html 1394 Computer Emergency Response Team (CERT) 1395 via WWW: 1396 http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.html 1398 via e-mail: 1399 cert@cert.org 1401 via FTP: info.cert.org 1402 cd pub/ 1404 Consortium for School Networking 1405 via gopher: 1406 cosn.org 1408 via WWW: 1409 http://cosn.org/ 1411 Educational Resources Information Center (ERIC) 1412 via WWW: 1413 http://ericir.syr.edu/ 1415 via gopher: 1416 ericir.syr.edu 1418 via telnet: 1419 telnet bbs.oit.unc.edu 1420 login: launch 1421 (Follow directions on screen for registration. At the main menu, 1422 choose number 4, "Topical Document Search (WAIS)", and move to 1423 eric-digests. For help in WAIS, type a question mark.) 1425 via email: 1426 askeric@ericir.syr.edu 1427 (In your message ask for the topic you're interested in. A human 1428 will answer you.) 1430 Empire Internet Schoolhouse 1431 via gopher: 1432 nysernet.org (port 3000) 1434 Electronic Frontier Foundation ("A non-profit civil liberties 1435 organization working in the public interest to protect privacy, free 1436 expression, and access to online resources and information.") 1438 via WWW: 1439 http://www.eff.org/ 1441 via email: 1442 ask@eff.org 1444 via snailmail, telephone, and fax: 1445 The Electronic Frontier Foundation 1446 P.O. Box 170190 1447 San Francisco CA 94117 USA 1448 +1 415 668 7171 (voice) 1449 +1 415 668 7007 (fax) 1451 EdWeb 1452 via WWW: 1453 http://edweb.cnidr.org:90/ 1455 Foundation Center 1456 via WWW: 1457 http://fdncenter.org/ 1459 Geometry Forum 1460 via WWW: 1461 http://forum.swarthmore.edu/ 1462 http://forum.swarthmore.edu/~steve/steve/wwwhtml.html ("Learning 1463 to Use the Web and Create Web Pages") 1465 Global SchoolNet 1466 via WWW: 1467 http://gsn.org/ 1469 Grants Web 1470 via WWW: 1471 http://infoserv.rttonet.psu.edu/gweb.htm 1473 Hot List of K-12 Internet School Sites (Gleason Sackman, SENDIT) 1474 via WWW: 1475 http://www.sendit.nodak.edu/k12/ 1477 International Education and Research Network (I*EARN) 1479 Through I*EARN's network of 1,500 schools in 25 countries teachers and 1480 students engage in collaborative and curriculum-based projects designed 1481 to make a meaningful difference in the health and welfare of the planet 1482 and its people. 1484 To access I*EARN's many conferences or participate in projects, you must 1485 be a member of I*EARN. For details about membership, point your gopher 1486 client to gopher.iearn.org port 7008 or send e-mail to: iearn@iearn.org 1488 via WWW: 1489 http:// www.iearn.org/iearn/ 1491 via gopher: 1492 gopher.iearn.org (port 7008) 1494 Internet School Networking (ISN) working group home page (publishers of 1495 this document) 1496 via WWW: 1497 http://spider.lloyd.com/isn/index.html 1499 International Society for Technology in Education (ISTE) 1500 via WWW: 1501 http://isteonline.uoregon.edu/ 1503 via gopher: 1504 isteonline.uoregon.edu 1506 KIDLINK 1507 via WWW: 1508 http://www.kidlink.org/ 1510 via gopher: 1511 gopher.kidlink.org 1513 Learning Resource Server, University of Illinois College of Education 1514 via WWW: 1515 http://www.ed.uiuc.edu/ 1516 http://www.ed.uiuc.edu/Activity-Structures/ (Judi Harris' Network- 1517 Based Educational Activity Collection) 1519 via gopher: 1520 gopher.ed.uiuc.edu 1522 NASA Jason Project 1523 via WWW: 1524 http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.html 1526 NASA Online Educational Resources 1527 via WWW: 1528 http://quest.arc.nasa.gov/OER/ 1530 NASA Quest 1531 via WWW: 1532 http://quest.arc.nasa.gov/ 1533 http://quest.arc.nasa.gov/essay/essay-index.html ("Networks, Where 1534 Have You Been All My Life" student essay contest winners) 1536 via gopher: 1537 quest.arc.nasa.gov (port 70) 1539 via FTP: 1540 ftp quest.arc.nasa.gov 1542 NASA Spacelink 1543 via WWW: 1544 http//spacelink.msfc.nasa.gov/ 1546 via gopher: 1547 spacelink.msfc.nasa.gov 1549 via telnet: 1550 telnet spacelink.msfc.nasa.gov 1551 login: guest 1553 via FTP: 1554 ftp spacelink.msfc.nasa.gov 1556 To find information on the NASA Teacher Resource Center Network, choose 1557 "Educational Services," then "Teacher Resource Center Network". For 1558 television schedules, follow the menu for "Educational Service" to the 1559 menu option, "Technology". 1561 National Center for Missing and Exploited Children 1562 via WWW: 1563 http://www.missingkids.org/ 1564 http://www.missingkids.org/information_superhighway.html (Online 1565 brochure "Child Safety on the Information Highway) 1567 National Center for Supercomputing Applications (NCSA) 1568 via WWW: 1569 http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html 1570 (Mosaic Home Page) 1571 http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html 1572 (A Beginner's Guide to HTML) 1574 via FTP: 1575 ftp ftp.ncsa.uiuc.edu (to download the Mosaic WWW browser) 1577 National Center for Technology Planning 1578 via gopher: 1579 gopher.msstate.edu 1581 Choose "Resources Maintained at MS State University," then select 1582 "National Center for Technology Planning." 1584 National Science Foundation's (United States) Science and Technology 1585 Information System (STIS) 1587 via WWW: 1588 http://stis.nsf.gov/ 1590 via gopher: 1591 stis.nsf.gov 1593 via telnet: 1594 telnet stis.nsf.gov 1595 login: public 1596 Follow instructions on screen. 1598 Netscape Communications 1599 via WWW: 1600 http://www.netscape.com/ 1602 via FTP: 1603 ftp ftp.netscape.com 1605 Netscape's WWW browser can be downloaded from Netscape's FTP sites at 1606 ftp.netscape.com, ftp2.netscape.com, ftp3.netscape.com...through 1607 ftp7.netscape.com. 1609 Office of Educational Research and Improvement (US Department of 1610 Education) 1612 via WWW: 1613 http://oeri.ed.gov/ 1615 via gopher: 1616 gopher.ed.gov 1618 Providers of Commercial Internet Access (for a list of Internet Service 1619 Providers) 1621 via WWW: 1622 http://www.celestin.com/pocia/ 1624 THE LIST (for a list of Internet Service Providers) 1625 via WWW: 1626 http://thelist.com 1628 Voters Telecommunications Watch 1629 via WWW: 1630 http://www.vtw.org/ 1631 http://www.vtw.org/pubs/ipcfaq [Internet Parental Control Frequently 1632 Asked Questions (FAQ) by Shabbir J. Safdar] 1634 World Wide Web Consortium 1635 via WWW: 1636 http://www.w3.org/pub/WWW/ 1638 via telnet: 1639 telnet telnet.w3.org (public access Lynx client. Use "lynx" without 1640 the quotes if a login is requested.) 1642 Web66 1643 via WWW: 1644 http://web66.coled.umn.edu/ 1645 http://web66.coled.umn.edu/schools.html (International WWW Schools 1646 Registry) 1647 http://web66.coled.umn.edu/Cookbook/contents.html (Classroom Internet 1648 Server Cookbook) 1650 ------------ 1651 NEWS GROUPS: 1652 ------------ 1654 alt.algebra.help 1655 alt.comp.shareware.for-kids 1656 alt.education.distance 1657 alt.kids-talk 1658 bit.listserv.edtech 1659 comp.security.announce 1660 k12.chat.elementary 1661 k12.chat.junior 1662 k12.chat.senior 1663 k12.chat.teacher 1664 k12.ed.art 1665 k12.ed.business 1666 k12.ed.comp.literacy 1667 k12.ed.health-pe 1668 k12.ed.life-skills 1669 k12.ed.math 1670 k12.ed.music 1671 k12.ed.science 1672 k12.ed.soc-studies 1673 k12.ed.special 1674 k12.ed.tag 1675 k12.ed.tech 1676 k12.edu.life-skills (especially for school counselors) 1677 k12.euro.teachers (in Europe) 1678 k12.lang.art 1679 k12.lang.deutsch-eng 1680 k12.lang.esp-eng 1682 k12.lang.francais 1683 k12.lang.russian 1684 k12.library 1685 k12.sys.projects 1686 misc.education 1687 misc.education.multimedia 1688 misc.education.language.english 1689 misc.kids 1690 misc.kids.computer 1691 news.announce.newusers 1692 pubnet.nixpub (where a list of open access Unix sites is often 1693 posted, for those looking for access to Usenet News and email 1694 only) 1695 uk.education.misc 1696 uk.education.teachers 1698 ------------------------- 1699 NEWSLETTERS and JOURNALS: 1700 ------------------------- 1702 Classroom Connect 1704 Published monthly during the school year, a subscription currently 1705 costs US $39.00. 1707 Wentworth Worldwide Media 1708 1866 Colonial Village Lane 1709 P.O. Box 10488 1710 Lancaster, PA 17605-0488 1711 USA 1712 Phone: 1-717-393-1000 1713 1-800-638-1639 1714 Fax: 1-717-390-4378 1715 Email: connect@wentworth.com 1717 via WWW: 1718 http://www.wentworth.com/classroom/crcpub.htm (Classroom Connect home 1719 page) 1720 http://www.wentworth.com/classroom/orderform.htm (order form for 1721 Classroom Connect Newsletter, books, software, and videos about 1722 the Internet for educators) 1724 The Computing Teacher 1726 Published monthly, the current US $61.00 ISTE membership fee 1727 includes $36.00 for this journal. 1729 ISTE (International Society for Technology in Education 1730 1787 Agate Street 1731 Eugene, OR 97403 1732 Phone: 1-503-346-4414 1734 Electronic Learning 1736 Published eight times per year, a current subscription to this 1737 magazine for technology and school change costs $23.95. 1739 Scholastic, Inc. 1740 2931 East McCarty Street 1741 P.O. Box 3710 1742 Jefferson City, MO 65102-3710 1744 MultiMedia Schools 1746 Published five times a year, a subscription currently costs 1747 US $38.00. 1749 Online, Inc. 1750 462 Danbury Road 1751 Wilton, CT 06897-2126 1752 USA 1753 Phone: 1-800-222-3766 1755 NetTeach News 1757 Published ten times a year, subscription prices are as follows. 1759 Annual hardcopy subscription cost: 1760 US $38.00 for individual subscriptions in the US 1761 US $45.00 for individual subscriptions in Canada and Mexico 1762 US $60.00 for individual subscriptions outside North America 1764 Annual ASCII electronic copy cost: 1765 US $22.00 for individual subscriptions worldwide 1767 Site licenses are available for the electronic version. 1768 Discounts are available for ten or more orders of the printed version 1769 for educational institutions. 1771 For subscription questions and submissions contact: 1773 Kathleen M. Rutkowski, Editor 1774 Chaos Publications 1775 13102 Weather Vane Way 1776 Herndon, VA 22071 1777 USA 1778 Phone: 1-703-471-0593 1779 Fax: 1-703-471-0596 1780 Email: netteach@chaos.com 1782 via WWW: 1783 http://www.chaos.com/netteach 1785 -------------- 1786 ORGANIZATIONS: 1787 -------------- 1789 Asia Pacific Network Information Center 1790 c/o University of Tokyo, Computer Center 1791 2-11-16 Yayoi, Bunkyo-ku, Tokyo 113 1792 Japan 1793 Phone: +81-3-5684-7747 1794 Fax: +81-3-5684-7256 1795 Email: hostmaster@apnic.net 1796 WWW: http://www.apnic.net 1798 AskERIC Project 1799 ERIC Clearinghouse on Information Resources 1800 Syracuse University 1801 4-194 Center for Science & Technology 1802 Syracuse, New York 13244-4100 1803 Phone: 315-443-3640 1804 Fax: 315-443-5448 1805 Email: AskERIC@ericir.syr.edu 1807 See also "Network Servers" above. 