RFC1941 - Frequently Asked Questions for Schools

Network Working Group J. Sellers

Request for Comments: 1941 Sterling Software/NASA IITA

FYI: 22 J. Robichaux

Obsoletes: 1578 InterNIC

Category: Informational May 1996

Frequently Asked Questions for Schools

Status of This Memo

This memo provides information for the Internet community. This memo

does not specify an Internet standard of any kind. Distribution of

this memo is unlimited.

Abstract

The goal of this FYI document, prodUCed by the Internet School

Networking (ISN) group in the User Services Area of the Internet

Engineering Task Force (IETF), is to act as an introduction to the

Internet for faculty, administration, and other school personnel in

primary and secondary schools. The intended audience is educators who

are recently connected to the Internet, who are Accessing the

Internet by some means other than a direct connection, or who are

just beginning to consider Internet access as a resource for their

schools. Although the Internet Engineering Task Force is an

international organization and this paper will be valuable to

educators in many countries, it is limited in focus to

internetworking in the United States.

Table of Contents

1. Introduction................................................... 2

2. Acknowledgments................................................ 3

3. Questions About the Internet in an Educational Setting......... 3

4. Questions About Getting the Internet into the School........... 7

5. Questions About Using Internet Services........................ 17

6. Questions About Classroom Resources, Projects, & Collaboration. 21

7. Questions About Security and Ethics............................ 25

8. Suggested Reading.............................................. 29

9. Resources and Contacts......................................... 31

10. References.................................................... 50

11. Security Considerations....................................... 51

12. Authors' Addresses............................................ 51

Appendix A: Glossary of Terms Used in this Document............... 52

Appendix B: Ways to Get Requests for Comments (RFCs).............. 60

Appendix C: Examples of Educational Projects Using the Internet... 61

1. Introduction

As more and more schools begin using technology to achieve

educational goals, access to the worldwide network of computer

networks known as the Internet is eXPanding. Help for schools in the

form of printed materials, electronic resources, and people is also

expanding. The Internet School Networking (ISN) group of the Internet

Engineering Task Force (IETF) remains committed to articulating the

advantages of Internet connections for schools and providing

solutions to the challenges schools face in getting connected. The

FYI (For Your Information) series, which is a subset of the IETF-

produced RFCs (Requests for Comments) is one way to achieve these

goals. (See Appendix A, "Glossary of Terms Used in This Document" for

further explanation of "FYI" and "RFC.")

While the IETF and ISN are international groups, the authors of this

document are experienced only in bringing the Internet to schools in

the United States. We are aware that culture and the national economy

effect how one views the issues surrounding school networking. (To

give just one example, in the United States, educational reform is an

important reason for schools to get connected to the Internet. Other

countries may not have the same incentive to transform the teacher's

role to more of a guide toward knowledge and less of a sole provider

of information.) So, while this document may have a U.S. flavor, we

feel that the focus will not prevent it from being useful to those in

other countries!

Some of the questions educators have about the Internet are of a more

general nature, and for those we recommend reading FYI 4, "Answers to

Commonly Asked 'New Internet User' Questions." (For information on

how to get this and other IETF documents of interest to the general

Internet user, See Appendix B, "Ways to Get RFCs.")

Remember that the Internet is a changing environment. Although we

have tried to include only the most stable of network services and

contacts, you may still find that something listed is unavailable or

has changed. The positive side of this constant change is that you

will discover much on your own, and some of what you discover will be

new since the writing of this document.

This is an update of an earlier document (FYI 22/RFC1578, "Answers

to Commonly Asked 'Primary and Secondary School Internet User'

Questions"), and renders that document obsolete. If future updates

are produced, the RFCnumber will change again, and the FYI number

(22) will remain the same.

2. Acknowledgments

In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen

Hoffman, William Manning, April Marine, Michael Newell, and Anthony

Rutkowski, all of whom contributed to the first version of this

document, we would like to thank Sepideh Boroumand, Sandy Dueck, Jeff

Gong, Bill Grenoble, Pat KASPar, Ed Klein, Yermo Lamers, Gary Malkin,

April Marine, Michael Newell, and Jan Wee for their invaluable

suggestions and contributions to this version. Thanks also to Nathan

Hickson for checking each of the entries in the formidable Section 9.

3. Questions About the Internet in an Educational Setting

3.1 What is the Internet?

The Internet is a large and rapidly growing worldwide network

comprised of smaller computer networks, all linked by a common

protocol, that enables computers of different types to exchange

information. The networks are owned by countless commercial,

research, government, and education organizations and individuals.

The Internet allows the almost 5 million computers [1] and countless

users of the system to collaborate easily and quickly either in pairs

or in groups. Users are able to discover and access people and

information, distribute information, and experiment with new

technologies and services. The Internet has become a major global

infrastructure used for education, research, professional learning,

public service, and business.

There is a confusing variety of types of Internet access. These types

of access are distinguished either by the services one can use

(telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or by

the technology underlying the access (the protocol, or rules the

computers must follow in order to communicate with one another). The

Internet is most clearly defined by its technology, but other

technologies now offer access to many of the same Internet services,

most notably electronic mail and the World Wide Web. The most

important question for a user today is probably not "Am I on the

Internet?" but "Do I have access to the Internet services I want?"

See Section 5, "Questions About Using Internet Services," for further

discussion of telnet, Gopher, FTP, the World Wide Web, and electronic

mail.

While there is no official governing body of the Internet, the

Internet Society serves as the international organization for

Internet cooperation and coordination. See Section 9, "Resources and

Contacts" for Internet Society contact information.

For a more complete basic introduction to the Internet, see FYI 20,

"What is the Internet?" cited in Section 8, "Suggested Reading." For

information on how to retrieve FYI documents produced by the Internet

Engineering Task Force, see Appendix B, "Ways to Get RFCs."

3.2 What are the benefits of using the Internet in the classroom?

The Internet is an exciting classroom resource. It expands the

classroom dramatically by delivering information, data, images, and

even computer software from places otherwise impossible to reach, and

it does this almost instantly. This access to up-to-the-minute

information can make a student's education more relevant. Some of

these materials are original sources which are too expensive or in

other ways difficult for schools to own. Some information is news

unfiltered by mass media, requiring students to critically assess its

content and value.

But the Internet is not strictly a place from which to gather

something. It is also a place to communicate, to make contact with

people all over the world. The Internet brings into the classroom

experts in every content area, new and old friends, and colleagues in

education. And it allows students and teachers to leave the classroom

by sharing ideas with people far away. The isolation inherent in the

teaching profession is well-known among educators. By having Internet

access to colleagues in other parts of the world, as well as to those

who work outside of classrooms, educators are not as isolated.

Your site can become a valuable source of information as well.

Consider the expertise in your school which could be shared with

others around the world. For guidance in finding schools with a

presence on the Internet, see Section 9, "Resources and Contacts."

Use of the Internet shifts focus away from a teacher-as-expert model

and toward one of shared responsibility for learning, making it a

vital part of school reform. Many reform efforts attempt to move away

from teacher isolation and toward teacher collaboration, away from

learning in a school-only context and toward learning in a life

context, away from an emphasis on knowing and toward an emphasis on

learning, away from a focus on content and toward a focus on concepts

[2]. The Internet can play an integral part in helping to achieve

these shifts, since it is well-suited for use as a project resource.

Information on the Internet, as in the rest of the world outside the

classroom, is not divided into separate disciplines such as geometry,

writing, geography, or painting.

As a hands-on classroom tool, the use of the Internet encourages the

kind of independence and autonomy that many educators agree is

important to the learning process. Internet use itself can also be a

motivator for students. Additionally, because class, race, ability,

and disability are removed as factors in communication while using

the Internet, it is a natural tool for addressing the needs of all

students.

There are a number of resources you can use to convince others of the

benefits of the Internet in the classroom. The NASA IITA (National

Aeronautics and Space Administration Information Infrastructure

Technology and Applications) K-12 Internet Initiative has produced an

11-minute video describing the benefits to schools in using the

Internet. Its title is "Global Quest: The Internet in the

Classroom." Another video appropriate for a mixed audience of

stakeholders is "Experience the Power: Network Technology for

Education," produced by the National Center for Education Statistics

in the U.S. Department of Education. Several articles appearing in

various periodicals make a strong case for using the Internet in the

classroom. A particularly good one by Al Rogers of the Global

SchoolNet Foundation is called, "Global Literacy in a Gutenberg

Culture." Student essays can also give compelling testimony. For

information on the Rogers article, see Section 8, "Suggested

Reading." Some student essays can be found on NASA's Quest server

listed in Section 9, "Resources and Contacts," as can information on

the videos.

3.3 Will using the Internet replace teachers?

Just as textbooks, periodicals, videos, guest speakers, and field

trips are often used to support a curriculum, the Internet can be

used as a tool for teaching and learning. This does not mean that it

must be the sole instructional method in a classroom. Teachers will

remain responsible for making educated and informed decisions about

the best way to use the Internet as a tool, just as they do with

other materials used in the classroom. They can also use the Internet

to individualize student learning, making a student's classroom

experiences more relevant.

3.4 Will this technology replace books?

There is room in any school for all kinds of materials and resources.

Books and other print materials will certainly continue to be

important. Internet resources have the advantage of tying together

information from all over the globe, making them useful research

tools. As mentioned before, they can also provide up-to-the-minute

information and are therefore particularly relevant. In addition, you

may be able to engage an expert in a dialog that clarifies or updates

what you find in published materials.

One factor to consider is that much of the material published on the

Internet lacks the authority imputed by an established publishing

house or a reputable author, and may therefore be viewed as less

reliable than books. For example, an encyclopedia or almanac found in

a school library might reasonably be accepted as valid without

question, while a source found on the Internet may require a more

critical look. However, lack of authority is not always a negative.

Reading an account of the fall of the Berlin Wall by a student in the

local region the day it happened can be valuable even if the student

is not a reputable author. Moreover, while it's true that with

Internet materials it becomes increasingly important to evaluate

where they came from, one of the hallmarks of a good education is the

ability to assess information critically, whether the source be

print, television, or some other media.

3.5 How can use of the Internet be integrated into the existing

curriculum?

This is a key question. In order for the Internet to be used

successfully in schools, it must be employed as a tool to teach

content and to reach educational goals that have already been

established. It cannot be seen as an end in itself.

Individual teachers will first need to become familiar enough with

the Internet to know how to do at least two things: find information

on topics they consider important and locate people with like

educational goals. Sections 5 and 6, "Questions About Using Internet

Services" and "Questions About Classroom Resources, Projects, and

Collaboration" will give you some ideas about how to begin.

Once they are familiar with how to find content on the Internet, most

teachers can decide how to use Internet resources to help their

students meet goals. For example, science teachers often teach about

hurricanes and other weather phenomena in the normal course of

instruction. With Internet access they can use information and

satellite data pertaining to the most recent storm to make their

points, rather than outdated examples from textbooks.

When teachers become familiar with finding other people on the

Internet, some of them already grouped into network "communities" of

interest, they can gain experience in using the Internet from

educators who have been using it longer; they can join existing

projects, contribute to the evolution of proposed projects, and

propose their own projects; and they can ask for and give help to

solve problems in the classroom ranging from the content they teach,

to addressing students as individuals, to mastering effective

discipline.

Internet access supports project-based learning. A teacher in an

individual classroom can use the data and information available on

the Internet as a resource for classroom projects, and there are also

a variety of projects which take place over the Internet in more than

one classroom at a time. A project may be initiated by any educator

with an idea. A popular example of an educator-initiated project is

one which requires data to be collected from diverse sites around the

world or at least around the country. For example, together students

in various locations have tracked butterfly and bird migrations,

compared bodies of water, and measured the north-south circumference

of the Earth. Various organizations also run projects in which

schools can participate. Among the many groups which have invited

schools to participate in projects with a focus on a specific topic

are the Global SchoolNet Foundation, The European Schools Project,

the International Educational and Research Network (I*EARN), and

groups associated with such federal agencies as the Department of

Energy, the United States Geological Survey, and the National

Aeronautics and Space Administration.

The Internet can also be used for peer review of student materials;

as a medium for publishing student newspapers, art exhibits, and

science fairs; and in a global email pen-pal program for the

discussion of classroom topics.

It cannot be stressed enough that the key factor these Internet uses

have in common is that they are supporting classroom curriculum, not

defining it.

Learning about the Internet and how to use it is an important goal

for any school's Internet program, but in the classroom, the message

needs to be emphasized over the medium.

There are several sources of material for discussing curriculum

infusion, including mailing lists, World Wide Web sites, and archives

of sample lesson plans. Most of the mail lists, Internet computers,

and organizations in Section 9, "Resources and Contacts," address

infusion of technology into the curriculum. See also Appendix C,

"Examples of Educational Projects Using the Internet."

4. Questions About Getting the Internet into the School

4.1 How much does it cost to connect to the Internet, and what kind of

equipment does my school need to support the Internet connection?

The cost of an Internet connection varies tremendously with the

location of your site and the kind of connection that is appropriate

to your needs. In order to determine the cost to your school, you

will need to answer a number of questions. For help in learning what

the questions are and getting answers to them, begin aSKINg at local

colleges, universities, technology companies, government agencies,

community networks (often called "FreeNets"), local electronic

bulletin board systems (BBS), Internet access providers, or

technology consultants. See also Question 4.6.