1809 Chatback International 1810 Dr. R. Zenhausern, Executive Director 1811 Psychology Department 1812 St. Johns University 1813 SB 15, Marillac 1814 Jamaica, NY 11439 1815 USA 1816 Phone: 718-990-6447 1817 Fax: 718-990-6705 1818 Email: drz@sjuvm.stjohns.edu 1820 The Chatback Trust 1821 Tom Holloway, UK Director 1822 6 St. Mary's Crescent 1823 Royal Leamington Spa 1824 Warwickshire, 1JL 1825 Phone: +44-926-888333 1826 Fax: +44-926-420204 1827 Email: t.holloway@warwick.ac.uk 1829 See also "Network Servers" above. 1831 Consortium for School Networking 1832 P.O. Box 65193 1833 Washington, DC 20035-5193 1834 USA 1835 Phone: 202-466-6296 1836 Fax: 202-872-4318 1837 Email: info@cosn.org 1839 See also "Network Servers" above. 1841 European Schools Project ("...a support system for secondary schools 1842 to explore applications of educational telematics".) 1843 University of Amsterdam 1844 Centre for Tele-Learning 1845 Wibautstraat 2-4 1846 1091 GM Amsterdam 1847 The Netherlands 1848 Contact: Dr. Pauline Meijer or Dr. Henk Sligte 1849 Phone: +31-20-5251248 1850 Fax: +31-20-5251211 1851 Email: risc@esp.educ.uva.nl 1852 WWW: http:/www.educ.uva.nl/ESP 1854 FidoNet 1855 1151 SW Vermont Street 1856 Portland, OR 97219 1857 USA 1858 Contact: Janet Murray 1859 Phone: 1-503-280-5280 1860 Email: jmurray@psg.com 1861 WWW: http://bbs.owls.com/~jerrys/fidonet.html (A Fidonet Primer) 1863 Global SchoolNet Foundation (formerly FrEdMail) 1864 P.O. Box 243, 1865 Bonita, CA 91908 1866 USA 1867 Phone: (619) 475-4852 1868 Fax: (619) 472-0735 1869 Email: info@gsn.org 1871 See also "Network Servers" above. 1873 International Education and Research Network (I*EARN) 1874 c/o Copen Family Fund 1875 345 Kear Street 1876 Yorktown Heights, NY 10598 1877 USA 1878 Contact: Dr. Edwin H. Gragert 1879 Phone: 914-962-5864 1880 Fax: 914-962-6472 1881 Email: iearn@iearn.org 1883 See also "Network Servers" above. 1885 Internet Society 1886 1895 Preston White Drive 1887 Suite 100 1888 Reston, Virginia 22091 1889 USA 1890 Phone: 703-648-9888 1891 Fax: 703-620-0913 1892 Email: isoc@isoc.org 1893 WWW: http://www.isoc.org/home.html 1895 KIDLINK Society 1896 4815 Saltrod 1897 Norway 1898 Phone: +47-370-31204 1899 Fax: +47-370-27111 1900 Email: kidlink-info@kidlink.org 1902 See also "Network Servers" and "Electronic Mail Lists" above. 1904 K12Net 1905 1151 SW Vermont Street 1906 Portland, OR 97219 1907 USA 1908 Phone: 503-280-5280 1909 Contact: Janet Murray 1910 Email: jmurray@psg.com 1911 Telnet: telnet gopher.psg.com 1912 login: gopher 1913 Gopher: rain.psg.com:70/11/schools/k12net 1914 WWW: http://arlo.wilsonhs.pps.k12.or.us/k12.html 1916 Reseaux IP Europeens Network Coordination Centre (RIPE NCC) 1917 Kruislaan 409 1918 NL-1098 SJ Amsterdam 1919 The Netherlands 1920 Phone: +31 20 592 5065 1921 Fax: +31 20 592 5090 1922 Email: ncc@ripe.net 1923 WWW: http://www.ripe.net/ripe/default.html 1925 ------ 1926 VIDEOS 1927 ------ 1929 Master Communications Group 1930 7322 Ohms Lane 1931 Minneapolis, MN 55439 1932 Phone: 1-800-862-6164 1933 Fax: 1-612-835-9573 1935 Titles: 1936 Experience the Power: Network Technology for Education (produced 1937 by the National Center for Education Statistics) 1938 Future Schools: Connected to the World (produced by MIT) 1940 NASA Central Operation of Resources for Educators (CORE) 1941 Lorain County Joint Vocational School 1942 15181 Route 58 South 1943 Oberlin, OH 44074 1944 USA 1945 Phone: 1-216-774-1051, x293/294 1946 Fax: 1-216-774-2144 1947 Email: video-info@quest.arc.nasa.gov 1949 Titles: 1950 Global Quest: The Internet in the Classroom 1951 Connecting to the Future: A Guide for Building a Network 1952 Infrastructure for Education 1953 Global Quest II: The Internet in the Curriculum 1954 Others 1956 The fee for the videos is cost plus shipping and handling. You may also 1957 make a copy yourself by taking a blank copy to the nearest NASA Teacher 1958 Resource Center. For information on the NASA Teacher Resource Center 1959 Network or on NASA Select, contact your nearest NASA facility or consult 1960 NASA Spacelink, listed above in "Network Servers". 1962 Wentworth Worldwide Media 1963 1866 Colonial Village Lane 1964 P.O. Box 10488 1965 Lancaster, PA 17605-0488 1966 USA 1967 Phone: 1-717-393-1000 1968 1-800-638-1639 1969 Fax: 1-717-390-4378 1971 Titles: 1972 The Amazing Internet 1973 Internet Email 1974 Searching the Internet 1975 Discovering the World Wide Web 1976 Others 1978 10. References 1980 [1] "Internet Domain Survey, January 1995," Network Wizards 1981 http://www.nw.com/zone/WWW/report.html 1983 [2] "Restructuring Schools: A Systematic View", Action Line, the 1984 newsletter of the Maryland State Teachers Association, a National 1985 Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June, 1993. 1987 [3] Sivin, J. P. and E. R. Bialo, "Ethical Uses of Information 1988 Technologies in Education." Washington, D. C.: U. S. Department of 1989 Justice, Office of Justice Programs, National Institute of Justice. 1992. 1991 11. Security Considerations 1993 General security considerations are discussed in Section 7 of this 1994 document. 1996 12. Authors' Addresses 1998 Julie Robichaux 1999 BBN Planet Southeastern Region 2000 XXXX 2001 Phone: 301-982-4600 x 169 2002 Email: julie@bbnplanet.com 2004 Jennifer Sellers 2005 Sterling Software/NASA IITA 2006 700 13th Street, NW 2007 Suite 950 2008 Washington, DC 20005 2009 Phone: 202-434-8954 2010 Email: sellers@quest.arc.nasa.gov 2012 APPENDIX A: EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET 2014 The following examples of projects using the Internet appeared on various 2015 online servers and electronic mailing lists pertaining to education during 2016 the 1995-96 school year. The messages have been edited in the interest of 2017 space and because many of the details about how to participate are dated, 2018 but the information presented can give you a feel for the types and range 2019 of projects that happen today. 2021 A good source for project examples is "Judi Harris' Network-Based 2022 Educational Activity Collection" and other World Wide Web sites listed 2023 above in Section 9, "Resources and Contacts". 2025 -------------------------------------------------- 2026 Example One: WhaleNet Interdisciplinary Activities 2027 -------------------------------------------------- 2029 Welcome to WhaleNet 2031 This packet gives you the information that you need to begin using 2032 WhaleNet in your classroom. This packet contains the following information: 2034 1. Instructions on How to Access WhaleNet 2035 2. Start-up WhaleNet Activities 2036 3. Instructions for recording whale watch data. 2037 4. Instructions on how to input data into the WhaleNet program 2038 5. Marine mammal species sheet with abbreviations 2039 6. Whale Study Data Sheet 2040 7. WhaleNet data base Information Sheet 2041 8. Supplemental Materials information 2043 Please feel free to contact us for further information. 2045 Mr. Michael Williamson Mr. Paul Colombo Dr. Karen Talentino 2046 WhaleNet Coordinator Co-Director EnviroNet Co-Director EnviroNet 2047 Science Dept. Dept. of Biology Simmons College 2048 200 Riverway 300 Fenway 300 Fenway 2049 Boston, MA 02215 Boston, MA 02115 Boston, MA 02115 2050 617/734-5200, x256 617/521-2665 617/617/521-2666 2051 Mwilliamson@vmsvax.simmons.edu 2052 Pcolombo@vmsvax.simmons.edu 2053 Ktalentino@vmsvax.simmons.edu 2055 WhaleNet is a teacher enhancement project funded by the National Science 2056 Foundation (RED-9454757) and sponsored by Wheelock College and Simmons 2057 College in Boston. The purpose of the WhaleNet is to enhance science 2058 education and environmental awareness using interdisciplinary learning 2059 through the use of telecommunications. 2061 [text deleted] 2063 Expand Your Educational Horizons with Telecommunications 2065 WhaleNet, in conjunction with research groups, educational organizations, 2066 and whale watch companies, provides a program to enhance the educational 2067 opportunities of students. 2069 WhaleNet offers, students and teachers, curriculum support, a source of 2070 data for interdisciplinary classroom activities , and interactive 2071 informational support through WhaleNet/EnviroNet utilizing 2072 telecommunications. 2074 WhaleNet provides a system where students, teachers, and researchers 2075 collect data on their whale watching cruises and compile their data on the 2076 WhaleNet bulletin board. The data is then shared, via WhaleNet, with 2077 schools for interdisciplinary curricular activities and student research 2078 in their respective classrooms world-wide. WhaleNet is establishing 2079 Internet communication between classes from around the world so that 2080 students can use collaborative learning, compare and relate their 2081 experiences, data, and knowledge with one another. 2083 WhaleNet is an interdisciplinary program to enhance science education and 2084 environmental awareness using telecommunications. WhaleNet, part of 2085 EnviroNet, is an enhancement project funded by the National Science 2086 Foundation and sponsored by Wheelock College and Simmons College in 2087 Boston. 2089 Class activities may be supplemented with information packets with 2090 materials supplied by WhaleNet. Plans to build a life-sized (55 ft.) 2091 inflatable whale that the students can actually walk through are also 2092 available through WhaleNet. Also available are Interactive CD-Rom and 2093 curriculum materials and the Elementary Whale Study Curriculum (EWSC) 2094 developed by Whale Conservation Institute and the Discovery Channel, and 2096 the booklets Whale Watches as Interdisciplinary Teaching Opportunities, 2097 The World of Whales, Dolphins, and Porpoises -- Interdisciplinary 2098 Curriculum Activities for Pre-K through High School, and Marine Science 2099 Activities on a Budget. WhaleNet curricula support continues through the 2100 winter months by utilizing information from the humpback southern breeding 2101 areas, WCI Patagonia right whale research, and research information on 2102 tracking whales, ocean toxics (ECOTOX), and bioacoustics supplied by the 2103 voyages of the WCI research vessel Odyssey. 2105 If you are interested in receiving an information packet, participating in 2106 the program, or learning more you can contact me, Michael Williamson, 2107 WhaleNet Coordinator at 617/734-5200, X256 or 508/468-4699, or Dr. Karen 2108 Talentino or Paul Colombo, EnviroNet co-directors, Park Science Bldg., 2109 Simmons College, 300 Fenway, Boston, MA 02115, 617/521-2665. 