To give you an idea of possible cost and equipment needs, think of

four groups of Internet users. We will call them basic individual

users, advanced individual users, school networks, and school

district networks.

How you approach acquiring service depends on which category you feel

best describes your needs. This discussion is based on experiences in

the United States. (For more information on the Internet services

you'll be reading about in this section, see Section 5, "Questions

About Using Internet Services.")

Basic users are individuals who want to access common Internet

services such as the World Wide Web, Gopher, and email. There are two

types of basic users: those who plan to be online for a few hours per

week, and those who plan to be online for many hours per day.

Basic individual users who require access to common Internet services

such as Web pages, FTP sites, and email for only a few hours per week

may be best served by one of the nationwide online services such as

America Online, CompuServe, or Prodigy. These services have the

advantage of providing the user with a simple setup and easy,

graphics-based access screens which hide the complex commands

required by some Internet services. They also provide value-added

services not available via the general Internet, such as access to

news magazines and encyclopedias. Hardware required is generally a

standard Windows-based PC or Macintosh and a 14.4 kilobits per second

(Kbs) or higher modem. At the time of this writing, prices typically

run around $10 per month for the first 5 hours of connect time, and

$2-4 per hour thereafter.

Basic individual users who access common Internet services for many

hours per day should consider a "shell" account from a local Internet

Service Provider (ISP). Shell accounts generally provide access to a

Unix computer which is connected to the Internet, so those choosing

this option should be prepared to learn a few Unix commands. Shell

account users will get all the standard Internet services but at a

cheaper rate, generally in the $30 per month range for 6 hours per

day access plus $1-2 per hour for extra hours. Most shell account

vendors do not provide nationwide access, and shell accounts do not

have graphical user interfaces, so you cannot use Web browsers such

as Netscape and Mosaic. While you may be able to use Lynx, a text-

based browser, some ISPs do not install it on their computer servers.

Many FreeNets also offer shell account access gratis, but they may

not be able to offer much support.

In the United States, there are a number of statewide educational

networks, most of them with access to the Internet. To find out if

there is a state education network in your area which gives basic

user accounts to educators and/or students, contact the Consortium

for School Networking (CoSN) or consult the document "Getting US

Educators Online" by Linda Conrad, listed in Section 8, "Suggested

Reading."

Advanced individual users are those who want graphical user

interfaces to Internet services and who may want to use their

computers to offer services to other Internet users. For example,

they may want to create Web pages for others to access or put files

online for others to retrieve. If you are an advanced user, you might

consider getting a Serial Line Internet Protocol (SLIP) or Point to

Point Protocol (PPP) account from an Internet Service Provider. The

interface is similar to that of nationwide online services available

to basic users, but the performance is better and the cost is less

for someone who wants to use the service for more than just a few

hours per week.

Setting up a SLIP or PPP account requires configuration and

installation of Internet and SLIP/PPP software. Some ISPs only

provide the software, some will install the software for you, and

some preconfigure the software and send it on disk, with instructions

to the user, via postal mail. Again, hardware required is generally

a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher

modem. Costs are generally comparable to basic shell accounts, but

for 24-hour connections expect to pay $100 or more per month.

If in your school you plan to have more than a few individual

Internet users, you will need to consider a network with a high-speed

dedicated line connected to the Internet. This school network is

probably a small- or medium-sized network in a single building or a

very few geographically close buildings. It may include only one or

several LANs.

Most high speed connectivity is provided through a dedicated leased

line, which is a permanent connection between two points. This allows

you to have a high quality permanent Internet connection at all

times. Most leased lines are provided by a telephone company, a cable

television company, or a private network provider and cost $200 per

month or more. Typically the connection from your LAN or LANs is a

digital leased line with a Channel Service Unit/Data Service Unit

(CSU/DSU) which costs between $600 and $1000. Less frequently, the

connection is an analog leased line with a modem which costs between

$200 and $800. You will also need a router which costs roughly $1500.

This is a substantially more difficult setup to manage. After you

have determined the ways in which you believe you will use Internet

access, you should contact several ISPs in your area and compare

prices and services.

School district networks are even more complex. If you have several

locations which require connectivity, you should contact several ISPs

and get bids for the service.

The ISP world is changing very rapidly, especially at the low end. At

the time of the first edition of this document, local ISPs were rare,

small, and fairly expensive. At the time of this writing ISPs abound,

offering a wide variety of services at reasonable prices.

Additionally, several groups are working on low-cost solutions to

school networking. Subscribe to the mail lists in Section 9,

"Resources and Contacts," to keep abreast of new developments.

"Getting US Educators Online" and "Connecting to the Internet: An

O'Reilly Buyer's Guide" by Susan Estrada are both listed in Section

8, "Suggested Reading." Other books about the Internet and how to get

connected to it are available and new ones are being published. Check

libraries, bookstores, and booksellers' catalogs. Two lists of

Internet providers available via the World Wide Web can be found in

Section 9, "Resources and Contacts" along with the Consortium for

School Networking. The global regional Network Information Centers

(NICs) such as the Reseaux IP Europeens Network Coordination Centre

(RIPE NCC) in Europe can also provide a list of service providers.

The Asia Pacific Network Information Center (APNIC) in the Pacific

Rim will have a similar list in the near future. These two NICs are

listed in Section 9, "Resources and Contacts."

4.2 What are the other costs associated with having Internet access?

When budgeting for your school's Internet connection there are a

number of factors to consider that might not seem immediately

obvious. Technical support and training will incur additional ongoing

costs, even if those costs show up only as someone's time. Equipment

will need to be maintained and upgraded as time passes, and even when

all teachers have received basic Internet training, they will most

likely have questions as they explore and learn more on their own. A

general rule for budget planning is this: for every dollar you spend

on hardware and software, plan to spend three dollars to support the

technology and those using it.

It will be necessary for your school to have some technical expertise

on-site. (See also Question 4.4.) Your network access provider may

offer training and support for technical issues, and other groups

also offer formal classes and seminars. If your school has designated

technical personnel, they will be good candidates for such classes

and seminars. If your school does not have designated technical

personnel, a teacher or other staff member with a strong interest may

take on the task of becoming the local expert, but a better solution

is to have someone dedicated to this at least part time. Students can

help local experts maintain equipment and do other tasks, which

allows them to learn new skills at the same time.

Training is an equally significant component to deployment of the

Internet in schools. Most teachers learn about the Internet during

the time they use to learn about any new teaching tool, which often

means they "steal" time at lunch, on weekends, and before and after

school to explore resources and pursue relationships via the

Internet. When a school is committed to providing the Internet as an

educational resource, the administration will make in-service time

available. It will also ensure that someone at the school is

sufficiently knowledgeable to field questions and help people as they

risk trying new ways of teaching using Internet resources. Again,

some students make Excellent tutors.

Some technical support and a variety of training materials can be

found by using the Internet itself. You can send questions to people

in the know and join discussion lists and news groups that discuss

and answer questions about support and training. The Edtech mail list

is one such list. Some World Wide Web sites offer technical support

information. Videos also help bridge the information gap. See

Section 9, "Resources and Contacts," for a preliminary listing of

these resources. Your local community may also have resources. These

include colleges and universities, businesses, computer clubs and

user groups, technology consultants, and government agencies.

4.3 How can my school afford access to the Internet?

Although school budgets are impossibly tight in most cases, the cost

of an Internet connection can be squeezed from the budget when its

value becomes apparent. Costs for a low-end connection can be

reasonable. (See the next question.) The challenge facing those

advocating an Internet connection sometimes has less to do with the

actual cost than it has with the difficulty of convincing

administrators to spend money on an unfamiliar resource.

In order to move the Internet connection closer to the top of your

school's priority list, consider at least two possibilities. First,

your school may be in the process of reform, as are many schools. As

mentioned earlier, use of the Internet supports reform efforts, so

framing Internet access as a component to systemic reform may help to

persuade some people. Second, to convince people of the value of a

connection, an actual Internet demonstration can be more useful than

Words. While this may sound like a chicken-and-egg situation (I need

Internet access to get Internet access), some organizations will

provide guest accounts on an Internet-connected computer for people

in schools who are trying to convince others of the value of an

Internet connection. Another way to begin using Internet services is

to sign up for one of the popular online services such as America

Online, CompuServe, or Prodigy. Once subscribed, you can use these

services either from home or from school. This method is recommended

only as way to introduce yourself and others in your school community

to the value of the Internet. It is not a good long-term solution to

providing Internet access for a lot of users at one site such as a

school.

Contact local colleges, universities, technology companies, service

providers, community networks, and government agencies for both guest

accounts and funding ideas. For alternatives to your own school's

budget or for supplements to it, look for funding in federal, state,

and district budgets as well as from private grants. Work with

equipment vendors to provide the hardware needed at low or no cost to

your school, and consider forming a School/Community Technology

Committee, or a joint School District/School/Community Technology

Committee. Also investigate the possibility of a back-door connection

to a local college or university. Service providers often allow

schools to connect to higher education sites at a lower cost.

A number of sites on the Internet provide more information about

grants and organizations that offer them. Two in particular that you

may find useful are Grants Web, for grant information of all kinds,

and the Foundation Center, for information on private and nonprofit

organizations. For information on where to find these sites on the

Internet, see Section 9, "Resources and Contacts."

4.4 What organizational structure needs to be in place in order for my

school to have Internet access?

Schools and school districts have devised structures that vary

widely, depending on a school's particular requirements. In many

schools, the librarians/media specialists guide the development of

the network and policies on its use and serve as the top of the

structure within the school. In other schools, an interested teacher

becomes the driving force behind getting the Internet into the school

and may be the most appropriate person to see the project through.

The school administration, if not the guiding force, needs to be

behind the plan to bring the Internet into the school. And all other

parties who might have a stake in the development should be brought

in as early as possible, whether or not they are knowledgeable about

the Internet. These might include area businesses, community leaders,

teachers with Internet access at home, the librarian or media

specialist, parents, and anyone in the school who finds the idea of

bringing the Internet into the school appealing. In short, any

organizational structure will do as long as it is clear and simple

and includes the people who might have a stake in the process of

bringing the Internet into the school.

One way to ensure that an organizational structure develops and that

the right people become involved is to invite a wide variety of

people to create a technology plan for the school. The by-product of

technology planning can be the development of an organizational

structure, but of course the planning is useful in itself to help

your school define and meet goals for Internet and other technology

use. The National Center for Technology Planning hosts a collection

of technology plans and planning aids for people who need help, new

ideas, or solutions as they tackle technology planning in their

schools or districts. Information on the National Center for

Technology Planning can be found in Section 9, "Resources and

Contacts."

No matter what the structure, there should be someone at the school

who can take the lead in working with vendors and Internet Service

Providers (ISPs). This person should be knowledgeable about - or

willing to learn about - the technical aspects of connecting to the

Internet, including knowledge about any networks the school already

has in place. The lead person should have an alternate so that the

school is not completely dependent on one person. If your school

hires an independent consultant, someone at the school should be

aware of everything the consultant does and should receive at least

some training in the areas of the consultant's work.

Another role that must be filled is that of in-house network

administrator. Having an already busy teacher take on this role as an

extra duty is a bad idea; a greater time commitment is needed.

4.5 What questions do I need to ask people who are selling network

services?

There are a number of questions you should ask. Anything you hear

that you don't understand must be questioned. If a vendor knows the

product and the process well, he or she should be able to explain in

terms you can understand.

You should also ask any kind of vendor how available they are and at

what point they either stop helping you or begin charging by the

hour. Get references from other customers, preferably including at

least one school which has requirements similar to yours.

Questions for LAN vendors:

If the school has not yet purchased a Local Area Network (LAN),

ask the LAN vendor how the product will interact with TCP/IP.

(TCP/IP stands for Transmission Control Protocol/Internet

Protocol, the technology which forms the basis of the Internet.)

If necessary, arrange a meeting with the LAN vendor, the ISP, and

any consultants that may be involved.

Make a list of the school's requirements, including security, the

number of computers on the LAN which will have Internet access,

and the Internet services you want students and teachers to be

able to use. (See Section 5, "Questions About Using Internet

Services," for an introduction to the services.) Ask the vendors

if they can provide services that will meet your requirements.

Questions for Internet Service Providers:

In general, ask the ISP what services are included with your

purchase of Internet connectivity.

Will they terminate the circuit in a router and leave you to your

own resources to take care of the "LAN side" of the connection?

Will they provide a primary domain name server for you?

Will they register your domain name with the InterNIC?

Are they providing you with all the IP addresses you need?

Will they help you with security issues?

Do they provide a newsfeed or a newsreading service? (Do you know

the difference?)

If they agree to do some work on the LAN side, what is the extent

of that work? (Configure individual computers? Handle subnetting

and routing issues?)

Will they answer questions from your network administrator?

Will a dedicated computer be needed as an Internet server for such

things as domain name service, the World Wide Web, Gopher, and

FTP?

Do they provide any training sessions for your staff and are these

sessions included in the connectivity price?

Do they offer any other classes or seminars and are these included

in the connectivity price?

Does the ISP do their own training or do they contract to someone

else, and if the latter, who is it? Check references on any

contractors.

Questions for Internet Service Providers furnishing dial-in

service:

There are some specific questions you should ask of an ISP who is

providing dial-in connections. (See Question 4.7 for a further

discussion on dialing in from home.)

What is the charge per minute for connectivity?

Is SLIP or PPP connectivity available?

Will the ISP be providing software which allows you to use

Internet services such as email and the World Wide Web or will

they help you oBTain it?

Will they help you install it?

Ask for references of other clients using dial-in service and when

you check them, one of the questions to ask other customers is if

they encounter lots of busy signals. (You can also check this

yourself by trying the access provider's dial-in number at various

times during the day. Just dial it by phone and see how many busy

signals you get.)

4.6 How many of our computers should have Internet access and where

in the school should they be located?

You should make Internet access possible for as many of your school's

computers as possible. Ideally, you have computers located throughout

the school - in classrooms, the library, and laboratories - and they

are all connected together with printers and other peripherals in one

or more LANs. In that case, you acquire one dedicated Internet

connection of 56 Kbs (Kilobits per second) or higher to serve the

whole school.

If your budget and existing computer equipment are both limited, you

can use a dial-up service and a modem to access the Internet, but in

most cases that will only be viable for one computer at a time. As

use of the Internet catches on in your school, it will eventually be

more effective for you to create the LAN with Internet access

mentioned above than to keep adding modems in classrooms.

If you must choose between Internet access in one lab in the school

or Internet access for the same number of computers throughout the

school, in order to get teachers to use the access you must make it

available where they can most easily take advantage of it. This

usually means that you make access available throughout the school.

Although a computer lab is an easier maintenance set-up for the

person in charge of keeping the equipment running and allows each

individual (or pair) in an entire class to be using a computer at the

same time, a computer located in the classroom is more convenient for

both the teacher and the class. Internet resources can be more easily

integrated into a classroom lesson, and the emphasis remains on using

the Internet as an instructional tool. Since only one or two

computers can usually be placed in each classroom, teachers will

learn to allocate computer time creatively. And if you are able to

provide only a few computers throughout the school, make sure that at

least one of them is in the library where all students will have the

chance to be exposed to the Internet as a resource.

Networking all computers campus-wide can be expensive. You may want

to investigate initially giving one lab, the library, and a few

classrooms dial-up access, assuming phone lines are available. Even a

connection to only one classroom as a demonstration may help you to

garner more support for creating a campus-wide local area network

that is routed to the Internet through a dedicated line.

4.7 Can people get on the Internet from home?

This depends on your network access provider. It is certainly a

possibility and is definitely desirable for the educators at your

school. To make it possible for teachers and other staff to dial in

to the school network (and then out to the Internet) from home, you

will need to employ, at the least, multiple phone lines and modems.

Talk to your service provider about other technical requirements.

Many teachers like to be able to learn at home as well as on school

grounds, and having the ability to explore when they have the time is

invaluable. One school district we know of made low-interest loans

available to teachers so that they could buy home computers. When the

technology was later made available in their classrooms, they already

had some experience and were comfortable beginning to use it in day-

to-day instruction.

The question of whether or not to make the option to dial in from

home available to students is more difficult. On one hand, a school

may not be able to escape the idea that it is responsible for how

students use the Internet access it provides, even though the school

has no control over the home environment. On the other hand,

particularly in high school, much schoolwork is done at home. Since

most classrooms don't have enough computers for all students to

access the Internet at once, it is even more likely that work will

not be completed during class time. Having Internet access from home

becomes more important.

Discussion of whether or not you want to make this option available

to students - even if it is technically possible - should involve as

many school partners as possible, including faculty, administration,

parents, and other community members. It might take place in a public

forum such as a school/community meeting.

5. Questions About Using Internet Services

The way to find people, information, software, and anything else on

the Internet is generally to use either printed or electronic guides

and Internet services. In this section we will concentrate on the

services. (See Section 6, "Questions about Classroom Resources,

Projects, and Collaboration," for information on guides.) We answer

more questions about the World Wide Web than about other online

services for three reasons. First, the World Wide Web is the

Internet tool coming into most prominence at the time of this

writing. Second, many (if not all) of the other services are included

seamlessly in the Web; that is, they're there, but you may or may not

realize you're using them. Third, making your way around the Internet

using the World Wide Web is easy; for people not interested in

computers, access to the Internet and has become less frustrating.

This is not to say that finding what you want is always simple. The

Internet is like a vast library without a comprehensive card catalog.

New ways to do indexing and searching are being devised and employed,

and you'll need some time to learn how to use them.

5.1 What is the World Wide Web?

The World Wide Web (WWW) is a project initiated by the European

Laboratory for Particle Physics (CERN) located in Geneva, Switzerland

and currently driven by the World Wide Web Consortium. When exploring

the World Wide Web, users navigate through documents by selecting

highlighted text that leads to another document or location. The

highlighted text can be called a "pointer," a "link," or an "anchor."

This navigation results in a three-dimensional exploration of

documents instead of a flat text document. The World Wide Web

incorporates different media into its documents, including text,

sound, graphics, and moving images.

The World Wide Web presents either a graphical or a text interface to

numerous Internet resources. Not only can users access documents

specifically designed for the Web, they can also view documents on

Gopher servers, use FTP to download files, and launch a telnet

session. Some World Wide Web clients also allow for the use of email

and Usenet news. This is an easy-to-use, nonthreatening way to

approach the Internet, and does not require in-depth technical

knowledge. (See Question 5.5 for a discussion of these other

services.)

5.2 How do I connect to the World Wide Web?

First, you will need at least a SLIP or PPP connection. (See Question

4.1 for more information; SLIP or PPP is the "advanced individual

user" solution described there.) Accessing the Web is like using any

other service on the Internet: you run a client on your computer

which accesses a server, in this case a Web server, running on

another computer. In Web terms, the client is called a browser. The

browser retrieves and reads documents from Web servers. Information

providers establish Web servers for use by network users, and when

you become proficient at using the Internet, you may want to become

exactly that kind of information provider.

Most Web browsers share common features. One feature is the hotlist,

or bookmark. This allows you to mark your favorite sites. Your

browser will store these sites and their addresses and allow you to

revisit them later by simply selecting the name of a site from a

menu. Another feature common to most browsers allows you to save the

current file to your local disk. Some browsers keep a tally of the

sites you've visited recently and allow you to revisit them without

typing in the location again. Every browser is different, so it pays

to explore your own client software and learn its features through

practice. Most people, even those with little computer experience,

find that it's easy to learn to use a browser just by exploring on

their own.

Each document contained on Web servers across the Internet has a

unique address. This is called a URL, a uniform resource locator.

Browsers negotiate URLs just like mail software negotiates email

addresses. Users can type in the URL for the browser to access. URLs

are also embedded in a Web document's text, providing a seamless link

to another location or document.

5.3 How is the World Wide Web linked?

The Web functions as a distributed hypermedia system. The purpose of

this system is to allow the exchange of information across the

Internet in the form of hypertext documents called Web pages or home

pages. Hypertext is text with pointers or links to further

information in various formats (text, graphic, video), allowing you

to branch off to another document for more information on a given

topic, and then return to the same location in the original document

with ease. Pointers in a Web document are analogous to HyperCard

stacks or Microsoft help files in which you click on an option (a

pointer or a link) and the program moves you to another document, or

location.

Documents published on the Web are constructed in hypertext markup

language, or Html. This is a simple language that allows you to

format text, insert images and sound, and create links in a document.

Tutorials on creating Web services are available at the NCSA Mosaic

Home Page, the automatic starting place for Web exploration when

using the Mosaic client. There are also Web page creation resources

listed in Section 9, "Resources and Contacts."

5.4 Where do I get a World Wide Web browser?

The two most common graphical Web browsers at the time of this

writing are Netscape and Mosaic. Netscape is a commercial product but

is currently free for educational use. Mosaic is free. Both of these

packages are available for Macintosh, PC, and Unix platforms through

the Internet. See Section 9, "Resources and Contacts," for details.

For those users with lower-speed connections that cannot accommodate

full graphical browsers, there is a text-based browser available for

Unix systems called Lynx. A public-access Lynx client is accessible

through telnet at the server of the World Wide Web Consortium, which

is listed in Section 9, "Resources and Contacts."

Many commercial online services, such as CompuServe, Prodigy, and

America Online, include a Web browser as part of their offerings.

More and more often, Web browsers are being included as part of the

standard connection software provided by the Internet Service

Provider.

5.5 What are the other services on the Internet?

There are a number of other services to help you get around on the

Internet. The most common ones are described here. For more

information, see "EFF's (Extended) Guide to the Internet" by the

Electronic Frontier Foundation, and "The Whole Internet User's Guide

and Catalog" by Ed Krol, both of which are listed in Section 8,

"Suggested Reading," in addition to the Glossary entries mentioned

for each tool.

Email. Email is probably the most basic tool on the Internet. It is

short for electronic mail and may be used in a couple of ways. You

can send messages back and forth with just one person, or you can

participate with a group of people who discuss topics of common

interest. These groups are called mail lists. You join and leave the

lists by sending email to one address, and you post messages to all

the people on the list by sending email to a slightly different

address. Sometimes a human does the list registration and sometimes a

software program does it. For more information see the entries for

email and mailing lists in the Glossary. A list of mail lists

related to primary and secondary education can be found in Section 9,

"Resources and Contacts."

Network News. Also known as Usenet News or Net News. Reading news is

similar to joining an email list, but instead of the messages coming

to your mailbox, you use news reader software to read messages on a

computer where they are accumulated. For more information see the

entry for Usenet News in the Glossary.

FTP. FTP stands for File Transfer Protocol, and just as the name

implies, it allows you to transfer files from one computer to

another. It is the name for both the protocol and the program. A

special kind of FTP, Anonymous FTP, allows you to access the many

public archives on the Internet. FTP is not used by itself as much as

it used to be, since people often use Web browsers and Gopher clients

which incorporate FTP when they want to retrieve files. For more

information see the entries for Anonymous FTP and FTP in the

Glossary.

Telnet. Telnet allows you to log into a computer somewhere else on

the Internet and use the services there. For example, if you don't

have a Gopher client or a Web browser, there are some public access

sites that you can telnet to in order to use a Gopher client or a

text-based Web browser.

Gopher. Gopher is a tool that lets you browse for information on the

Internet using menus. If you know what you're looking for and have an

idea about where to find it, Gopher can make your search easier. And

when you have located something of interest, whether it's a document,

a data set, or a picture, Gopher will retrieve it for you. For more

information see the entry for Gopher in the Glossary.

Searching and Indexing Tools. Archie is a tool for searching FTP

sites; Veronica (Very Easy Rodent-Oriented Network Index to

Computerized Archives, which works the same way Archie does) is a

tool for searching Gopherspace; WAIS (Wide Area Information Service;

pronounced "wayz") is a tool for searching indexed databases, whether

the databases are full of numbers, text, or graphics files; and

Yahoo, Lycos, and WebCrawler are some of the many searching and

indexing tools available on and for the World Wide Web. For more

information see the entries for Archie, Gopher, WAIS, WWW, and

Veronica in the Glossary.

Videoconferencing. At the time of this writing, schools are beginning

to participate in conferences, meetings, and collaborative activities

via video. The two services or applications used are Multicast

Backbone (MBONE) and CU-SeeMe, both of which allow for desktop

videoconferencing, or videoconferencing via computer.

MBONE is an option for videoconferencing using several operating

systems at the time of this writing: Unix, Windows NT, Windows 95,

and Mac Operating System 7.5.2. It requires that your Internet

service provider be a part of the MBONE, which depends on a

specialized routing strategy. Ask your service provider if they are

equipped to support MBONE traffic. If so, you will need to work

fairly closely with your provider to establish working configurations

for your network. More information on MBONE is available at the MBONE

Information Web. (See Section 9, "Resources and Contacts.")

CU-SeeMe, developed by Cornell University, also presents conferencing

capabilities over an IP network. You may participate in a CU-SeeMe

videoconference as a sender, a recipient, or both. Through use of

reflectors, multiple sites may participate in any given conference.

For any of these activities, you'll need a PC or a Macintosh with a

connection to the Internet and CU-SeeMe software. Additionally, if

you'd like to send video and audio, you will need a video camera and

a video board in your computer. Full information on the hardware

requirements is available at the CU-SeeMe Web site; there is also a

mailing list for CU-SeeMe information. For guidance and discussion

about using CU-SeeMe as an instructional tool, the Global SchoolNet

Foundation hosts a mail list called cu-seeme-schools which announces

opportunities for participation in CU-SeeMe events. For information

on the Web site and mailing lists, see Section 9, "Resources and

Contacts."

6. Questions About Classroom Resources, Projects, and Collaboration

6.1 How can I find specific projects using the Internet that are

already developed?

When you have learned to use some of the Internet services discussed

in Section 5, "Questions About Using Internet Services," particularly

the search tools, you will be able to answer that question more fully

for yourself. In the meantime, since there are several resources on

the Internet that are directed specifically at the primary and

secondary school communities, here are some ideas to get you started.

Computer Information Servers:

Global SchoolNet. The Global SchoolNet Foundation's World Wide

Web site contains a wealth of valuable information and materials,

including help setting up projects by learning what has worked

best based on others' experience. The GSN site also contains a

landmark registry of projects in which schools can participate.