2111 [text deleted] 2113 GUEST INSTRUCTIONS FOR EnviroNet / WhaleNet LOGINS 2115 The following are some directions to access our network as a "guest". 2116 Please feel free to browse through our bulletin boards and let us know if 2117 you find them a help to your instruction. Bold type indicates information 2118 that you type. 2120 >From the TELNET> prompt you can either type connect vmsvax.simmons.edu to 2121 connect to us (you may use our IP# 134.140.112.5), or our direct dial-up # 2122 is (617)521-3000. 2124 username> ENVIRONET and 2125 password >SIMMONS 2126 [if Local appears--- Local> c vmsvax] 2128 This will give you the BULLETIN> prompt. 2129 There are currently thirteen different bulletin boards that we are running: 2131 ENVIRONET ROADKILL LEADPAINT ETHNICPLANTS ACIDRAIN 2132 OZONE ENVST-L LICHENS FLU WHALENET 2133 BIRDS WATERSHED ENVIROQUEST MARINE 2135 You should access the WhaleNet bulletin board first by typing at the 2136 prompt BULLETIN> select WHALENET. 2138 Once the folder has been set to WHALENET you should view the directory by 2139 typing at the prompt BULLETIN> 1 for the introductory message , then at 2140 BULLETIN> dir This will give you a list of current postings. Type the 2141 number of the file and [Return] to view the material. 2143 To access any of the other bulletin boards you would type select (space) 2144 and then the name of the bulletin board at the BULLETIN> prompt. When 2145 the board is activated you would simply hit your return key to read the 2146 messages or you can type dir to see a directory of all messages that 2147 appear in the board and access any one message by its number. 2149 To LOG OFF or to get out of the system 2151 BULLETIN> exit 2152 ENVIRONET logged out at 8-MAY-1994 11:30:38.90 2153 Local> lo 2154 Local -020- Logged out port 1 on server MCB3 2155 NO CARRIER 2157 We hope you enjoy our network and please send us your comments. 2159 *WhaleNet is funded by the National Science Foundation and supported by 2160 Wheelock Colege and Simmons College, Boston, MA. 2162 Recording Whale Watch Data 2164 Prior to making reservations for your whale watch, ask the company if 2165 they are WhaleNet affiliated and/or if they will allow you to conduct 2166 your research: record Lat/Long positions, collect water samples, and/or 2167 collect plankton samples. The companies need not be affiliated with 2168 WhaleNet, but you should be sure that you will be allowed to conduct your 2169 activities. Ask if the captain will allow a student in the pilot house 2170 to collect Latitude/Longitude (or LORAN) readings, depths, etc. 2172 Organize your data collecting teams or individuals before you arrive at 2173 the boat. The excitement of the day, boarding, etc. does not lend itself 2174 to organizing at dock side. 2176 Data Sheet 2178 1. Fill in as much of the general information (weather, tides, etc.) in 2179 the data sheet header as possible. Sea state (beaufort scale of wind 2180 velocity), wave height, and visibility should be recorded at sea. 2182 2. Take a Latitude/Longitude (Lat/Long) fix about every 15 minutes on 2183 the way to and from the primary whale watching area beginning at the 2184 harbor mouth. 2186 3. The time should be recorded for each Lat/Long fix and marine mammal 2187 observation. Use 24-hr. time for all data entries, i.e. 2:15 PM would 2188 be 14:15. (For afternoon or evening just add 12 to the hour.) 2190 4. The location is determined by Lat/Long coordinates (i.e. 71 24'W, 42 2191 40'N) Two coordinates are used for a fix. Write one coordinate in each 2192 column under Location. 2194 5. Depth can either be recorded by depth sounder on the boat or by 2195 making a fix on the chart and noting the depth on the chart closest to 2196 the fix. Many depth sounders do not work well when the boat is traveling 2197 at higher speeds. 2199 6. When a whale is observed record the species using the Species 2200 Abbreviation Sheet, i.e. Mn for humpback, Bp for fin whale etc. 2202 7. Record the number of whales in the immediate area (subjective 2203 distance judgment) around the boat. This can be confusing when there are 2204 a number of whales in the area. Use a separate line on the data sheet 2205 for each species in an area, all the other data will be the same, i.e. 2206 time, Lat/Long, depth, etc. 2208 8. Grouping is recorded by listing the number of whales in a group. The 2209 sum total of grouping must equal the previous Number recorded. For 2210 instance, if you have 6 humpback whales, you may have 2+2+1+1 if there 2211 are two pairs and two single animals. a cow/calf pair is recorded as c/c. 2213 9. Behavior is recorded as feeding, traveling, breaching, flipper 2214 slapping, lob tailing, spy hop, logging, trumpeting, etc. There are more 2215 behaviors and some researchers take minute detailed behavioral data, but 2216 for your purposes that detail may not be necessary. 2218 10. The last column can be used for names of humpbacks. Most of the Gulf 2219 of Maine population have been named to facilitate data transfer by 2220 researchers. 2222 Marine Mammals and Turtle Sighting Abbreviations 2223 [text deleted] 2225 WhaleNet Data Input Instructions 2227 After you access the E-mail address (see WhaleNet Access Sheet) input the 2228 data as follows. 2230 [text deleted] 2232 ** NON-WHALE WATCHING CLASSES ** 2234 If you are a class not going on a whale watch but using the whale watch 2235 data, use the data sheets to copy data off of the WhaleNet Bulletin 2236 Board. You can then use the data in the same way as those that did go on 2238 an actual whale watch. 2240 [text deleted] 2242 WhaleNet Sample & Start-up Activities 2244 Activity 1: Navigation 2246 Simple navigation methods can be used to involve mathematics. Using 2247 latitude and longitude, or a system of navigation called LORAN (Long 2248 Range Aid to Navigation) the ship's position can be plotted very 2249 accurately on a navigation chart. The ship's track can be plotted on a 2250 chart by taking a position check or fix periodically by recording the 2251 time and ship's Lat/Long coordinates. Prior to your trip laminate your 2252 chart or cover it with clear contact paper. The students can use water 2253 soluble fine tip markers to plot the fixes and course as the day 2254 progresses. Different colors can be used to indicate different species 2255 sightings, etc. The chart can be reused when the fixes are washed off. 2256 (Use Lat/Long if possible.) 2258 With the plot of the ship's course a number of activities can be 2259 undertaken. Plot the vessel's research track and calculate: the distance 2260 covered, the rate of the vessel's travel from point to point (D-R*T, "a 2261 minute's a mile the world around"), the depth of water at various points 2262 can be found by checking the depth on the chart at the point of the fix, 2263 and the topography of the research track can be observed (see bathymetry 2264 below). 2266 Students can plot the track of the boat by recording the Lat/Long 2267 coordinates at preset time intervals, i.e. every 15 minutes and/or at 2268 every sighting of marine mammals, and then plotting these points (taking 2269 a fix) on a chart of the area. (Charts are available for $13.00 or a 2270 bathymetric (fishing) chart for $3.00 through boat yards or boating 2271 magazines. The bathymetric chart gives a better visualization of the 2272 bottom topography and may be more helpful if a study of bottom topography 2273 is planned. The bathymetric chart also has some LORAN lines on it, but 2274 not as many as the navigation chart. NOTE: you only need the Lat/Long or 2275 two LORAN coordinates to plot a position.) 2277 Using the research track, students should note locations, depths, 2278 topography, etc. where marine mammals are observed along with the 2279 behavior and activity observed. 2281 Activity 2: Water Testing 2283 Water testing is an important part of oceanography and whale research. 2284 Activities such as testing the water temperature, density and salinity 2285 are commonly measured qualities of sea water. To collect a water sample 2286 notify crew members, wait until the boat STOPS COMPLETELY, drop a bucket 2287 with a line attached to the handle overboard and bring up a water 2288 sample. Use a thermometer to measure the temperature, and a hydrometer 2289 to measure the density. With the density and temperature, the salinity 2290 can be determined using temp/density/salinity charts or graphs. 2292 The color of the water, sea state (wave height), wind velocity and 2293 direction, and air temperature are also important bits of information to 2294 the researcher. This information is listed on the data sheet. 2296 Activity 3: Plankton Tow and Analysis 2298 A plankton tow and analysis explains a great deal about why the whales 2299 are where they are. The plankton can be examined with hand lenses or 2300 microscopes, and depending on the class age various degrees of plankton 2301 analysis can be conducted. Data on density of plankton, identification 2302 of plankton types, etc. can be included. 2304 be a natural follow-up to the plankton tow. Phytoplankton (plants) and 2305 zoo-plankton (animals) can be observed under normal conditions. If only 2306 one plankton net can be purchased choose a phytoplankton net. It 2307 collects both plant and animal plankton. 2309 Activity 4: Data Collection 2311 Data collection should be made on: the location of the observation, the 2312 species observed, the number of each species, behavior of the organism, 2313 and any other information that might be important. 2315 Data sheets should be photocopied from the one included in advance of the 2317 trips and research groups can be assigned in any manner appropriate to 2318 the class. Groups can either be assigned to take data for the class or 2319 groups can be assigned to take data throughout the trip. It would be 2320 suggested that only one person at a time be assigned to record the 2321 position coordinates (Lat/Long) in the pilot house, and the captain 2322 should be contacted and talked with about the best procedure prior to the 2323 trip. Some vessels have Lat/Long or LORAN receivers in the public cabin, 2324 inquire at the time you make your reservations. 2326 For more class involvement, additional data can be collected on the 2327 pollution (floating trash) and bird sightings. The Pollution Data Table 2328 should include time sighted, location, type of trash, amount of trash, 2329 composition of trash, etc. The data of the times sighted can be 2330 coordinated with the position recordings to approximate the location of 2331 the trash sightings. Totals of the trash sightings should be included 2332 after the whale sighting information. Bird sightings can also be 2333 recorded in a similar fashion. There is a bird sighting bulletin board 2334 in EnviroNet, see the EnviroNet booklet for procedures to input bird data. 2336 Activity 5: Photo-Identification of Whales 2338 Photo-identification photographs of humpback whales taken on the cruise 2339 should be recorded as follows: date, location, photo taken by whom, what 2340 roll number of film (number each roll of film with the initials of the 2341 photographer & roll number such as: JMW/95-001), and what number on the 2342 roll. The photographs can be used later to identify the whale using a 2343 humpback whale catalogue or they can be mailed to Allied Whale, College 2344 of the Atlantic, Bar Harbor, Maine to be entered into the Humpback Whale 2345 Catalogue data base. 2347 Activity 6: Mathematics 2349 Plot the complete research track on a chart. How many miles did the trip 2350 cover? What was the average speed of the boat from fix to fix, for the 2351 entire trip? What was the heading (compass direction) on each leg of the 2352 trip? How many sighting were made for each hour of the trip? (This is 2353 the "catch effort" used by whalers to compare the efficiency of a trip.) 2354 This method can also be used to compare different trips, on different 2355 days, locations, boats, etc. 2357 Activity 7: Bathymetry 2359 Using graph paper placed along each leg of the research track the bottom 2360 topography can be plotted and displayed. Fold a piece of graph paper 2361 along a line about one inch from the edge of the paper. Place the graph 2362 paper on the track line drawn on the chart and using a predetermined 2363 scale for depth on the vertical axis, plot the depth of the bottom on the 2364 (vertical) Y-axis vs. appropriate/convenient points on the (horizontal) 2365 X-axis. 2367 Connect the strip profiles for each leg of the cruise together to show 2368 the bottom topography of the entire trip. 2370 Return to the bottom topography profile and note where on the surface 2371 what species were sighted and what the behavior observed was, i.e. 2372 feeding, logging, traveling, etc. Is there a pattern of behavior of the 2373 whales or the location of the whales to the bottom topography? Are 2374 sightings usually made over a specific type of bottom? Analyze the data 2375 from your trip. 2377 Activity 8: Topographic Model of the Bottom 2379 Construct a model of Stellwagen Bank. Draw lines perpendicular to the 2380 ridge line of the bank about one inch apart. Have students use graph 2381 paper to make a profile of the bottom on each line. Glue the graph paper 2382 to pieces of cardboard and cut out the profiles. Line the cardboard 2383 profiles up one inch apart in clay or similar substance to hold up the 2384 cardboard, and cover with damp cloth or paper. Press the cloth or paper 2385 down gently to the contour of the cardboard, allow to dry, and spray with 2386 paint and allow to dry. Use your imagination! 2388 Activity 9: Analysis of Whale Watch Data 2390 Suggestions for analysis: (1) compare "catch efforts" (number of 2391 sightings of a species for each hour on the whale watch) for different 2392 days, different species, etc.; (2) compare the range of behaviors of 2393 species on a given day; (3) compare data for Jeffrey's Ledge and 2394 Stellwagen Bank on a given day or week; (4) compare numbers of cow/calf 2395 pairs on given days; (5) calculate the number of whales with killer whale 2396 scars; (6) compare the depths where the different species were observed; 2397 (7) compare where most of the sightings were, on the bank or ledge, over 2398 the deep water, etc. or (8) compare numbers of sightings vs. sea state, 2399 cloud cover, wind velocity, etc. 2401 Activity 10: Analysis of Marine Pollution 2403 sheet 2404 similar to the marine mammal data sheet, but substitute Object for 2405 Species and Composition for Grouping. Up-load the data using the same 2406 procedure as for the marine mammals but use Pollution Data in place of 2407 Data in the subject header. We will also be collecting Coast Sweep data 2408 in the future. 2410 Activity 11: Analysis of Pelagic Birds 2412 Collect data on pelagic birds by using a data sheet similar to the marine 2413 mammal data sheet. Up-load the information by substituting Bird Data in 2414 the subject header. 2416 ** NON-WHALE WATCHING CLASSROOMS ** 2418 If you are one of the classrooms not going on a whale watch but using the 2419 whale watch data, use the data sheets to copy data off of the WhaleNet 2420 Bulletin Board. You can then use the data in the same way as those that 2421 did go on an actual whale watch. 2423 WhaleNet Supplementary Materials 2425 The listed materials may be purchased to supplement your classroom 2426 curriculum. 2428 Marine Science Activities on a Budget (booklet) - Contains a 2429 cross-section of oceanographic activities that can be altered to 2431 accommodate many grade levels. 2433 The World of Whales, Dolphins, and Porpoises - Interdisciplinary 2434 Curriculum Units for Pre-K through High School (book) - This contains 2435 200+ pages of interdisciplinary activities, bibliographies, etc. suitable 2436 for a wide range of interests, abilities, and grade levels. 2437 $20.00 2439 How to Build an Inflatable (55 ft.) Fin Whale (booklet) - Instructions on 2440 how to build a 55 foot long model of a whale that can be carried in a 2441 duffel bag by one person. Students and teachers can walk inside. 2442 Estimated cost for materials is between $40.00 and $50.00 2444 Marine Science Bibliography (pamphlet) - Extensive bibliography for a 2445 wide range of grade levels and interests from general knowledge, 2446 children's books, to scientific information for the marine mammal biologist. 2448 Marine Science Activities on a Budget (booklet) $13.00 2450 The World of Whales, Dolphins,and Porpoises - Interdisciplinary 2451 Curriculum Units for Pre-K through High School (book) $20.00 2453 How to Build an Inflatable (55 ft.) Fin Whale (booklet) $8.00 2454 Marine Science Bibliography (pamphlet $3.00 2456 Prices (in US funds) include Shipping. 2457 TOTAL -_____________ 2459 Make Check payable to: J. Michael Williamson 2461 Send order form to: J. Michael Williamson 2462 Your Name:____________________________ 2463 MICS Address ______________________________ 2464 20 Moynihan Rd. _____________________________________ 2465 So. Hamilton, MA 01982 _____________________________________ 2467 Whalenet Info Packet/ )1995-WhaleNet/J. Michael Williamson 2469 ----------------------------------------------- 2470 Example Two: Astronomy at Various Grade Levels 2471 ------------------------- ---------------------- 2473 P A S S P O R T T O K N O W L E D G E 2474 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 2475 __ ______ 2476 | | 2477 | __ _ _ __ |___ ___ __ __ __ _____ ___ 2478 | | \ / |__ | |__| | | | \ / | | |__| |__ 2479 | _|_ \/ |__ | | \ |__| | \/ | | | | |__ 2480 |____ _|_ 2482 ______ 2483 | ____ ___ _ ___ ___ ___ ___ ___ ___ ___ 2484 |_____ | |__| /_\ | | | |__ |__| |__| |__ |__| |__ 2485 | | | \ / \ | |__| __| | | | |__ | \ |__ 2486 _____| 2487 ************************************************************************ 2488 N E W S L E T T E R # 3 O C T O B E R 9, 1 9 9 5 2489 ************************************************************************ 2491 ** Exploring Space and Cyberspace ** 2493 This week we are taking off for a tour of Jupiter and the stars. Please 2494 join us on-air, online and in classrooms. Here is what is happening this 2495 week --- 2496 ___ 2497 |ELEVISION, 2498 ___ 2499 |ELECOMPUTING, & 2500 ___ 2501 |EACHERS 2503 -------------------------- 2504 -------| T E L E V I S I O N |------- - 2505 -------------------------- 2507 We hope all of you were able to join us for a very exciting and 2508 informative "Pre-Flight Briefing on the Kuiper Airborne Observatory." We 2509 had the 2510 opportunity to look around inside and out and to meet and talk with the 2511 people who will be directing the "Flight to Jupiter" this week. April Whitt 2513 and some very talented students helped others show us what is involved in 2514 mounting a telescope on a C-141 jet and flying it out beyond the distortion 2515 caused by the atmosphere. The flight crew, scientists and technology 2516 experts explained how the 36 inch primary mirror gathers light and reflects 2517 it through a series of mirrors into a camera which transmits the digitized 2518 infrared data to a computer where a image is displayed and recorded. 2520 We know that students feel more a part of the journey if they can ask their 2521 own questions as they listen to the questions from students in the video 2522 linked sites. All students are invited to send their questions to the 2523 people that they are seeing on camera. Fax machines or E-mail provide 2524 links for sending students questions. Jake Chaput (Arlington Elementary) 2525 comments on his student reactions to their opportunity to pose a question: 2527 My class went wild with enthusiasm when they heard 2528 " A question from Arlington Elementary School in 2529 Poughkeepsie, NY ..." 2531 We hope that this introduction helped prepare your student for.... 2533 ---->>> T H I S W E E K: 2534 __________________________ 2535 | /--------------------\ | 2536 | | | | 2537 OCTOBER 12TH | | T H E | | 2538 | | J U P I T E R | | 2539 | | M I S S I O N | | 2540 | | | | OCTOBER 12TH, 2541 | \-------------------/ | 14:30 - 17:00 EST 2542 | * * .... 0 0 | 2543 |________________________| 2544 Off to Find Jupiter 2545 ^^^^^^^^^^^^^^^^^^^ 2546 Students can track the flight as it leaves Ames Research Center in 2547 California on its quest to bring Jupiter and its moon into view for 2548 students across the country (see Activity 2E in the Teacher's Guide for 2549 more information). If you have online access, you will be able to plot the 2550 course by receiving flight data every 5 minutes. (Converting Universal time 2551 to local time and noting what happens as time zones are crossed may help 2552 students understand why scientists keep there records in Universal Time) 2553 With the aid of technology, and some good luck, we should be able to leap 2554 aboard the KAO at 2:30 EST somewhere above Florida or the Gulf of Mexico 2555 and stay with the crew until they land the KAO in Houston, at Ellington Air 2556 Force Base just before 5:00 EST. 2558 The goal of this flight will be to view Jupiter and its moons. Student who 2559 have been following along will have studied the obit patterns for Io, 2560 Europa, Ganymede and Callisto and will be ready to match their predictions 2561 with images from the KAO. 2563 We hope you will join us for this Passport to Knowledge FIRST ever 2564 "LIVE FROM THE STRATOSPHERE" broadcast. 