EdWeb. Andy Carvin's EdWeb is an excellent source of K-12

information.

CoSN. The Consortium for School Networking maintains an Internet

server.

NASA. NASA's Spacelink and Quest are directed at primary and

secondary school educators, and both house lesson plans,

Internet-based curriculum units, and interactive projects and

activities. Many NASA projects also maintain computer information

servers.

Empire Internet Schoolhouse. The New York State Education and

Research Network (NYSERNet) hosts the Empire Internet Schoolhouse,

an extension of its Bridging the Gap program.

K-12 Schools on the Internet. Gleason Sackman of North Dakota's

SENDIT network for K-12 educators maintains an active list of K-12

schools on the Internet.

National School Network Testbed. The Bolt Beranek and Newman

(BBN) project called the National School Network Testbed provides

links to numerous schools and projects.

Internet School Networking. The Web pages for the group which

brings you this paper contain a collection of documents and case

studies on projects.

Mail lists:

Many people on electronic mailing lists such as Ednet, Kidsphere,

and the Consortium for School Networking Discussion List post

their projects and ask for partners and collaborators.

News groups:

The K12 hierarchy of Usenet News has several groups where

educators post these invitations as well. For subscription to

these and other electronic lists and for names of news groups see

Section 9, "Resources and Contacts."

Conferences:

There are also a number of conferences worth looking in to. The

National Education Computing Conference (NECC) and Tel-Ed, both

held annually, are conferences sponsored by the International

Society for Technology in Education (ISTE). The Internet Society

(INET) conference is the annual conference for the Internet

Society. See Section 9, "Resources and Contacts" for contact

information for these organizations.

Specific computer information servers, mail lists, news groups,

and conference sponsors are listed in Section 9, "Resources and

Contacts." A number of Web sites also provide favorite

"bookmarks," or lists of sites for educators. Bookmarks are not

included in Section 9, but you will quickly find them if you begin

at any of the Web server entry points listed here.

6.2 What are some examples of how the Internet is being used in

classrooms now?

Projects which use the Internet sometimes request sites from all over

the world to contribute data from the local area then compile that

data for use by all. Weather patterns, pollutants in water or air,

and Monarch butterfly migration are some of the data that have been

collected over the Internet. In Appendix C, "Examples of Educational

Projects Using the Internet," you will find several examples

collected from various online servers and electronic mailing lists

pertaining to education, each from a different content area and

representing different ways of using the Internet. Some of the

projects require only that you be able to use email, some require

that you have access to the most advanced Internet services, and some

offer varying levels of participation.

There are a number of specific projects you may find interesting:

KIDS. KIDS is a project managed by the nonprofit KIDLINK Society. It

includes discussion lists and services, some of them only for people

who are ten through fifteen years old.

Academy One. Academy One is part of the National Public Telecomputing

Network (NPTN) and usually has a number of projects running at a

time.

I*EARN. The International Education and Research Network (I*EARN), a

project of the nonprofit Copen Family Fund, facilitates

telecommunications in schools around the world.

Chatback Trust. Initiated to provide email for schools in the United

Kingdom and around the world with students who have mental or

physical difficulty with communicating, Chatback Trust and Chatback

International maintain a network server that you may want to

investigate.

ESP. The European Schools Project (ESP) involves approximately 200

schools in 20 countries and has as its goal building a support system

for secondary school educators.

Electronic Field Trips. The online interactive projects on NASA's

Quest server and the JASON Project are designed especially to provide

classroom contact with real science and scientists.

For contact information on these groups and computer information

servers refer to Section 9, "Resources and Contacts."

6.3 Are there any guides to using the Internet in schools that list all

these resources in one place?

Printed guides to using the Internet in education are appearing along

with the new books on the Internet and you can expect to see more in

the near future. The problem with paper resource guides is that the

Internet is a changing environment so they become outdated quickly.

Most (like this document) try to list only the most stable resource

sites, and even if not everything you try is available, these guides

can be particularly helpful if you are new to the Internet. Try the

books entitled "Education on the Internet," "Teaching with the

Internet: Putting Teachers Before Technology," and "Brave New

Schools" listed in Section 8, "Suggested Reading," for a sampling of

those available at the time of this writing. Check bookstores,

libraries, and booksellers' catalogs for others.

One answer to the problem of printed Internet guides is the

newsletter. Two we recommend are specifically for primary and

secondary school educators interested in networking and contain

information on new services on the Internet that are of interest to

educators, projects for collaboration, conferences, new books and

publications, essays, and practical tutorials on using network tools

and services. NetTeach News is published ten times a year and is

available both hardcopy and via email. Classroom Connect is

published nine times a year. Information on subscribing and related

online services for both newsletters can be found in Section 9,

"Resources and Contacts."

Internet computers which act as guides to the Internet for educators

are, among others, BBN's Copernicus server, the Global SchoolNet

server, NASA's Quest server, the University of Illinois College of

Education's Learning Resource Server, and Web66. All are listed in

Section 9, "Resources and Contacts."

6.4 How can I add my own contributions to the Internet?

In addition to sharing your knowledge and expertise on the electronic

mail lists and news groups mentioned, as you gain experience you may

find you have the knowledge and inclination to put up a Web page for

your own site. Many K-12 schools are maintaining Web pages, either

on Web servers they set up at the school or on a computer at another

site, to publish student projects and information about their

schools. Gleason Sackman's Hot List of K-12 Internet School Sites and

Web66 offer a comprehensive listing of these schools and provide

links to their home pages. These pages may give you ideas about ways

your school can use the World Wide Web to contribute to the K-12

Internet community. There are also a number of sites which give

instruction in how to publish on the Web and how to maintain Web

sites, including Web66, the National Center for Supercomputing

Applications (NCSA), and the Geometry Forum. For the Internet

locations of these resources see Section 9, "Resources and Contacts."

7. Questions About Security and Ethics

7.1 I've heard that there is a lot of objectionable material on the

Internet. How do I deal with that problem?

Because sensational media accounts tend to downplay the educational

uses of the Internet in favor of the more controversial material

available, this will almost certainly be an issue raised when you

discuss getting an Internet connection in your school. Concerned

educators should learn more about this issue and formulate a strategy

for resolving problems before they arise. One important point to

realize early is that students do not accidentally bump into

objectionable material in the course of most educational

explorations. Although we are not suggesting that people never run

across objectionable material by chance, most find this material only

because they're looking for it.

At the time of this writing the most important and effective action

schools can take is to develop clear policies to guide students' use

of the Internet and establish rules - and consequences for breaking

them - that govern behavior on the Internet. These policies, called

Acceptable Use Policies (AUPs), work best when they are in line with

rules governing other behavior at school. Additionally, schools

should integrate issues around technology and ethics into the

curriculum [3]. Schools need to exercise reasonable oversight while

realizing that it is almost impossible to absolutely guarantee that

students will not be able to access objectionable material. It may be

wise to make this clear to parents and students before a student is

given access to the Internet. To limit a school's liability, some

systems obtain signed releases from students and parents stipulating

that they have read the AUP and that the student agrees to abide by

it.

Several commercial software products are available which attempt to

address the problem of access to objectionable material. They block

access to controversial sites, look for specific text in email

messages, or do both. Some can be configured in the home or school

and some block a preconfigured collection of sites which is

maintained and configured by the company.

Some success has been achieved through the use of proxy servers. A

school hooks up all its computers to a single computer that has full

Internet access. This computer server then becomes the gateway to the

Internet for all of the school computers. The server can be

configured to mask away sites that have objectionable material,

including Web pages, Gopher and FTP sites, and network news and WAIS

servers. One further step can be taken by also installing a caching

server on the gateway machine. A caching server can hold Web pages

locally after they have been retrieved from other sites. Once a page

has been loaded into the server it can thereafter be fetched from the

cache, useful if a set of Web pages needs to be accessed frequently

from a site that is usually busy.

Although proxy and caching servers are relatively easy to set up by a

system administrator, entering all the sites that are objectionable

and keeping the cache up to date can be time consuming. Also, this

method does not stop teachers and students from receiving and sending

objectionable material as email attachments.

The store-and-forward method is one way to filter information to

which students are exposed. Usenet News and email (both described in

Section 5, "Questions About Using Internet Services") are "stored" on

a computer until the time appointed for that computer to contact the

next one along the path to the final destination, at which time it is

"forwarded" along its way. Most computers are set up to process

outgoing requests at least every 30 minutes. This method requires

quite a bit of management on the part of humans.

It is also possible to control the times and opportunities that

students have to access the Internet and only allow access under

supervision. Many teachers find that engaging their students in

meaningful, supervised learning activities operates as an effective

deterrent to unauthorized Internet exploration.

At the time of this writing none of the technical solutions discussed

above has proven wholly successful in addressing the problem of

student access to controversial material. However, this area is

currently the focus of intense development efforts. In the mean time,

these solutions may be used in combination with clear policies and

consequences for breaking them to ensure the integrity of the school,

its students, and its educators. No matter what option or combination

of options you choose, teaching the ethics of Internet access as a

matter of course is imperative.

There are resources for further exploration of the issue of students

and objectionable material available on the Internet. The National

Center for Missing and Exploited Children has produced a sensible and

practical brochure entitled, "Child Safety on the Information

Highway," written by Los Angeles Times columnist Lawrence J. Magid.

It is available both online and hardcopy. Another good document,

"Internet Parental Control Frequently Asked Questions," describes the

tools available at the time of this writing to help with issues of

children using the Internet, from guidance by parents to government

restrictions to rating and filtering systems. It is produced by the

Voters Telecommunications Watch and is available on the Internet.

There is also at least one mailing list which you may want to join

called Children Accessing Controversial Information (CACI). For

information on all of these, please see Section 8, "Suggested

Reading," and Section 9, "Resources and Contacts."

7.2 How do we keep our own and other people's computers safe from

student "hackers"?

In the language of computer folks, a "hacker" is someone who is

excellent at understanding and manipulating computer systems. A

"cracker" is someone who maliciously and/or illegally enters or

attempts to enter someone else's computer system.

Computer security is unquestionably important, both in maintaining

the security of the school's computers and in ensuring the proper

behavior of the school's students (and others who use the network).

In this area, not only school policy, but also state and national

laws may apply. One source of information which you can read to help

you sort through security issues is the Site Security Handbook (FYI

8), which suggests to site computer administrators, Network

Information Centers, Network Operation Centers, and others how to set

up security policies and directs you to further information. A good

book available commercially is "Computer Security Basics" by Russell

and Gangemi. The full reference for these two sources of information

can be found in Section 8, "Suggested Reading."

Your school's AUP (see Question 7.4) should specify the consequences

for such activity, and it may also be prudent to require a signed

release from each student stating that he understands these

consequences and possible legal implications of intentional

exploitation of computer networks.

In the unlikely event that someone from outside your school breaks in

to a computer on your network, you should report the activity to the

CERT Coordination Center. Contact information for the center can be

found in Section 9, "Resources and Contacts."

7.3 How do we keep viruses from attacking all of our computers if we

get connected to the Internet?

Even if you use the Internet to exchange only data (such as text or

pictures), virus infection can be a problem. This is because many

programs today allow data files to include commands which are run

when the data is loaded. Certainly when you download software

programs and run them on your own computer you should use caution.

Anything you download over the Internet or an electronic bulletin

board system could have a virus. For that matter, any program and

even some documents, whether on tape or a disk, including commercial

software still in its original packaging, might possibly have a

virus. Therefore there are two precautions you should take. First,

install virus protection software on all your computers. Second, use

only trusted sources from which to download software and files. If

you are uncertain about whether to download something, ask someone

first.

Virus checking software is available free over the Internet via

Anonymous FTP from the CERT Coordination Center. Your hardware or

software vendor, your network access provider, your technical support

resources, or your colleagues on network mailing lists should be able

to provide more specific information applicable to your site. Contact

information for the CERT Coordination Center can be found in Section

9, "Resources and Contacts."

7.4 What are the rules for using the Internet?

When your Internet connection is established, your access provider

should acquaint you with their Acceptable Use Policy. This policy

explains acceptable and unacceptable uses for your connection. For

example, it is in all cases unacceptable to use the network for

illegal purposes. It may, in some cases, be unacceptable to use the

network for commercial purposes. If such a policy is not mentioned,

ask for it. All users are expected to know what the acceptable and

unacceptable uses of their network are.

Remember that it is essential to establish a school-wide policy in

addition to the provider's AUP. A school's AUP is usually more

restrictive and specific than the one used by the service provider. A

repository of sample school AUPs can be found on the Armadillo Web

server, listed in section 9, "Resources and Contacts." As mentioned

earlier, some school systems have found it worthwhile to make

Internet access contingent upon a student's signed agreement to abide

by the school's AUP.

Beyond your service provider's AUP and the one you create for your

school, there are no overreaching rules for Internet use. There are,

however, community standards and conventions that should be observed.

You can review some generally agreed-upon guidelines at Arlene

Rinaldi's etiquette page and by reading FYI 28 (RFC1855),

"Netiquette Guidelines." See Section 9, "Resources and Contacts," for

the location of the etiquette page, and Appendix B, "Ways to Get

RFCs" for instructions on obtaining FYI 28.