2566 The program will air live from 2:30 - 5:00 PM EST Eastern on October 12, 2567 1995. 2568 Check local listings to see if your local PBS station will be carrying 2569 the program and at what time. 2571 ___________________________ 2572 | /---------------------\ | 2573 | | | | 2574 OCTOBER 13TH | | N I G H T | | 2575 | | F L I G H T T O | | 2576 | | T H E S T A R S | | 2577 | | | | OCTOBER 13TH, 2578 | \--------------------/ | 20:00 - 25:00 EST 2579 | * * .... 0 0 | (01:00 10/14) 2580 |_________________________| 2582 Discoveries in the Stars 2583 ^^^^^^^^^^^^^^^^^^^^^^^^ 2584 Students will be with the Kuiper Airborne Observatory (virtually) as it 2585 travels back from Houston to its home at the NASA Ames Research Center. 2586 During the flight, we will explore the life cycle of the stars, looking 2587 at "baby pictures" of places in th sky where stars are forming, a middle-aged 2588 galaxy half as large as our own Milky Way, and a nebula formed as a star 2589 approaches death. In addition, the KAO will study the planet Saturn and its 2590 giant moon, Titan. 2592 Across the country, many classes and museums will be holding "Star 2593 Parties" and camp-ins. Following the progress of the KAO will be a 2595 highlight for these gatherings; in addition, many locally developed 2596 activities will help help engage students in the wonders of astronomy and 2597 science. 2599 The program will air live from 8:00 PM EST on October 13, 1995 until 2600 1:00 AM on October 14, 1995. Check local listings to see if your local 2601 PBS station will be carrying the program and at what time. 2603 ORDERING the Live From the Stratosphere VIDEOTAPES from NASA 2605 The programs will be available shortly (within a 3-5 days) after the live 2606 broadcast schedule from : 2608 NASA CORE, Lorain County JVS 2609 15181 Route 58 South, Oberlin, OH 44074 2610 Phone: 216-774-1051,ext 293 or 294; Fax: 216-774-2144 2612 ------------------------------- 2613 -------| T E L E C O M P U T I N G |-------- 2614 -------------------------------- 2615 _____________ 2616 |\ \ /^-^-^-^-^-^-^-^-^\ 2617 | \ \------\ \ ^-^-^ NEW OPPORTUNITY ^-^-^ 2618 \ \_____________\ \^-^-^-^-^-^-^-^-^/ 2619 \ QUESTIONS? | 2620 \______________| 2621 KAO SCIENTISTS AND SUPPORT CREW NOW READY TO TAKE QUESTIONS.... 2623 Live from the Stratosphere experts are ready and willing to answer 2624 questions from teachers and students from October 5 through November 17, 2625 1995!! It is easy. Just write a single question in a message and 2626 address it to 2628 question-lfs@quest.arc.nasa.gov. 2630 In the subject field, please put the letters "QA:" before a descriptive 2631 subject. Also, provide a sentence of background information to help the 2632 experts understand the grade level of your students. The following example 2633 should illustrate this idea. 2635 TO: question-lfs@quest.arc.nasa.gov 2636 FROM: your Email address 2637 SUBJECT: QA: How the telescope works 2639 Hello, 2641 I am a fifth grader from Oakland, California. I don't understand 2642 how you detect water vapor with infrared photography. Can you explain 2643 this to me. 2645 Miai Kayato 2647 To allow for participation from the largest possible number of classes we 2648 ask that each teacher send no more than 20 questions during the project. 2649 We hope that classrooms discussions and use of the materials will help 2650 students frame questions that cannot be answered by other classroom 2651 resources. 2653 If you and your students would like to receive all of the questions and 2654 answers, you can do this by sending an Email: 2656 To: listmanager@quest.arc.nasa.gov 2658 Subject: (Leave blank) 2660 subscribe answers-lfs (type this one line of text) 2662 You can also search the data base for answers to your questions. There are 2663 instructions online for how to do this. 2665 --->> Join a Web Chats and/or VideoConferencing 2667 Participants connect with each other on our Web page. During the days, 2668 students discuss their preflight plans with each other. At night, teachers 2669 are communicating with each other and with KAO Telescope Tracker Allan Meyer. 2671 Last Friday, Allen invited classrooms with CUSeeMe technology to join in a 2672 videoconference at the KAO hangar on a computer called "Cave", IP - 2673 128.102.130.110. 2675 Here is are Marilyn Wall's comments on this experience: 2677 "Around 11:30 EDT we set up the computer,camera,and modem, 2678 typed in the reflector and found ourselves looking in the 2679 NASA Ames room and at Roger's fifth grade in Austin. Wow, 2680 it worked! By making this CU SeeMe connection, the 2681 whole LFS program became "personal" "interactive" experience 2682 for my students. They felt as if THEY were part of the Ames 2683 research team." 2685 The Houston Museum of Natural Science invites Live from the Stratosphere 2686 schools on the Internet to participate in the October 12 program through 2687 the Museum via CU-SeeMe. The Museum will have 10 consoles in a 2688 communications center directing questions to the Kuiper Airborne 2689 Observatory. Two of these consoles will be targeted for CU-SeeMe 2690 participants. For more information send a message to Carolyn Sumners 2691 (sumners@alfven.rice.edu). 2693 --->>> Field Journals for Juniors ****NEW FEATURE***** 2695 Field Journals are a regular feature of PASSPORT TO KNOWLEDGE Electronic 2696 field 2697 trips. These journals introduce students to the human dimensions of doing 2698 science. In feedback from Live from Antarctica, some of our youngest viewers 2699 asked for journals that were easier for them to understand. This year we are 2700 creating a new feature: Field Journals for Elementary students. The first 2701 postings are now online. 2703 For information on all online features, send Email To: 2705 info-lfs@quest.arc.nasa.gov 2707 Gopher Server quest.arc.nasa.gov 2709 Live From the Stratosphere Web site: 2711 http://quest.arc.nasa.gov/livefrom/stratosphere.html 2713 ------------------------- 2714 -------| T E A C H E R S |-------- 2715 -------------------------- 2716 ---->>>> discuss-lfs Discussion list now really OPEN!!! 2718 A temporary glitch affected our discuss-lfs list this week blocking 2719 many postings that were sent to the list. These postings have 2720 reached the list and we are now back in *full force!* 2722 Many members shared their personal classroom experiences focusing on the 2723 October 5th broadcast and integration of the LFS activities. Thanks to 2724 Roger Stryker, Chris Rowan, Ginny Dexter, Jake Chaput, Marilyn Wall, 2725 Margaretha Gebhart, AFC Martine, Pam Berger and others for sharing 2726 their input! 2728 Classroom teachers are sharing their excitement about LFS! Many have plans 2729 for upcoming sleep-overs, inclusion of local astronomy clubs, invitations 2730 extended to local guest experts, involvement with local broadcasting 2731 companies. Experienced Internet-using educators like Roger Stryker, Chris 2732 Rowan and Marilyn Wall are reaching out and helping those new to this 2733 medium by sharing expertise. We have a very organic & rich discussion on 2734 discuss-lfs! The Star counting activity is about to begin online so ... 2735 Please feel free to join in. We want all teachers and students to feel 2736 welcome. 2738 /\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\ 2740 SPANISH TRANSLATION OF LFS WEB SITE/GUIDE 2742 Live From the Stratosphere seeks to include *everyone* in our 2743 project through such efforts as our Spanish translation project.... 2745 Did you know that the Teacher's Guide bilingual Spanish translation 2746 version is available on our web site! You will find some of our 2747 web site (including the teacher's guide, diaries, background 2748 information, etc.) translated and ready for use at : 2750 http://quest.arc.nasa.gov/lfs/espanol/lfs-overviewE.html 2752 More in Spanish Language resources next week... 2754 /\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\ 2756 We want to include all teachers who want to join us.... 2758 PLEASE COPY THIS DISK SERVICE.... a service to help those 2759 with minimal access to the Internet! 2761 If you would like to have access to our online resources, but 2762 have difficulties doing so, or would simply prefer to take 2763 advantage of this useful service, you can now order our online 2764 resources on diskette from: 2766 B & R Samizdat Express 2767 P.O. Box 161 2768 West Roxbury, MA 02132 2770 Diskettes are available in IBM and MAC format (be sure to indicate 2771 your preference) for $10.00 per diskette (this fee includes the 2772 shipping and handling). You have permission to copy this diskette 2773 for other educators in your district! At this time one diskette 2774 of materials is available. As our resources grow, there will be 2775 additional diskettes made available. B & R Samizdat Express 2776 is run by Richard Seltzer who has his own web site at: 2778 http://www.tiac.net/users/samizdat 2780 You can reach Richard at this email address if you have other 2781 questions about his service: seltzer@samizdat.com 2783 CLASSROOM ACTIVITIES 2785 These classroom activities from the Teacher's Guide will help students 2786 actively participate in Program 3: "The Jupiter Misson." 2788 Planning the Jupiter Mission 2789 Digitized Data 2790 Finding Jupiter's Moons 2791 The Energy Equation 2793 These classroom activities from the Teacher's Guide will get students 2794 ready for Program 4: "Night Flight to the Stars" 2796 Mapping a Birth Cloud 2797 Seeing the Invisible 2798 Whispers from the Ring 2799 The Case of the Disappearing Rings 2800 Mapping a Galaxy 2802 `/`/`/`/`/`/`/`/`/`/`/`/`/`/`/`/`/ 2804 Online Collaboration on 2805 "Twinkle Twinkle Little Star" 2807 `/`/`/`/`/`/`/`/`/`/`/`/`/`/`/`/`/ 2809 Please share your data as soon as possible. We hope to have a summary of 2810 your work ready to be broadcast on October 12th. 2812 -------------------------- 2813 -------| T O R E G I S T E R |------- - 2814 -------------------------- 2816 There is no cost to participate in LIVE FROM THE STRATOSPHERE. 2817 It is funded in part, by the Information Infrastructure and Technology 2818 Applications program of NASA's Office of High Performance Computing and 2819 Communications, the NASA Astrophysics Division, NASA Ames Research Center, 2820 NASA Education, and PBS K-12 Learning Services. It is also supported, in 2821 part, by the National Science Foundation. 2823 Live From the Stratosphere is a Passport to Knowledge project. The 2824 video programs are a co-production of GEOFF HAINES-STILES PRODUCTIONS 2825 and MARYLAND PUBLIC TELEVISION. "Night Flight to the Stars" is 2826 co-presented by WNET/New York. 2828 To register, receive the printed Teacher's Guide, other NASA materials 2829 on astronomy, an original color poster, the "mini-kit", and to cover postage, 2830 and handling please send $10.00 to: 2832 LIVE FROM THE STRATOSPHERE 2833 P.O. Box 1502 2834 Summit, New Jersey 07902-1502 2836 or call: 2838 1-800-626-LIVE (1-800-626-5483) 2840 COME FLY WITH US, COME FLY, COME FLY THE INFORMATION HIGHWAY, INTO THE 2841 STRATOSPHERE... INTO ORBIT, AND INTO THE FUTURE OF SCIENCE EDUCATION! 2842 . . . . . 2843 * /| 2844 . . . . + . / / / 2845 . + . . . ______/ /_____| | 2846 . . . . . --<((__*@*_ ______|-- NEXT NEWSLETTER 2847 . . +. + . \ \ | | OCTOBER 16TH 2848 . \ \ \ 2849 * \| 2850 LFS Newsletter Editor: Margaret Riel (mriel@weber.ucsd.edu) 2852 ------------------------------------------------------ 2853 Example Three: MathMagic; Math at Various Grade Levels 2854 ------------------------------------------------------ 2856 Note: The MathMagic World Wide Web home page is located at 2857 http://forum.swarthmore.edu/mathmagic/ 2859 What is MathMagic? 2861 MathMagic is a K-12 telecommunications project developed in El Paso, 2862 Texas. It provides strong motivation for students to use computer 2863 technology while increasing problem-solving strategies and communications 2864 skills. MathMagic posts challenges in each of four categories (k-3, 4-6, 2865 7-9 and 10-12) to trigger each registered team to pair up with another 2866 team and engage in a problem-solving dialog. When an agreement has been 2867 reached, one solution is posted for every pair. 2869 MathMagic has received wide ideological acceptance by hundreds of past 2870 FidoNet users, because it addresses most of the National Council of 2871 Teachers of Mathematics standards. A modified format has now expanded into 2872 the Internet and is available via regular e-mail or via the World Wide Web 2873 (WWW). 2875 Who can participate? 2877 K-12 teachers and students, but higher education teachers, librarians, 2878 technology coordinators, computer teachers, and even home-schoolers are 2879 joining to act as facilitators. 2881 What is needed? 2883 Any teacher with access to electronic mail via the Internet can 2884 participate. Several net service providers and most of the commercial 2885 boards (America Online, Genie, Compuserve, Delphi, The Well, etc.) now 2886 offer e-mail gateways and other Internet services. MathMagic is best 2887 suited to schools that use computers with modems and have direct Internet 2888 access. 2890 In some areas, a local Bulletin Board System (BBS) or a Net user (such as 2891 a parent with net access) may have to act as a go-between. Please ask 2892 about special arrangements. 2894 Example challenge for grades 10-12: 2896 *************************************** 2898 MathMagic Cycle 18: Level 10-12 Regular 2900 *************************************** 2902 Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31 day 2903 calendar for the month of October? You can use addition (+), subtraction 2904 (-), multiplication (*), division (/) exponents (^) factorial (!) square 2905 root (sqrt) and, naturally, parenthesis ( ). 2907 Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?) 2908 (Notice that the numbers appear in the "locked" sequence) 2910 **************************************** 2912 MathMagic Cycle 18: Level 10-12 Advanced 2914 **************************************** 2916 What 6 digit number, with 6 different digits, when multiplied by all 2917 integers up to 6, circulates its digits through all 6 possible positions, 2918 as follows: 2920 ABCDEF * 1 - ABCDEF 2921 ABCDEF * 3 - BCDEFA 2922 ABCDEF * 2 - CDEFAB 2923 ABCDEF * 6 - DEFABC 2924 ABCDEF * 4 - EFABCD 2925 ABCDEF * 5 - FABCDE 2927 ********* 2928 Good luck 2929 MrH 2931 Example challenges for grades K-3 2933 ************************************* 2935 MathMagic Cycle 16: Level K-3 Regular 2937 ************************************* 2939 When two straight lines meet, they form an angle. Some angles are easy to 2940 recognize. For instance, a RIGHT ANGLE is any of the four angles formed by 2941 a piece of paper (like typing or computer paper) that has sharp corners. 2943 Using a clock and "talking" with your partners, try to figure out how many 2944 times in a day (24 hours) the hour hand and the minute hand form a right 2945 angle. You may want to do a chart and watch the hour hand move between the 2946 numbers, as you move the minute hand... 2948 ************************************** 2950 MathMagic Cycle 16: Level K-3 Advanced 2952 ************************************** 2954 One of the better known works of architecture of the Roman Empire was the 2955 Coliseum. For a few months, at it's maximum splendor (before the senate 2956 began cutting its funding... yes, old problem) there stood an Imperial 2957 Roman Guard in each of its 1000 arches. Imagine the splendor! (Not too 2958 cool if you were the entertainment) 2960 The first budget conscious cut called for the removal of every other 2961 Imperial Guard. Imagine, one stayed, the next went. The second senate cut 2962 called for the removal of every third guard (from the original count) So, 2963 the order went out that guards of gate 1 and gate 2 (if there was one) 2964 could stay, while guard of gate 3 (and every other third one) had to go... 2965 Naturally, what the senate was doing was getting rid of some guards, but 2966 also getting the credit for a lot of "cuts" of gates that had no guard. 2968 The "cuts" continued number after number, until a diligent member of the 2969 opposition party cried foul. He said " Only some of the cuts are actually 2970 getting rid of guards. A lot of them are not!" Can you build an argument 2971 for this senator? 2973 Also, if you were a Roman Imperial Guard that every week had to choose a 2974 different gate you had to look after (and run the risk of loosing your 2975 job), which gates would be your choice? 2977 ------------------ 2978 Good luck MrH 2980 ------------------------------------------------------------ 2981 Example Four: Various Projects Announced by Global SchoolNet 2982 ------------------------------------------------------------ 2984 Hi, 2986 Our teachers have been doing K12 projects over the Internet for the past 2987 12 years. 2989 There is NO CHARGE for schools to participate in the projects. Global 2990 SchoolNet organizes, manages, and facilitates collaborative learning 2991 projects for schools with any level of connectivity . . . from email only 2992 . . . to desktop videoconferencing. 2994 To access these projects go to: 2995 http://gsn.org/gsn/gsn.projects.html 2997 Sample of Projects you will find" 2998 --------------------------------- 3000 The Global Schoolhouse (Featuring Desktop Video-Conferencing) 3002 Today's "school of the future" uses the most powerful Internet tools, 3003 including live video, to link K12 classrooms to their communities and to 3004 other children around the world. 3006 CALREN: Building the California Global Schoolhouse 3008 Education leader (Global SchoolNet) partners with business leader (Aldea 3009 Communications) to discover and document how schools, businesses, and the 3010 community can network to share resources. 3012 CyberStars: Number Ones of Tomorrow 3014 For the first time ever, children around the globe can share their musical 3015 talents with the world via the Internet. 3017 PAACE: Personal Achievement And Career Awareness 3019 Students learn and practice important career skills, including those 3020 dealing with education, attitude, manners, grooming, and fashion. 3022 Scientist-on-Tap 3024 Scientists from the Jet Propulsion Laboratory demonstrate the power of 3025 distance learning, by interacting with students around world, from the 3026 comfort of their own offices! 3028 Projects that Require Email Access Only 3029 -------------------------------------- 3031 Ask a Geologist (AAG) 3033 Have you ever wondered about why California has so many earthquakes, and 3034 New York does not? Why is there so much oil in Texas, but not in 3035 Wisconsin? What are the deepest canyons in the United States? (The answer 3036 might surprise you!) While the answers to many of these questions might be 3037 as close as an encyclopedia, some questions are difficult to answer 3038 without checking many sources. Beginning Monday, October 3, 1994, the USGS 3039 will offer a new, experimental Internet service - Ask-A-Geologist. 3040 General questions on earth sciences may be sent by electronic mail 3042 Family Tree-Mail: Language Translation 3044 In this pilot project, children use Globalink's language translation 3045 software to share family histories via email, in their native languages of 3046 Spanish, French, German, and Italian. 3048 Field Trips 3050 Join other classes on their live field trips. In turn, you take other 3051 classes with you when you visit local places of interest. Our FIELDTRIPS-L 3052 mailing list manages this "exchange" of classroom field trips and 3053 excursions. 3055 Geogame 3057 This perennially favorite project will excite your students as they 3058 immerse themselves in atlases, maps, almanacs, and other references in 3059 order to solve a geography puzzle. Your students help create the puzzle by 3060 answering 8 questions about your community: latitude, typical weather, 3061 land formations, time zone, points of interest, etc. We combine their 3063 responses with other classes to create a geography puzzle your students 3064 will love to solve. A simple first project for beginning 3065 telecommunicators. 3067 Global Grocery List 3069 Your students visit their local grocery stores and record the prices of 3070 items on the grocery list, then share their prices with other 3071 participating classes all over the world. The result is a growing table of 3072 current, peer collected data that can be used in math, social studies, 3073 science, and health classes (and others). This project is especially good 3074 for telecomputing beginners: it has very little structure and no 3075 timeline. 