8. Suggested Reading

Those items marked with an asterisk (*) are available free online.

For information on retrieving RFCs and FYIs, see Appendix B, "Ways to

Get RFCs."

* Connecting to the Future: A Guide For Building a Network

Infrastructure for Education. NASA IITA, Department of Education

NCES. 1995. Gopher: quest.arc.nasa.gov/How to Get Connected to and

How to Use the Internet (Also available from NASA CORE with

accompanying video. See NASA Central Operation of Resources for

Educators in Section 9, "Resources and Contacts.")

* Conrad, L. B. "Getting US Educators Online"

http://quest.arc.nasa.gov/online/table.html (State-by-state

compilation of Internet service offerings especially for teachers.)

Cummins, J. and D. Sayers. Brave New Schools: Challenging Cultural

Illiteracy Through Global Learning Networks. New York: St. Martin's

Press, 1995.

Ellsworth, J. H. Education on the Internet: A Hands-on Book of

Ideas, Resources, Projects, and Advice. Indianapolis, Indiana:

Sams Publishing, 1994.

* Electronic Frontier Foundation. EFF's (Extended) Guide to the

Internet.

http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff

and from the EFF online archives at ftp.eff.org, gopher.eff.org,

AOL keyword EFF, CIS EFFSIG forum.

Estrada, S. Connecting to the Internet: An O'Reilly Buyer's Guide.

Sebastopol, California: O'Reilly and Associates, Inc., 1993.

* FYI 4 "FYI on Questions and Answers: Answers to Commonly asked

`New Internet User' Questions," Marine, A., J. Reynolds, and

G. Malkin. (fyi4.txt or rfc1594.txt)

* FYI 5 "Choosing a Name for Your Computer," Libes, D. (fyi5.txt or

rfc1178.txt)

* FYI 8 "Site Security Handbook," Holbrook, J.P. and J.K. Reynolds.

(fyi8.txt or rfc1244.txt)

* FYI 18 "Internet Users' Glossary," Malkin, G. and T. LaQuey Parker.

(fyi18.txt or rfc1392.txt)

* FYI 20 "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt

or rfc1462.txt)

* FYI 26 "K-12 Internetworking Guidelines," J. Gargano, D. Wasley.

November 1994. (fyi26.txt or rfc1709.txt)

* FYI 28 "Netiquette Guidelines," Hambridge, S. (fyi28.txt or

rfc1855.txt)

Giagnocavo, G., et. al. Educator's Internet Companion (with diskette

and video). Lancaster, Pennsylvania: Wentworth Worldwide Media,

1995.

Harris, J. Way of the Ferret: Finding and Using Educational Resources

on the Internet. Eugene, Oregon: International Society for

Technology in Education, 1995.

Krol, E. The Whole Internet User's Guide & Catalog, Second Edition.

Sebastopol, CA: O'Reilly & Associates, Inc., 1994. (Also available

in textbook version)

* National Center for Missing and Exploited Children

http://www.missingkids.org/information_superhighway.html (Online

brochure "Child Safety on the Information Highway")

Also available from

National Center for Missing and Exploited Children

2101 Wilson Boulevard

Suite 550

Arlington, VA 22201-3052

1-800-THE-LOST (1-800-843-5678)

Protheroe, N. and E. Wilson. The Internet Handbook for School Users.

Arlington, Virginia: Educational Research Service, 1994.

* RFC1480 "The US Domain," Cooper, A. and J. Postel. June 1993.

(rfc1480.txt)

[This document will also be useful to people not in the United

States. See the sites listed under the FYI documents for the

location nearest you from which to download the file.]

* Rinaldi, A. "The Net: User Guidelines and Netiquette,"

http://rs6000.adm.fau.edu/rinaldi/netiquette.html

* Rogers, A. "Global Literacy in a Gutenberg Culture,"

http://gsn.org/gsn/article.gutenberg.html

Russell, D., and G. T. Gangemi, Sr. Computer Security Basics.

Sebastopol, California: O'Reilly and Associates, 1991.

* Safdar, S. J. "Internet Parental Control Frequently Asked Questions,"

Voters Telecommunications Watch, 1995.

http://www.vtw.org/pubs/ipcfaq, or email vtw@vtw.org and in the

subject line type "send ipcfaq" without the quotes

Steen, D.R., M.R. Roddy, D. Sheffield, and M.B. Stout. Teaching with

the Internet: Putting Teachers Before Technology. Bellevue,

Washington: Resolution Business Press, Inc., 1995.

9. Resources and Contacts

-----------

CONFERENCES

-----------

A list of other conferences, primarily in the United States, can be

found at http://www.classroom.net/classroom/conf.htm

NECC and Tel-Ed

International Society for Technology in Education

1787 Agate Street

Eugene, Oregon 97403-1923

USA

Phone: 503-346-4414 or 1-800-336-5191

Fax: 503-346-5890

Email: iste@oregon.uoregon.edu

(CompuServe: 70014,2117)

(AppleLink: ISTE)

See also "Internet Computers" in this section.

INET

Internet Society

12020 Sunrise Valley Dr.

Suite 210

Reston, Virginia 22091

USA

Phone: 703-648-9888

Fax: 703-620-0913

Email: isoc@isoc.org

---------------------

ELECTRONIC MAIL LISTS

---------------------

Lists of electronic mail lists which you can search by category can

be found via the World Wide Web at http://tile.net/listserv, at

http://k12.cnidr.org:90/lists.html, and at

http://catalog.com/vivian/interest-group-search.html.

Classroom Connect mailing list

To subscribe, send a message to...

crc-request@wentworth.com

Leave the Subject field blank and in the first line of the body

of the message enter...

subscribe

CACI (Children Accessing Controversial Information)

To subscribe, send a message to...

caci-request@cygnus.com

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe

To post, send a message to...

caci@cygnus.com

Cosndisc (Consortium for School Networking Discussion List)

To subscribe, send a message to...

listproc@list.cren.net

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe cosndisc YourFirstName YourLastName

To post, send a message to...

cosndisc@list.cren.net

Cu-seeme-l (General CU-SeeMe discussion list)

To subscribe, send a message to...

listproc@cornell.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe cu-seeme-l YourFirstName YourLastName

To post, send a message to...

cu-seeme-l@cornell.edu

Cu-seeme-schools (Discussion about using CU-SeeMe as an instructional

tool)

To subscribe, send a message to...

majordomo@gsn.org

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe cu-seeme-schools

To post, send a message to...

cu-seeme-schools@gsn.org

Ednet

To subscribe, send a message to...

listproc@lists.umass.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe ednet YourFirstName YourLastName

To post, send a message to...

ednet@lists.umass.edu

Edtech (Educational Technology list)

To subscribe, send a message to...

listserv@msu.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe edtech YourFirstName YourLastName

To post, send a message to...

edtech@msu.edu

European Schools Project (ESP)

To subscribe, send a message to...

listproc@educ.uva.nl

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe bbs YourFirstName YourLastName

To post, send a message to...

bbs@educ.uva.nl

Internet School Networking (List for the working group which produced

this document)

To subscribe, send a message to...

listmanager@nasa.gov

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe isn-wg (NOTE: Do not add your name)

To post, send a message to...

isn-wg@nasa.gov

Kidsphere

To subscribe, send a message to...

kidsphere-request@vms.cis.pitt.edu

Type any message asking to subscribe.

To post, send a message to...

kidsphere@vms.cis.pitt.edu

KIDLINK (Also KIDS-96, KIDS-97, etc.)

KIDLINK operates 24 public mailing lists in English, Spanish,

Portuguese, Japanese, Hebrew, and Scandinavian languages, and

a private "chat" network for members.

To learn about KIDLINK projects, subscribe to the news service by

sending a message to...

listserv@vm1.nodak.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe KIDLINK YourFirstName YourLastName

To receive a file of general information on KIDLINK, send email to

the same listserv address, leave the Subject field blank, and in

the first line of the body of the message enter...

get kidlink general

K12admin (A list for K-12 educators interested in educational

administration)

To subscribe, send a message to...

listserv@listserv.syr.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe k12admin YourFirstName YourLastName

To post, send a message to...

k12admin@listserv.syr.edu

LM_NET (A list for school library media specialists worldwide)

To subscribe, send a message to...

listserv@listserv.syr.edu

Leave the Subject field blank, and in the first line of the body

of the message enter...

subscribe LM_NET YourFirstName YourLastName

To post, send a message to...

LM_NET@listserv.syr.edu

NOVAE Group: Teachers Networking for the Future (Distribution list --

not discussion list -- of projects and happenings of interest

to educators)

To subscribe, send a message to...

listserv@idbsu.idbsu.edu

Leave the Subject field blank, and in the first line of

the body of the message, enter...

subscribe novae YourFirstName YourLastName

UK-schools (for teachers and others interested in the use of the

Internet in UK schools and for general discussion about

anything concerning international classroom connections)

To subscribe, send a message to...

mailbase@mailbase.ac.uk

Leave the Subject field blank, and in the first line of the body

of the message enter...

join uk-schools YourFirstName YourLastName

To post, send a message to...

uk-schools@mailbase.ac.uk

WWWedu (the World Wide Web in Education list; pronounced "we do")

To subscribe, send a message to...

listproc@educom.unc.edu

Leave the Subject field blank, and in the first line of

the body of the message, enter...

subscribe wwwedu YourFirstName YourLastName

To post, send a message to...

wwwedu@educom.unc.edu

------------------

INTERNET COMPUTERS

------------------

Academy One (National Public Telecomputing Network)

via WWW:

http://www.nptn.org/cyber.serv/AOneP/index.html

Armadillo's WWW Server

via WWW:

http://riceinfo.rice.edu:80/armadillo/

BBN National School Network Testbed

via Gopher:

copernicus.bbn.com

via WWW:

http://copernicus.bbn.com:70/testbed/

Censorship/Freedom of Speech/Child Safety on the Internet Web page

via WWW:

http://www.voicenet.com/~cranmer/censorship.html

Classroom Connect on the Net

via WWW:

http://www.classroom.net/

via FTP:

ftp.classroom.net/wentworth/Classroom-Connect/aup-faq.txt (for an

FAQ document on Acceptable Use Policies)

Chatback Trust and Chatback International network server

via WWW:

http://www.tcns.co.uk/chatback/welcome.html

CERT Coordination Center

via WWW:

http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.html

http://www.sei.cmu.edu/technology/trustworthy.html

via email:

cert@cert.org

via FTP: info.cert.org

cd pub/

Consortium for School Networking

via Gopher:

cosn.org

via WWW:

http://cosn.org/

CU-SeeMe

via WWW:

http://cu-seeme.cornell.edu/

Educational Resources Information Center (ERIC)

via WWW:

http://ericir.syr.edu/

via Gopher:

ericir.syr.edu

via telnet:

telnet bbs.oit.unc.edu

login: launch

(Follow directions on screen for registration. At the main menu,

choose number 4, "Topical Document Search (WAIS)", and move to

eric-digests. For help in WAIS, type a question mark.)

via email:

askeric@ericir.syr.edu

(In your message ask for the topic you're interested in. A human

will answer you.)

Empire Internet Schoolhouse

via Gopher:

nysernet.org (port 3000)

Electronic Frontier Foundation ("A non-profit civil liberties

organization working in the public interest to protect privacy,

free expression, and access to online resources and information.")

via WWW:

http://www.eff.org/

via email:

ask@eff.org

via snailmail, telephone, and fax:

The Electronic Frontier Foundation

1550 Bryant Street

San Francisco CA 94103 USA

+1 415 668 7171 (voice)

+1 415 668 7007 (fax)

EdWeb

via WWW:

http://edweb.cnidr.org:90/

European Schools Project

via WWW:

http://www.educ.uva.nl/ESP/

Foundation Center

via WWW:

http://fdncenter.org/

Geometry Forum

via WWW:

http://forum.swarthmore.edu/

http://forum.swarthmore.edu/~steve/steve/wwwhtml.html ("Learning

to Use the Web and Create Web Pages")

Global SchoolNet Foundation

via WWW:

http://gsn.org/

http://gsn.org/gsn/article.connect.levels.html ("Internet

Connectivity Levels")

http://gsn.org/gsn/article.design.project.html ("How to Design a

Successful Project")

http://gsn.org/gsn/article.gutenberg.html ("Global Literacy in

a Gutenberg Culture")

Grants Web

via WWW:

http://infoserv.rttonet.psu.edu/gweb.htm

Hot List of K-12 Internet School Sites (Gleason Sackman, SENDIT)

via WWW:

http://www.sendit.nodak.edu/k12/

International Education and Research Network (I*EARN)

via WWW:

http:// www.iearn.org/iearn/

via Gopher:

gopher.iearn.org (port 7008)

via email:

iearn@iearn.org

Internet School Networking (ISN) working group home page (publishers

of this document)

via WWW:

http://spider.lloyd.com/isn/index.html

International Society for Technology in Education (ISTE)

via WWW:

http://isteonline.uoregon.edu/

via Gopher:

isteonline.uoregon.edu

KIDLINK

via WWW:

http://www.kidlink.org/

via Gopher:

gopher.kidlink.org

Learning Resource Server, University of Illinois College of Education

via WWW:

http://www.ed.uiuc.edu/

http://www.ed.uiuc.edu/Activity-Structures/ (Judi Harris' Network-

Based Educational Activity Collection)

via Gopher:

gopher.ed.uiuc.edu

MBONE (Multicast Backbone)

via WWW:

http://www.mbone.com/techinfo/

NASA Jason Project

via WWW:

http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.html

NASA Online Educational Resources

via WWW:

http://quest.arc.nasa.gov/OER/

NASA Quest

via WWW:

http://quest.arc.nasa.gov/

http://quest.arc.nasa.gov/essay/essay-index.html ("Networks, Where

Have You Been All My Life" student essay contest winners)

via Gopher:

quest.arc.nasa.gov (port 70)

via FTP:

ftp quest.arc.nasa.gov

NASA Spacelink

via WWW:

http://spacelink.msfc.nasa.gov/

via Gopher:

spacelink.msfc.nasa.gov

via telnet:

telnet spacelink.msfc.nasa.gov

login: guest

via FTP:

ftp spacelink.msfc.nasa.gov

To find information on the NASA Teacher Resource Center Network,

choose "Educational Services," then "Teacher Resource Center Network."