3077 Jane Goodall Institute 3079 Students learn about the interconnectedness of all life on earth as they 3080 observe the world around them and become involved in environmental and 3081 humanitarian issues. Explore Gombe and Kibira National Parks, ChimpanZoo, 3082 and the Roots & Shoots Program. 3084 The Jason Project 3086 The Jason Project brings the thrill of exploration and discovery live to 3087 students around the world as they participate in an amazing electronic 3088 field trip. In 1995 they trekked to Hawaii to study volcanoes. The Global 3089 SchoolNet Foundation manages the Jason Project Listservs and features them 3090 in our Global SCHLnet Newsgroup Service. 3092 LOGO Foundation 3094 The Logo Foundation, in cooperation with the Global SchoolNet Foundation, 3095 is now managing a Logo listserv discussion group available to anybody on 3096 the Internet. 3098 Newsday 3100 Your students write articles and post them on the Newsday Newswire for the 3101 whole world to see! Then they read and choose articles from other schools 3102 to download and include in their own newspaper! Finally... you share your 3103 newspaper with other classes... and they in turn share theirs with you. 3104 Your students' reading and writing skills will improve while they learn 3105 about current local, national, and global issues. 3107 Where on the Globe is Roger? 3109 Children are invited to learn about history, culture, geography, and the 3110 environment, while they electronically travel around the world with Roger 3111 Williams - in his quest to promote world peace! 3113 <<*>><<*>><<*>><<*>><<*>><<*>><<*>><<*>> 3114 Yvonne Marie Andres, Global Schoolhouse/Global SchoolNet Foundation 3115 7040 Avenida Encinas 104-281, Carlsbad, CA 92009 3116 WWWeb http://gsn.org 3117 Voice (619) 433-3413 FAX (619) 931-5934 email: andresyv@cerf.net 3118 <<*>><<*>><<*>><<*>><<*>><<*>><<*>><<*>> 3120 -------------------------------------- 3121 Example Five: Professional Development 3122 -------------------------------------- 3124 THE WEATHER UNDERGROUND ANNOUNCES "DISASTER IN THE CLASSROOM" 3125 A *LIVE* TELEVISION PROGRAM TO ILLUSTRATE USES OF REAL-TIME 3126 WEATHER AND ENVIRONMENTAL IMAGERY IN K-12 EDUCATION 3128 Beginning in September 1995, Professor Perry Samson, University of Michigan 3129 professor and Director of the Weather Underground, will host an innovative, 3130 biweekly series of live, interactive, television shows aimed at teachers, 3131 administrators, and parents interested in K-12 education, Internet 3132 resources, and the use of real-time weather information in science. Aimed 3133 specifically at the professional development of teachers, the programs 3134 create a model for teachers to carry back into their classroom, a model 3135 that promotes project-based student centered learning environments using 3136 new technology and science ideas creatively. 3138 The programs, interactive in design, allow participants to ask questions 3139 and respond to information through a simultaneous e-mail dialogue. A 3140 strength in the design of this series is its ability to allow an 3141 interactive discussion of environmental issues (severe weather, snowstorms, 3142 droughts, earthquakes, volcanic activity , El Nino, etc.) in a timely 3143 manner, matching current news items to science activities. The programs in 3144 the virtual classroom series are uplinked to a satellite from the 3145 University of Michigan. Teachers, administrators, parents or students can 3146 view the class either on their own or in groups. Participants will be 3147 encouraged to use their computer and modem to log into our server during 3148 the show. This interactive virtual classroom will allow participants to 3149 pose or answer questions live (or after the show). 3151 Navigation on the Internet and pointers to information specific to the 3152 science curriculum ideas presented on the show are emphasized and made 3153 available to teachers for use in their classrooms. Participants are shown 3154 where on the Internet to find imagery and activities relevant to the topics 3155 discussed and are lead through a discussion of new methods to utilize these 3156 data in their classroom activities. Example activities utilizing current 3157 weather, climate and environmental conditions are demonstrated. 3159 If you are interested in participating in this series from your home or 3160 school and would like to receive graduate credit for it, please contact: 3162 The Weather Underground 3163 Department of Atmospheric, Oceanic and Space Sciences 3164 University of Michigan 3165 Ann Arbor, MI 48109-2134 3167 or 3169 URL: http://groundhog.sprl.umich.edu 3170 e-mail: blueskies@umich.edu 3171 Call: 1-800-386-4141 3173 !!!!!!First show is Sept. 18, contact us or look to URL above for more 3174 information soon!!!!!! 3176 APPENDIX B: WAYS TO GET RFCs 3178 FYI documents such as the one your are reading are a subset of the 3179 Internet Engineering Task Force's RFC documents. 3181 Note that the latest version of the following file may be found on the 3182 World Wide Web at http://www.isi.edu/in-notes/rfc-editor/rfc-info 3184 For more information on Internet Engineering Task Force publications, 3185 visit the RFC Editor's home page on the World Wide Web at 3186 http://www.isi.edu:80/rfc-editor/rfc-sources.html 3188 ----------------------------------------------------------------- 3189 RFC-Info Smplified Help 3190 ----------------------- 3192 Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU. 3194 1. To get a specific RFC send a message with text as follows: 3196 Retrieve: RFC 3197 Doc-ID: RFC1500 3199 This gets RFC 1500. All RFC numbers in the Doc-Id are 4 digits 3200 (RFC 791 would be Doc-ID: RFC0791). 3202 2. To get a specific FYI send a message with text as follows: 3204 Retrieve: FYI 3205 Doc-ID: FYI0004 3207 3. To get a list of available RFC's that match a certain criteria: 3209 LIST: RFC 3210 Keywords: Gateway 3212 Returns a list of RFC's with the word Gateway in the title or 3213 specified as a keyword. 3215 4. To get the Index of all RFCs published: 3217 HELP: rfc_index 3219 5. To get information about other ways to get RFCs, FYIs, STDs, or 3220 IMRs. 3222 HELP: ways_to_get_rfcs 3223 HELP: ways_to_get_fyis 3224 HELP: ways_to_get_stds 3225 HELP: ways_to_get_imrs 3227 6. To get help about using RFC-Info: 3229 HELP: help 3231 or 3233 HELP: topics 3235 ----------------------------------------------------------------- 3237 APPENDIX C: GLOSSARY OF TERMS USED IN THIS DOCUMENT 3239 The following is a short glossary of terms used in this document. For a 3240 more complete glossary of Internet terms, refer to FYI 18 (RFC XXXX), 3241 "Internet Users' Glossary". These definitions are largely excerpted from 3242 that glossary. (See Section 8, "Suggested Reading", above for complete 3243 reference information.) 3245 Acceptable Use Policy (AUP) 3247 Many transit networks have policies which restrict the use to 3248 which the network may be put. Enforcement of AUPs varies with the 3249 network. 3251 Anonymous FTP 3253 Accessing data via the File Transfer Protocol using the special 3254 username "anonymous". This was devised as a method to provide a 3255 relatively secure way of providing restricted access to public 3256 data. Users who wish to acquire data from a public source may use 3257 FTP to connect to the source, then use the special username 3258 "anonymous" and their email address as the password to log into a 3259 public data area. 3261 Archie 3262 A system to automatically gather, index and serve information on 3263 the Internet. The initial implementation of archie provided an 3264 indexed directory of filenames from all anonymous FTP archives on 3265 the Internet. Later versions provide other collections of 3266 information. See also: Gopher, Wide Area Information Server. 3268 Cracker 3270 A person who uses computer knowledge to attempt to gain access to 3271 computer systems and/or maliciously damage those systems or data. 3273 Dial-in (also dial-up) 3275 A connection, usually made via modems, between two computers (or 3276 servers) over standard voice grade telephone lines. 3278 Download 3280 To copy data from a remote computer to a local computer. The 3281 opposite of upload. 3283 DSU/CSU (Data Service Unit/Channel Service Unit) 3285 The digital equivalent of a modem. A Channel Service Unit 3286 connects to a telephone company-provided digital data circuit, and 3287 a Data Service Unit provides the electronics required to connect 3288 digital equipment to the CSU. Paired together a DSU/CSU allows 3289 computer equipment to be connected into the telephone digital 3290 service for highly conditioned, high speed data communications. 3292 Electronic Bulletin Board System (BBS) 3294 A computer, and associated software, which typically provides 3295 electronic messaging services, archives of files, and any other 3296 services or activities of interest to the bulletin board system's 3297 operator. Although BBSs have traditionally been the domain of 3298 hobbyists, an increasing number of BBSs are connected directly to 3300 the Internet, and many BBSs are currently operated by government, 3301 educational, and research institutions. 3303 EMail (Electronic Mail) 3305 A system whereby a computer user can exchange messages with other 3306 computer users (or groups of users) via a communications network. 3308 FidoNet 3310 A network of computers interconnected using the FIDO dial-up 3311 protocols. The FIDO protocol provides a means of "store and 3312 forward" file transfer similar to UUCP. 3314 FTP (File Transfer Protocol) 3316 A protocol which allows a user on one host to access, and transfer 3317 files to and from, another host over a network. Also, FTP is 3318 usually the name of the program the user invokes to execute the 3319 protocol. 3321 FYI (For Your Information) 3323 A subseries of RFCs that are not technical standards or 3324 descriptions of protocols. FYIs convey general information about 3325 topics related to TCP/IP or the Internet. See also: RFC (Request 3326 for Comments). 3328 Gopher 3329 A distributed information service that makes available 3330 hierarchical collections of information across the Internet. 3331 Gopher uses a simple protocol that allows a single Gopher client 3332 to access information from any accessible Gopher server, providing 3333 the user with a single "Gopher space" of information. Public 3334 domain versions of the client and server are available. See also: 3335 archie, archive site, Prospero, Wide Area Information Servers. 