For television schedules, follow the menu for "Educational Service"

to nthe menu option, "Technology."

National Center for Missing and Exploited Children

via WWW:

http://www.missingkids.org/

http://www.missingkids.org/information_superhighway.html (Online

brochure "Child Safety on the Information Highway)

National Center for Supercomputing Applications (NCSA)

via WWW:

http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html

(Mosaic Home Page)

http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html

(A Beginner's Guide to HTML)

via FTP:

ftp ftp.ncsa.uiuc.edu (to download the Mosaic WWW browser)

National Center for Technology Planning

via Gopher:

gopher.msstate.edu

Choose "Resources Maintained at MS State University," then select

"National Center for Technology Planning."

National Science Foundation's (United States) Science and Technology

Information System (STIS)

via WWW:

http://stis.nsf.gov/

via Gopher:

stis.nsf.gov

via telnet:

telnet stis.nsf.gov

login: public

Follow instructions on screen.

Netscape Communications

via WWW:

http://www.netscape.com/

via FTP:

ftp ftp.netscape.com

Netscape's WWW browser can be downloaded from Netscape's FTP sites at

ftp.netscape.com, ftp2.netscape.com, ftp3.netscape.com...through

ftp7.netscape.com.

Office of Educational Research and Improvement (U.S. Department of

nEducation)

via WWW:

http://oeri.ed.gov/

via Gopher:

gopher.ed.gov

Providers of Commercial Internet Access (for a list of Internet

Service Providers)

via WWW:

http://www.celestin.com/pocia/

THE LIST (for a list of Internet Service Providers)

via WWW:

http://thelist.com

Voters Telecommunications Watch

via WWW:

http://www.vtw.org/

http://www.vtw.org/pubs/ipcfaq [Internet Parental Control

Frequently Asked Questions (FAQ) by Shabbir J. Safdar]

World Wide Web Consortium

via WWW:

http://www.w3.org/pub/WWW/

via telnet:

telnet telnet.w3.org (public access Lynx client. Use "lynx"

without the quotes if a login is requested.)

Web66

via WWW:

http://web66.coled.umn.edu/

http://web66.coled.umn.edu/schools.html (International WWW Schools

Registry)

http://web66.coled.umn.edu/Cookbook/contents.html (Classroom

Internet Server Cookbook)

-----------

NEWS GROUPS

-----------

alt.algebra.help

alt.comp.shareware.for-kids

alt.education.distance

alt.kids-talk

bit.listserv.edtech

comp.security.announce

k12.chat.elementary

k12.chat.junior

k12.chat.senior

k12.chat.teacher

k12.ed.art

k12.ed.business

k12.ed.comp.literacy

k12.ed.health-pe

k12.ed.life-skills

k12.ed.math

k12.ed.music

k12.ed.science

k12.ed.soc-studies

k12.ed.special

k12.ed.tag

k12.ed.tech

k12.edu.life-skills (especially for school counselors)

k12.euro.teachers (in Europe)

k12.lang.art

k12.lang.deutsch-eng

k12.lang.esp-eng

k12.lang.francais

k12.lang.russian

k12.library

k12.news

k12.sys.projects

misc.education

misc.education.language.english

misc.education.multimedia

misc.kids

misc.kids.computer

news.announce.newusers

uk.education.misc

uk.education.teachers

------------------------

NEWSLETTERS and JOURNALS

------------------------

Classroom Connect

Published monthly during the school year, a subscription currently

costs U.S. $39.00.

Wentworth Worldwide Media

1866 Colonial Village Lane

P.O. Box 10488

Lancaster, PA 17605-0488

USA

Phone: 1-717-393-1000

1-800-638-1639

Fax: 1-717-390-4378

Email: connect@wentworth.com

via WWW:

http://www.wentworth.com/classroom/crcpub.htm (Classroom Connect

homen page)

http://www.wentworth.com/classroom/orderform.htm (order form for

Classroom Connect Newsletter, books, software, and videos about

the Internet for educators)

Electronic Learning

Published eight times per year, a current subscription to this

magazine for technology and school change costs $23.95.

Scholastic, Inc.

2931 East McCarty Street

P.O. Box 3710

Jefferson City, MO 65102-3710

Learning and Leading with Technology (Formerly "The Computing

Teacher")

Published monthly, the current U.S. $61.00 ISTE membership fee

includes $36.00 for this journal.

ISTE (International Society for Technology in Education)

1787 Agate Street

Eugene, OR 97403

Phone: 1-503-346-4414

MultiMedia Schools

Published five times a year, a subscription currently costs

U.S. $38.00.

Online, Inc.

462 Danbury Road

Wilton, CT 06897-2126

USA

Phone: 1-800-222-3766

NetTeach News

Published ten times a year, subscription prices are as follows.

Annual hardcopy subscription cost:

U.S. $38.00 for individual subscriptions in the U.S.

U.S. $45.00 for individual subscriptions in Canada and Mexico

U.S. $60.00 for individual subscriptions outside North America

Annual ASCII electronic copy cost:

U.S. $22.00 for individual subscriptions worldwide

Site licenses are available for the electronic version.

Discounts are available for ten or more orders of the printed

version for educational institutions.

For subscription questions and submissions contact:

Kathleen M. Rutkowski, Editor

Chaos Publications

13102 Weather Vane Way

Herndon, VA 22071

USA

Phone: 1-703-471-0593

Fax: 1-703-471-0596

Email: netteach@chaos.com

via WWW:

http://www.chaos.com/netteach

-------------

ORGANIZATIONS

-------------

Asia Pacific Network Information Center

c/o The United Nations University

53-70 Jingumae 5-Chome

Shibuya-ku, Tokyo 150

Japan

Phone: +81-3-5467-7014

Fax: +81-3-5467-7015

Email: hostmaster@apnic.net

WWW: http://www.apnic.net

AskERIC Project

ERIC Clearinghouse on Information Resources

Syracuse University

4-194 Center for Science & Technology

Syracuse, New York 13244-4100

Phone: 315-443-3640

Fax: 315-443-5448

Email: AskERIC@ericir.syr.edu

See also "Internet Computers" above.

CERT Coordination Center (Formerly CERT, Computer Emergency Response

Team)

Software Engineering Institute

Carnegie Mellon University

Pittsburgh, PA 15313-3890

USA

Phone: 412-268-7090

Fax: 412-268-6989

Email: cert@cert.org

See also "Internet Computers" above.

Chatback International

Dr. R. Zenhausern, Executive Director

Psychology Department

St. Johns University

SB 15, Marillac

Jamaica, NY 11439

USA

Phone: 718-990-6447

Fax: 718-990-6705

Email: drz@sjuvm.stjohns.edu

The Chatback Trust

Tom Holloway, UK Director

6 St. Mary's Crescent

Royal Leamington Spa

Warwickshire, 1JL

Phone: +44-926-888333

Fax: +44-926-420204

Email: t.holloway@warwick.ac.uk

See also "Internet Computers" above.

Consortium for School Networking

P.O. Box 65193

Washington, DC 20035-5193

USA

Phone: 202-466-6296

Fax: 202-872-4318

Email: info@cosn.org

See also "Internet Computers" above.

European Schools Project ("...a support system for secondary schools

to explore applications of educational telematics.")

University of Amsterdam

Centre for Tele-Learning

Wibautstraat 4

1091 GM Amsterdam

The Netherlands

Contact: Dr. Pauline Meijer or Dr. Henk Sligte

Phone: +31-20-5251248

Fax: +31-20-5251211

Email: risc@esp.educ.uva.nl

WWW: http://www.educ.uva.nl/ESP

FidoNet

1151 SW Vermont Street

Portland, OR 97219

USA

Contact: Janet Murray

Phone: 1-503-280-5280

Email: jmurray@psg.com

WWW: http://bbs.owls.com/~jerrys/fidonet.html (A Fidonet Primer)

Global SchoolNet Foundation (formerly FrEdMail)

P.O. Box 243,

Bonita, CA 91908

USA

Phone: (619) 475-4852

Fax: (619) 472-0735

Email: info@gsn.org

See also "Internet Computers" above.

International Education and Research Network (I*EARN)

c/o Copen Family Fund

345 Kear Street

Yorktown Heights, NY 10598

USA

Contact: Dr. Edwin H. Gragert

Phone: 914-962-5864

Fax: 914-962-6472

Email: iearn@iearn.org

See also "Internet Computers" above.

Internet Society

12020 Sunrise Valley Dr.

Suite 210

Reston, Virginia 22091

USA

Phone: 703-648-9888

Fax: 703-620-0913

Email: isoc@isoc.org

WWW: http://www.isoc.org/home.html

KIDLINK Society

4815 Saltrod

Norway

Phone: +47-370-31204

Fax: +47-370-27111

Email: kidlink-info@kidlink.org

See also "Internet Computers" and "Electronic Mail Lists" above.

K12Net

1151 SW Vermont Street

Portland, OR 97219

USA

Phone: 503-280-5280

Contact: Janet Murray

Email: jmurray@psg.com

Gopher: gopher.psg.com

WWW: http://arlo.wilsonhs.pps.k12.or.us/k12.html

Reseaux IP Europeens Network Coordination Centre (RIPE NCC)

Kruislaan 409

NL-1098 SJ Amsterdam

The Netherlands

Phone: +31 20 592 5065

Fax: +31 20 592 5090

Email: ncc@ripe.net

WWW: http://www.ripe.net/ripe/default.html

------

VIDEOS

------

Master Communications Group

7322 Ohms Lane

Minneapolis, MN 55439

Phone: 1-800-862-6164

Fax: 1-612-835-9573

Titles:

Experience the Power: Network Technology for Education (produced

by the National Center for Education Statistics)

Future Schools: Connected to the World (produced by MIT)

NASA Central Operation of Resources for Educators (CORE)

Lorain County Joint Vocational School

15181 Route 58 South

Oberlin, OH 44074

USA

Phone: 1-216-774-1051, x293/294

Fax: 1-216-774-2144

Email: video-info@quest.arc.nasa.gov

Titles:

Global Quest: The Internet in the Classroom

Connecting to the Future: A Guide for Building a Network

Infrastructure for Education

Global Quest II: The Internet in the Curriculum

Others

The fee for the videos is cost plus shipping and handling. You may

also make a copy yourself by taking a blank copy to the nearest NASA

Teacher Resource Center. For information on the NASA Teacher Resource

Center Network or on NASA Select, contact your nearest NASA facility

or consult NASA Spacelink, listed above in "Internet Computers."

Wentworth Worldwide Media

1866 Colonial Village Lane

P.O. Box 10488

Lancaster, PA 17605-0488

USA

Phone: 1-717-393-1000

1-800-638-1639

Fax: 1-717-390-4378

Titles:

The Amazing Internet

Internet Email

Searching the Internet

Discovering the World Wide Web

Others

10. References

[1] "Internet Domain Survey, January 1995," Network Wizards

http://www.nw.com/zone/WWW/report.html

[2] "Restructuring Schools: A Systematic View," Action Line, the

newsletter of the Maryland State Teachers Association, a National

Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June,

1993.

[3] Sivin, J. P. and E. R. Bialo, "Ethical Uses of Information

Technologies in Education." Washington, D.C.: U.S. Department of

Justice, Office of Justice Programs, National Institute of

Justice. 1992.

11. Security Considerations

General security considerations are discussed in Section 7 of this

document.

12. Authors' Addresses

Julie Robichaux

InterNIC

505 Huntmar Park Dr.

Herndon, VA 22070

Phone: 703-742-4839

EMail: julier@internic.net

Jennifer Sellers

Sterling Software/NASA IITA

700 13th Street, NW

Suite 950

Washington, DC 20005

Phone: 202-434-8954

EMail: sellers@quest.arc.nasa.gov

APPENDIX A: GLOSSARY OF TERMS USED IN THIS DOCUMENT

The following is a short glossary of terms used in this document. For

a more complete glossary of Internet terms, refer to FYI 18,

"Internet Users' Glossary." These definitions are largely excerpted

from that glossary. (See Section 8, "Suggested Reading," above for

complete reference information.)