3337 Hacker 3339 A person who delights in having an intimate understanding of the 3340 internal workings of a system, computers and computer networks in 3341 particular. The popular media has corrupted this term to give it 3342 the pejorative connotation of a person who maliciously uses 3343 computer knowledge to cause damage to computers and data. The 3344 proper term for this type of person is "cracker". 3346 Internet Engineering Task Force (IETF) 3348 The IETF is a large, open community of network designers, 3349 operators, vendors, and researchers whose purpose is to coordinate 3350 the operation, management and evolution of the Internet, and to 3351 resolve short-range and mid-range protocol and architectural 3352 issues. It is a major source of protocol proposals and standards. 3354 InterNIC 3356 A Network Information Center (NIC), funded by the National Science 3357 foundation, that provides information about the Internet. The 3358 InterNIC is a team of three contractors, each of which focuses on 3359 a particular network support task. The three tasks are: 3360 Information Services (the task most often cited in this document), 3361 Registration Services, and Directory and Database Services. 3363 Kbs (Kilo-Bits per Second) 3365 A data transmission rate expressed in 1000 bit per second units. 3366 For example, 56Kbs is 56*1000-56,000 bits per second. 3368 LAN (Local Area Network) 3370 A data network intended to serve an area of only a few square 3371 kilometers or less. Since such are networks relatively small they 3372 can usually be directly controlled by the users and operate at 3373 relatively high speeds (up to 100Mb/s [10 million bits per 3374 second]) over inexpensive wiring. 3376 Leased line 3378 A leased line is a special phone company permanent connection 3379 between two locations. Leased lines are generally used where 3380 high-speed data (usually 960 characters per second and higher) is 3381 continually exchanged between two computers (in the Internet, 3382 generally between routers). A leased line is billed at the same 3383 rate per month independent of how much the line is used and can be 3385 cheaper than using dial modems depending on the usage. Leased 3386 lines may also be used where higher data rates are needed beyond 3387 what a dial modem can provide. 3389 Listserv (mailing list server) 3391 An automated program that accepts mail messages from users and 3392 performs basic operations on mailing lists for those users. In 3393 the Internet, listservs are usually accessed as "listname@host"; 3394 for example, the list server for the hypothetical list 3395 "newsreports@acme.org" would be called "listserv@acme.org". 3396 Sending email to "newsreports@acme.org" causes the message to be 3397 sent to all the list subscribers, while sending a message (to 3398 subscribe or unsubscribe, for example) to "listserv@acme.org" 3399 sends the message only to the list server. Not all mailing lists 3400 use list servers to handle list administration duties. 3402 Mailing Lists 3404 A list of email addresses. Generally, a mailing list is used to 3405 discuss a certain set of topics, and different mailing lists 3406 discuss different topics. A mailing list may be moderated. That 3407 is, messages sent to the list are actually sent to a moderator who 3408 determines whether or not to send the messages on to everyone 3409 else. Many mailing lists are maintained by mail handling software 3410 such as listserv, majordomo, or listproc, which are programs that 3411 automatically handle operations such as adding new people to the 3412 list. (See above.) In the Internet, for those mailing lists 3413 maintained by a human, rather than by a program, you can generally 3414 subscribe to a list by sending a mail message to: "listname- 3415 REQUEST@host" and in the body of the message enter a request to 3416 subscribe. To send messages to other subscribers, you will then 3417 use the address "listname@host". 3419 Modem (MODulator/DEModulator) 3421 A device that converts the digital signals used by computers into 3422 analog signals needed by voice telephone systems. Modems can be 3423 "dial" or "leased line" type. Dial type modems are used on normal 3424 telephone lines to call remote computers, and usually operate at 3425 speeds between 120 to 1,920 characters per second. 3427 Network Access Provider (Network Service Provider) 3429 Any organization that provides network connectivity or dial-up 3430 access. Service providers may be corporations, government 3431 agencies, universities, or other organizations. 3433 Network News 3435 Another name for "Usenet News". 3437 NIC (Network Information Center) 3439 A central place where information about a network within the 3440 Internet is maintained. Usually NICs are staffed by personnel who 3441 answer user telephone calls and electronic mail, and provide 3442 general network usage information and referrals, among other 3443 possible tasks. Most network service providers also provide a NIC 3444 for their users. 3446 Port 3448 TCP/IP assigns at least one address to a host computer, but 3449 applications such as FTP must talk to a corresponding server 3450 application on the host. The "port" is the way TCP/IP designates 3451 the remote application. Most common Internet servers have 3452 specific port numbers associated with them. For example, Telnet 3453 uses port number 23. These are known as "well known ports" and 3454 allow application programmers to write standard applications (such 3455 as Telnet, FTP, etc.) that "know" where the corresponding server 3456 is on a particular host. 3458 PPP (Point to Point Protocol) 3460 A protocol used to establish TCP/IP connections using serial lines 3461 such as dial-up telephone lines. Similar to SLIP (see below), PPP 3462 is a later standard that includes features such as demand dial-up, 3463 compression, better flow control, etc. 3465 Protocol 3467 A formal description of message formats and the rules two 3468 computers must follow to exchange those messages. Protocols can 3469 describe low-level details of machine-to-machine interfaces (e.g., 3470 the order in which bits and bytes are sent across a wire) or 3471 high-level exchanges between allocation programs (e.g., the way in 3472 which two programs transfer a file across the Internet). 3474 Protocol Stack 3476 A series of protocols linked together to provide an end-to-end 3477 service. For example, the File Transfer Protocol uses the 3478 Transmission Control Protocol, which uses the Internet Protocol, 3479 which may use the Point to Point protocol, to transfer a file from 3480 one computer to another. The series FTP->TCP->IP->PPP is called a 3481 protocol stack. 3483 RFC (Request for Comments) 3485 The document series, begun in 1969, which describes the Internet 3486 suite of protocols and related experiments. Not all (in fact very 3487 few) RFCs describe Internet standards, but all Internet standards 3488 are written up as RFCs. The RFCs include the documentary record 3489 of the Internet standards process. 3491 Router 3493 A computer which forwards traffic between networks. The 3494 forwarding decision is based on network layer information and 3495 routing tables, often constructed by routing protocols. 3497 SLIP (Serial Line Internet Protocol) 3499 A protocol used to establish TCP/IP connections using serial lines 3500 such as dial-up telephone lines. Small computers, such as PCs and 3501 Macintoshes, can use SLIP to dial up to servers, which then allow 3502 the computer to act as a full Internet node. SLIP is generally 3503 used at sites with a few users as a cheaper alternative than a 3504 full Internet connection. SLIP is being replaced by PPP at many 3505 sites. 3507 TCP/IP (Transmission Control Protocol/Internet Protocol) 3509 TCP/IP is named for two of the major communications protocols used 3510 within the Internet (TCP and IP). These protocols (along with 3511 several others) provide the basic foundation for communications 3512 between hosts in the Internet. All of the service protocols, such 3513 as FTP, Telnet, Gopher, use TCP/IP to transfer information. 3515 Telnet 3517 Telnet is the Internet standard protocol for remote terminal 3518 connection service. The name "telnet" also is used to refer to 3519 programs that allow interactive access to remote computers, as 3520 well as the action of using said programs. For example, the 3521 phrase "Telnet to host xyzzy." means to interactively log into 3522 host "xyzzy" from some other host in the Internet. 3524 Upload 3526 To copy data from a local computer to a remote computer. The 3527 opposite of download. 3529 Usenet News 3531 An electronic bulletin board system created originally by the Unix 3532 community and which is accessible via the Internet. Usenet News 3533 forms a discussion forum accessible by millions of users in almost 3534 every country in the world. Usenet News consists of thousands of 3535 topics arranged in a hierarchical form. Major topics include 3536 "comp" for computer topics, "rec" for recreational topics, "soc" 3537 for social topics, "sci" for science topics, etc. Within the 3538 major topics are subtopics, such as "rec.music.classical" for 3539 classical music, or "sci.med.physics" for discussions relating to 3540 the physics of medical science. 3542 UUCP (Unix-to-Unix CoPy) 3544 This was initially a program run under the UNIX operating system 3545 that allowed one UNIX system to send files to another UNIX system 3546 via dial-up phone lines. Today, the term is more commonly used to 3547 describe the large international network which uses the UUCP 3548 protocol to pass news and electronic mail. 3550 Virus 3552 A program which replicates itself on computer systems by 3553 incorporating itself into other programs which are shared among 3554 computer systems. 3556 WAIS (Wide Area Information Server) 3558 A distributed information service which offers simple natural 3559 language input, indexed searching for fast retrieval, and a 3560 "relevance feedback" mechanism which allows the results of initial 3561 searches to influence future searches. Public domain 3562 implementations are available. 3564 WWW (World Wide Web) 3566 A hypertext-based, distributed information system created by 3567 researchers at CERN in Switzerland. Users may create, edit or 3568 browse hypertext documents. The clients and servers are freely 3569 available. The WWW servers are interconnected to allow a user to 3570 traverse the Web from any starting point; in addition, many other 3571 servers such as WAIS and Gopher have been incorporated into the 3572 WWW servers.