Acceptable Use Policy (AUP)

The policy which defines the uses of the network that the network's

administrators consider appropriate. Enforcement of AUPs varies with

the network.

Anonymous FTP

Accessing data via the File Transfer Protocol using the special

username "anonymous." This was devised as a method to provide a

relatively secure way of providing restricted access to public data.

Users who wish to acquire data from a public source may use FTP to

connect to the source, then use the special username "anonymous" and

their email address as the password to log into a public data area.

Archie

A system to automatically gather, index and serve information on the

Internet. The initial implementation of Archie provided an indexed

directory of filenames from all anonymous FTP archives on the

Internet. Later versions provide other collections of information.

Client

An application which requests information from, or requests a service

of, a shared resource (a computer or "server"). See also Server.

Cracker

A person who uses computer knowledge to attempt to gain access to

computer systems and/or maliciously damage those systems or data.

Dial-in (also dial-up)

A connection, usually made via modems, between two computers (or

servers) over standard voice grade telephone lines.

Download

To copy data from a remote computer to a local computer. The opposite

of upload.

DSU/CSU (Data Service Unit/Channel Service Unit)

The digital equivalent of a modem. A Channel Service Unit connects to

a telephone company-provided digital data circuit, and a Data Service

Unit provides the electronics required to connect digital equipment

to the CSU. Paired together a DSU/CSU allows computer equipment to

be connected into the telephone digital service for highly

conditioned, high speed data communications.

Electronic Bulletin Board System (BBS)

A computer, and associated software, which typically provides

electronic messaging services, archives of files, and any other

services or activities of interest to the bulletin board system's

operator. Although BBSs have traditionally been the domain of

hobbyists, an increasing number of BBSs are connected directly to the

Internet, and many BBSs are currently operated by government,

educational, and research institutions.

Email (Electronic Mail)

A system whereby a computer user can exchange messages with other

computer users (or groups of users) via a communications network.

FidoNet

A network of computers interconnected using the FIDO dial-up

protocols. The FIDO protocol provides a means of "store and forward"

file transfer similar to UUCP.

FTP (File Transfer Protocol)

A protocol which allows a user on one host to access, and transfer

files to and from, another host over a network. Also, FTP is usually

the name of the program the user invokes to execute the protocol.

FYI (For Your Information)

A subseries of RFCs that are not technical standards or descriptions

of protocols. FYIs convey general information about topics related

to TCP/IP or the Internet. See also RFC(Request for Comments).

Gopher

A distributed information service that makes available hierarchical

collections of information across the Internet. Gopher uses a simple

protocol that allows a single Gopher client to access information

from any accessible Gopher server, providing the user with a single

"Gopher space" of information. Public domain versions of the client

and server are available

Hacker

A person who delights in having an intimate understanding of the

internal workings of a system, computers and computer networks in

particular. The popular media has corrupted this term to give it the

pejorative connotation of a person who maliciously uses computer

knowledge to cause damage to computers and data. The proper term for

this type of person is "cracker."

Home page

A form of Web page that serves as the introductory or main page for a

subject. The home page generally contains basic information about a

subject and hypertext links to other pages which contain more

detailed information. See also WWW and Web page.

Internet Engineering Task Force (IETF)

The IETF is a large, open community of network designers, operators,

vendors, and researchers whose purpose is to coordinate the

operation, management and evolution of the Internet, and to resolve

short-range and mid-range protocol and architectural issues. It is a

major source of protocol proposals and standards.

Internet Service Provider (ISP)

See Network Access Provider.

InterNIC

A Network Information Center (NIC), funded by the National Science

foundation, that provides information about the Internet. The

InterNIC offers support in the areas of Information Services (the

task most often cited in this document), Registration Services, and

Directory and Database Services.

Kbs (Kilo-Bits per Second)

A data transmission rate expressed in 1000 bit per second units. For

example, 56 Kbs is 56*1000 = 56,000 bits per second.

LAN (Local Area Network)

A data network intended to serve an area of only a few square

kilometers or less. Since such networks are relatively small, they

can usually be directly controlled by the users and operate at

relatively high speeds (up to 100 Mbs [10 million bits per second])

over inexpensive wiring.

Leased line

A leased line is a special phone company permanent connection between

two locations. Leased lines are generally used where high-speed data

(usually 960 characters per second and higher) is continually

exchanged between two computers (in the Internet, generally between

routers). A leased line is billed at the same rate per month

independent of how much the line is used and can be cheaper than

using dial modems depending on the usage. Leased lines may also be

used where higher data rates are needed beyond what a dial modem can

provide.

Listserv (mailing list server)

An automated program that accepts mail messages from users and

performs basic operations on mailing lists for those users. In the

Internet, listservs are usually accessed as "listname@host." For

example, the list server for the hypothetical list

"newsreports@acme.org" would be called "listserv@acme.org." Sending

email to "newsreports@acme.org" causes the message to be sent to all

the list subscribers, while sending a message (to subscribe or

unsubscribe, for example) to "listserv@acme.org" sends the message

only to the list server program. Not all mailing lists use list

servers to handle list administration duties. More than one automated

mailing program exists on the Internet, although the term "listserv"

is sometimes confusingly used to refer to any such program.

Mailing Lists

A list of email addresses. Generally, a mailing list is used to

discuss a certain set of topics, and different mailing lists discuss

different topics. A mailing list may be moderated. That is, messages

sent to the list are actually sent to a moderator who determines

whether or not to send the messages on to everyone else. Many

mailing lists are maintained by mail handling software such as

listserv, majordomo, or listproc, which are programs that

automatically handle operations such as adding new people to the

list. (See above.) In the Internet, for those mailing lists

maintained by a human, rather than by a program, you can generally

subscribe to a list by sending a mail message to: "listname-

REQUEST@host" and in the body of the message enter a request to

subscribe. To send messages to other subscribers, you will then use

the address "listname@host."

Modem (MODulator/DEModulator)

A device that converts the digital signals used by computers into

analog signals needed by voice telephone systems.

Network Access Provider (Network Service Provider, Internet Service

Provider)

Any organization that provides network connectivity or dial-up

access. Service providers may be corporations, government agencies,

universities, or other organizations.

Network News

Another name for "Usenet News."

NIC (Network Information Center)

A central place where information about a network within the Internet

is maintained. Usually NICs are staffed by personnel who answer user

telephone calls and electronic mail, and provide general network

usage information and referrals, among other possible tasks. Most

network service providers also provide a NIC for their users.

Port

A specific access point on an Internet computer, designated by a

number. Most common Internet services, such as the World Wide Web,

have specific port numbers associated with them, which makes it

easier for applications on the Internet to interact. Human users of

the Intern et normally do not need to worry about port numbers.

PPP (Point to Point Protocol)

A protocol used to establish TCP/IP connections using serial lines

such as dial-up telephone lines. Similar to SLIP (see below), PPP is

a later standard that includes features such as demand dial-up,

compression, and better flow control.

Protocol

A formal description of message formats and the rules two computers

must follow to exchange those messages. Protocols can describe low-

level details of machine-to-machine interfaces (e.g., the order in

which bits and bytes are sent across a wire) or high-level exchanges

between allocation programs (e.g., the way in which two programs

transfer a file across the Internet).

Protocol Stack

A series of protocols linked together to provide an end-to-end

service. For example, the File Transfer Protocol uses the

Transmission Control Protocol, which uses the Internet Protocol,

which may use the Point to Point protocol, to transfer a file from

one computer to another. The series FTP->TCP->IP->PPP is called a

protocol stack.

RFC(Request for Comments)

The document series, begun in 1969, which describes the Internet

suite of protocols and related experiments. Not all (in fact very

few) RFCs describe Internet standards, but all Internet standards are

written up as RFCs. The RFCs include the documentary record of the

Internet standards process.

Router

A computer which forwards traffic between networks. The forwarding

decision is based on network layer information and routing tables,

often constructed by routing protocols.

Server

A shared resource which provides information or services to user

applications or clients. See also Client.

SLIP (Serial Line Internet Protocol)

A protocol used to establish TCP/IP connections using serial lines

such as dial-up telephone lines. Small computers, such as PCs and

Macintoshes, can use SLIP to dial up to servers, which then allow the

computer to act as a full Internet node. SLIP is generally used at

sites with a few users as a cheaper alternative than a full Internet

connection. SLIP is being replaced by PPP at many sites.

TCP/IP (Transmission Control Protocol/Internet Protocol)

TCP/IP is named for two of the major communications protocols used

within the Internet (TCP and IP). These protocols (along with several

others) provide the basic foundation for communications between hosts

in the Internet. All of the service protocols, such as FTP, Telnet,

and Gopher, use TCP/IP to transfer information.

Telnet

Telnet is the Internet standard protocol for remote terminal

connection service. The name "telnet" also is used to refer to

programs that allow interactive access to remote computers, as well

as the action of using said programs. For example, the phrase "Telnet

to host xyzzy" means to interactively log into host "xyzzy" from some

other host in the Internet.

Upload

To copy data from a local computer to a remote computer. The opposite

of download.

Usenet News

An electronic bulletin board system created originally by the Unix

community and which is accessible via the Internet. Usenet News forms

a discussion forum accessible by millions of users in almost every

country in the world. Usenet News consists of thousands of topics

arranged in a hierarchical form. Major topics include "comp" for

computer topics, "rec" for recreational topics, "soc" for social

topics, "sci" for science topics, etc. Within the major topics are

subtopics, such as "rec.music.classical" for classical music, or

"sci.med.physics" for discussions relating to the physics of medical

science.

UUCP (Unix-to-Unix CoPy)

This was initially a program run under the Unix operating system that

allowed one Unix system to send files to another Unix system via

dial-up phone lines. Today, the term is more commonly used to

describe the large international network which uses the UUCP protocol

to pass news and electronic mail.

Veronica (Very Easy Rodent-Oriented Network Index to Computerized

Archives)

A utility which searches Gopher servers based on a user's list of

keywords.

Virus

A program which replicates itself on computer systems by

incorporating itself into other programs which are shared among

computer systems. The term virus is also often used more generally to

refer to any unauthorized software intrusion into a computer, no

matter the type or behavior of the program.

Web

See WWW.

Web page

A document, usually containing hypertext links, which is available

through the World Wide Web. Web pages are composed in a special

language called Hypertext Markup Language (HTML), which allows basic

formatting such as font sizes, bold, underline, blinking text, and

inclusion of graphics images. Web pages usually contain hypertext

links to other Web pages. See also WWW and Home page.

WAIS (Wide Area Information Server)

A distributed information service which offers simple natural

language input, indexed searching for fast retrieval, and a

"relevance feedback" mechanism which allows the results of initial

searches to influence future searches. Public domain implementations

are available.

WWW (World Wide Web)

A hypertext-based, distributed information system created by

researchers at the European Laboratory for Particle Physics (CERN) in

Switzerland. The Web information system may be used to create, edit,

or browse hypertext documents. The Web protocol interlinks

information in such a way that a user can traverse the Web from any

starting point. The protocol also interacts with many other Internet

services, such as Gopher, to provide one consistent, transparent user

interface to the Internet. Client and server software is widely

available via a number of methods: as free software, as client

software often included as part of an Internet connection package, or

as a commercial product.

APPENDIX B: WAYS TO GET RFCs

FYI documents such as the one your are reading are a subset of the

Internet Engineering Task Force's RFCdocuments.

Note that the latest version of the following file may be found on

the World Wide Web at http://www.isi.edu/in-notes/rfc-editor/rfc-info

For more information on Internet Engineering Task Force publications,

visit the RFCEditor's home page on the World Wide Web at

http://www.isi.edu:80/rfc-editor/rfc-sources.html

RFC-Info Simplified Help

------------------------

Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU.

1. To get a specific RFCsend a message with text as follows:

Retrieve: RFC

Doc-ID: RFC1500

This gets RFC1500. All RFCnumbers in the Doc-Id are 4 digits (RFC

791 would be Doc-ID: RFC0791).

2. To get a specific FYI send a message with text as follows:

Retrieve: FYI

Doc-ID: FYI0004

3. To get a list of available RFCs that match a certain criteria:

LIST: RFC

Keywords: Gateway

Returns a list of RFCs with the word Gateway in the title or specified

as a keyword.

4. To get the Index of all RFCs published:

HELP: rfc_index

5. To get information about other ways to get RFCs, FYIs, STDs, or

IMRs.

HELP: ways_to_get_rfcs

HELP: ways_to_get_fyis

HELP: ways_to_get_stds

HELP: ways_to_get_imrs

6. To get help about using RFC-Info:

HELP: help

or

HELP: topics

APPENDIX C: EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET

The following examples of projects using the Internet appeared on

various online computers and electronic mailing lists pertaining to

education during the 1995-96 school year. The messages have been

edited in the interest of space and because many of the details about

how to participate will become dated, but the information presented

can give you a feel for the types and range of projects that are

happening at the time of this writing.

A good source for project examples is "Judi Harris' Network-Based

Educational Activity Collection" and other World Wide Web sites

listed above in Section 9, "Resources and Contacts."

------------------------------------------

Example One: Interdisciplinary, Grades 2-4

------------------------------------------

From> KIDSPHERE Mailing List <kidsphere@vms.cis.pitt.edu>

Subject> interdisciplinary project - grades 2-4

Project description: This interdisciplinary data collection activity

will enable students to answer the question: Does our community size

and location affect the types and numbers of pets we own?

For grades 2,3,4

Timeline: January 29-March 4

Our classes will collect and share information about our communities

and will then collect and share data about the types and numbers of

pets we own. Students will be able to use the collected information

to draw conclusions.

To participate, please send me your:

Name and grade level

School address

community size generalization: rural, urban or suburban

-----------------------------------------------------------

Example Two: Science, Engineering, and Careers, Levels K-12

-----------------------------------------------------------

NASA is pleased to announce another exciting opportunity for K-12

classrooms to interact with our scientists, engineers and support

staff.

This time, the men and women of the Galileo project will provide a

behind-the-scenes look at what it's like to be part of the flight team

on a pioneering interplanetary expedition through the ONLINE FROM

JUPITER project.

Galileo scientists and mission engineers are opening their notebooks

to classrooms, museums and the public via the Internet to share their

observations and experiences working on the NASA spacecraft mission to

Jupiter.

From now through January 1996, members of the flight team will write

brief field journal entries describing the scientific puzzles,

engineering challenges and excitement of discovery as the Galileo

orbiter and atmospheric entry probe begin their scientific

investigation of Jupiter. The atmospheric probe is set to descend

into Jupiter's atmosphere on Dec. 7, the same day the Galileo orbiter

begins circling the giant planet for a two-year mission.

"For the first time, we're providing a window on the inner workings

and interactions of a scientific deep space mission," said Dr. Jo

Pitesky, member of the Galileo Mission Planning Office. "In sharing

the journal entries, we hope to give readers, particularly students,

an idea of the tremendous efforts that go into controlling and

collecting data from a robot spacecraft a half-billion miles away."

After reading background material and the journals, kindergarten

through 12th grade students and their teachers can ask project members

questions -- via E-mail -- starting in late November and running

through January 1996. They will receive personal responses,

corresponding with experts on subjects ranging from atmospheric

science to spacecraft systems. An archive of all questions and answers

will be available online.

In addition, students will be able to take part in online experiments

that will use actual probe data. Another activity will challenge

students to predict the exact timing of the Galileo probe's first-ever

plunge into the Jovian atmosphere. Additionally, students will be

invited to create Stumpers (riddles and puzzles) to share with one

another. Other curriculum resources will help teachers integrate the

Galileo project into their classrooms. As well, mechanisms will be

provided to help like-minded teachers connect with each another to

pursue collaborative projects of their own.

Other than your own time, there is no cost to get involved. Please

consider joining us on this learning adventure. To participate, you

must sign up for the ONLINE FROM JUPITER maillist. To do this, send an

email message to listmanager@quest.arc.nasa.gov. In the message body,

write only these words: subscribe updates-jup

For more information, make a webstop at our "continuous construction"

site: http://quest.arc.nasa.gov/jupiter.html

These projects are part of the "Sharing NASA with the Classroom"

series. They are made possible by funding from the NASA Information

Infrastructure Technology and Applications (IITA) program. IITA is

part of the High Performance Computing and Communications program

authorized by Federal legislation passed in December 1991.

------------------------------------------------------

Example Three: MathMagic; Math at Various Grade Levels

------------------------------------------------------

[Note: The MathMagic World Wide Web home page is located at

http://forum.swarthmore.edu/mathmagic/]

What is MathMagic?

MathMagic is a K-12 telecommunications project developed in El Paso,

Texas. It provides strong motivation for students to use computer

technology while increasing problem-solving strategies and

communications skills. MathMagic posts challenges in each of four

categories (k-3, 4-6, 7-9 and 10-12) to trigger each registered team

to pair up with another team and engage in a problem-solving dialog.

When an agreement has been reached, one solution is posted for every

pair.

MathMagic has received wide ideological acceptance by hundreds of past

FidoNet users because it addresses most of the National Council of

Teachers of Mathematics standards. A modified format has now expanded

into the Internet and is available via regular e-mail or via the World

Wide Web (WWW).

Who can participate?

K-12 teachers and students, but higher education teachers, librarians,

technology coordinators, computer teachers, and even home-schoolers

are joining to act as facilitators.

What is needed?

Any teacher with access to electronic mail via the Internet can

participate. Several net service providers and most of the commercial

boards (America Online, Genie, CompuServe, Delphi, The Well, etc.) now

offer e-mail gateways and other Internet services. MathMagic is best

suited to schools that use computers with modems and have direct

Internet access.

In some areas, a local Bulletin Board System (BBS) or a Net user (such

as a parent with net access) may have to act as a go-between. Please

ask about special arrangements.

[Example challenge for grades 10-12:]

***************************************

MathMagic Cycle 18: Level 10-12 Regular

***************************************

Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31

day calendar for the month of October? You can use addition (+),

subtraction (-), multiplication (*), division (/) exponents (^)

factorial (!) square root (sqrt) and, naturally, parenthesis ( ).

Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?)

(Notice that the numbers appear in the "locked" sequence)

****************************************

MathMagic Cycle 18: Level 10-12 Advanced

****************************************

What 6 digit number, with 6 different digits, when multiplied by all

integers up to 6, circulates its digits through all 6 possible

positions, as follows:

ABCDEF * 1 - ABCDEF

ABCDEF * 3 - BCDEFA

ABCDEF * 2 - CDEFAB

ABCDEF * 6 - DEFABC

ABCDEF * 4 - EFABCD

ABCDEF * 5 - FABCDE

*********

Good luck

MrH

[Example challenges for grades K-3:]

*************************************

MathMagic Cycle 16: Level K-3 Regular

*************************************

When two straight lines meet, they form an angle. Some angles are easy

to recognize. For instance, a RIGHT ANGLE is any of the four angles

formed by a piece of paper (like typing or computer paper) that has

sharp corners.

Using a clock and "talking" with your partners, try to figure out how

many times in a day (24 hours) the hour hand and the minute hand form

a right angle. You may want to do a chart and watch the hour hand move

between the numbers, as you move the minute hand...

**************************************

MathMagic Cycle 16: Level K-3 Advanced

**************************************

One of the better known works of architecture of the Roman Empire was

the Coliseum. For a few months, at its maximum splendor (before the

senate began cutting its funding... yes, old problem) there stood an

Imperial Roman Guard in each of its 1000 arches. Imagine the splendor!

(Not too cool if you were the entertainment.)

The first budget conscious cut called for the removal of every other

Imperial Guard. Imagine, one stayed, the next went. The second senate

cut called for the removal of every third guard (from the original

count). So, the order went out that guards of gate 1 and gate 2 (if

there was one) could stay, while guard of gate 3 (and every other

third one) had to go... Naturally, what the senate was doing was

getting rid of some guards, but also getting the credit for a lot of

"cuts" of gates that had no guard.

The "cuts" continued number after number, until a diligent member of

the opposition party cried foul. He said, "Only some of the cuts are

actually getting rid of guards. A lot of them are not!" Can you build

an argument for this senator?

Also, if you were a Roman Imperial Guard that every week had to choose

a different gate you had to look after (and run the risk of loosing

your job), which gates would be your choice?

------------------

Good luck MrH

------------------------------------------------------------

Example Four: Various Projects Announced by Global SchoolNet

------------------------------------------------------------

Hi,

Our teachers have been doing K12 projects over the Internet for the

past 12 years.

There is NO CHARGE for schools to participate in the projects. Global

SchoolNet organizes, manages, and facilitates collaborative learning

projects for schools with any level of connectivity . . . from email

only . . . to desktop videoconferencing.

To access these projects go to:

http://gsn.org/gsn/gsn.projects.html

Sample of Projects you will find

---------------------------------

The Global Schoolhouse (Featuring Desktop Video-Conferencing)

Today's "school of the future" uses the most powerful Internet tools,

including live video, to link K12 classrooms to their communities and

to other children around the world.

CALREN: Building the California Global Schoolhouse

Education leader (Global SchoolNet) partners with business leader

(Aldea Communications) to discover and document how schools,

businesses, and the community can network to share resources.

CyberStars: Number Ones of Tomorrow

For the first time ever, children around the globe can share their

musical talents with the world via the Internet.

PAACE: Personal Achievement And Career Awareness

Students learn and practice important career skills, including those

dealing with education, attitude, manners, grooming, and fashion.

Scientist-on-Tap

Scientists from the Jet Propulsion Laboratory demonstrate the power of

distance learning, by interacting with students around world, from the

comfort of their own offices!

Projects that Require Email Access Only

--------------------------------------

Ask a Geologist (AAG)

Have you ever wondered about why California has so many earthquakes

and New York does not? Why is there so much oil in Texas but not in

Wisconsin? What are the deepest canyons in the United States? (The

answer might surprise you!) While the answers to many of these

questions might be as close as an encyclopedia, some questions are

difficult to answer without checking many sources. Beginning Monday,

October 3, 1994, the USGS will offer a new, experimental Internet

service - Ask-A-Geologist. General questions on earth sciences may be

sent by electronic mail

Family Tree-Mail: Language Translation

In this pilot project, children use Globalink's language translation

software to share family histories via email in their native languages

of Spanish, French, German, and Italian.

Field Trips

Join other classes on their live field trips. In turn, you take other

classes with you when you visit local places of interest. Our

FIELDTRIPS-L mailing list manages this "exchange" of classroom field

trips and excursions.

Geogame

This perennially favorite project will excite your students as they

immerse themselves in atlases, maps, almanacs, and other references in

order to solve a geography puzzle. Your students help create the

puzzle by answering 8 questions about your community: latitude,

typical weather, land formations, time zone, points of interest, etc.

We combine their responses with other classes to create a geography

puzzle your students will love to solve. A simple first project for

beginning telecommunicators.

Global Grocery List

Your students visit their local grocery stores and record the prices

of items on the grocery list, then share their prices with other

participating classes all over the world. The result is a growing

table of current, peer-collected data that can be used in math, social

studies, science, and health classes (and others). This project is

especially good for telecomputing beginners: it has very little

structure and no timeline.

Jane Goodall Institute

Students learn about the interconnectedness of all life on earth as

they observe the world around them and become involved in

environmental and humanitarian issues. Explore Gombe and Kibira

National Parks, ChimpanZoo, and the Roots & Shoots Program.

The Jason Project

The Jason Project brings the thrill of exploration and discovery live

to students around the world as they participate in an amazing

electronic field trip. In 1995 they trekked to Hawaii to study

volcanoes. The Global SchoolNet Foundation manages the Jason Project

Listservs and features them in our Global SCHLnet Newsgroup Service.

LOGO Foundation

The Logo Foundation, in cooperation with the Global SchoolNet

Foundation, is now managing a Logo listserv discussion group available

to anybody on the Internet.

Newsday

Your students write articles and post them on the Newsday Newswire for

the whole world to see! Then they read and choose articles from other

schools to download and include in their own newspaper! Finally... you

share your newspaper with other classes... and they in turn share

theirs with you. Your students' reading and writing skills will

improve while they learn about current local, national, and global

issues.

Where on the Globe is Roger?

Children are invited to learn about history, culture, geography, and

the environment, while they electronically travel around the world

with Roger Williams - in his quest to promote world peace!

--------------------------------------

Example Five: Professional Development

--------------------------------------

THE WEATHER UNDERGROUND ANNOUNCES "DISASTER IN THE CLASSROOM"

A *LIVE* TELEVISION PROGRAM TO ILLUSTRATE USES OF REAL-TIME

WEATHER AND ENVIRONMENTAL IMAGERY IN K-12 EDUCATION

Beginning in September 1995, Professor Perry Samson, University of

Michigan professor and Director of the Weather Underground, will host

an innovative, biweekly series of live, interactive, television shows

aimed at teachers, administrators, and parents interested in K-12

education, Internet resources, and the use of real-time weather

information in science. Aimed specifically at the professional

development of teachers, the programs create a model for teachers to

carry back into their classroom, a model that promotes project-based

student centered learning environments using new technology and

science ideas creatively.

The programs, interactive in design, allow participants to ask

questions and respond to information through a simultaneous e-mail

dialogue. A strength in the design of this series is its ability to

allow an interactive discussion of environmental issues (severe

weather, snowstorms, droughts, earthquakes, volcanic activity , El

Nino, etc.) in a timely manner, matching current news items to

science activities. The programs in the virtual classroom series are

uplinked to a satellite from the University of Michigan. Teachers,

administrators, parents or students can view the class either on

their own or in groups. Participants will be encouraged to use their

computer and modem to log into our server during the show. This

interactive virtual classroom will allow participants to pose or

answer questions live (or after the show).

Navigation on the Internet and pointers to information specific to

the science curriculum ideas presented on the show are emphasized and

made available to teachers for use in their classrooms. Participants

are shown where on the Internet to find imagery and activities

relevant to the topics discussed and are lead through a discussion of

new methods to utilize these data in their classroom activities.

Example activities utilizing current weather, climate and

environmental conditions are demonstrated.

If you are interested in participating in this series from your home

or school and would like to receive graduate credit for it, please

contact:

The Weather Underground

URL: http://groundhog.sprl.umich.edu

[other contact information deleted]

First show is Sept. 18, contact us or look to URL above for more

information soon!!!!!!

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