Network Working Group                                         J. Sellers
Request for Comments: 1578                   NASA NREN/Sterling Software
FYI: 22                                                    February 1994
Category: Informational

                      

FYI on Questions and Answers

Answers to Commonly Asked "Primary and Secondary School 

Internet User" Questions

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 RFC, produced by the Internet School Networking
   (ISN) group in the User Services Area of the Internet Engineering
   Task Force (IETF), is to document the questions most commonly asked
   about the Internet by those in the primary and secondary school
   community, and to provide pointers to sources which answer those
   questions.  It is directed at educators, school media specialists,
   and school administrators who are recently connected to the Internet,
   who are accessing the Internet via dial-up or another means which is
   not a direct connection, or who are considering an Internet
   connection as a resource for their schools.

Table of Contents

   1.  Introduction................................................... 2
   2.  Acknowledgments................................................ 2
   3.  Questions About the Internet in an Educational Setting......... 3
   4.  Questions About School Support for an Internet Connection...... 5
   5.  Questions About Implementation and Technical Options.......... 10
   6.  Questions About Security and Ethics............................12
   7.  Questions About Educational Collaboration, Projects, and
       Resources..................................................... 15
   8.  Suggested Reading............................................. 18
   9.  Resources and Contacts........................................ 21
   10. References.................................................... 35
   11. Security Considerations....................................... 35
   12. Author's Address.............................................. 35
       Appendix A:  Examples of Projects Using the Internet.......... 36
       Appendix B:  How To Get Documents Electronically.............. 43
       Appendix C:  Glossary of Terms Used in This Document.......... 47

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1.  Introduction

   The elementary and secondary school community of teachers, media
   specialists, administrators, and students is a growing population on
   the Internet.  In general, this group of users approaches the
   Internet with less experience in data network technology and fewer
   technical and user support resources than other Internet user groups.
   Many of their questions are related to the special needs of the
   community, while others are shared by any new user.  This document
   attempts first to define the most frequently asked questions related
   to the use of the Internet in pre-university education and then to
   provide not only answers but also pointers to further information.
   For new user questions of a more general nature, the reader should
   get FYI 4, "FYI on Questions and Answers:  Answers to Commonly Asked
   'New Internet User' Questions" [1].  For information on how to get
   this document, see Appendix B.

   It is important to remember that the Internet is a volatile and
   changing virtual environment.  I have tried to include only the most
   stable of network services when listing resources and groups for you
   to contact, which is a good solution to the problem of changing
   offerings on the Internet, but by no means a fool-proof one.  This
   constant change also means that there is a lot out there that you
   will discover as you begin to explore on your own.

   Future updates of this document will be produced as Internet School
   Networking working group members are made aware of new questions and
   of insufficient or inaccurate information in the document.  The RFC
   number of this document will change with each update, but the FYI
   number (22) will remain the same.

2.  Acknowledgments

   The author wishes to thank for their help and contributions to this
   document the members of the Consortium for School Networking,
   Kidsphere, and Ednet electronic mailing lists, Ronald Elliott,
   Science and Technology Center; Klaus Fueller, Institute for Teacher
   Training of the German federal state of Hesia (HILF), and educator;
   Ellen Hoffman, Merit Network, Inc.; William Manning, Rice University;
   and Anthony Rutkowski, CNRI.  Special thanks go to Raymond Harder,
   Microcomputer Consultant, and Michael Newell, NASA Advanced Network
   Applications, who not only made contributions but also kept a steady
   stream of feedback flowing.  Extra special thanks go to the
   remarkable Ms. April Marine of the NASA Network Applications and
   Information Center for her contributions to the document, her expert
   advice, and her unparalleled support.

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3.  Questions About the Internet in an Educational Setting

   3.1  What is the Internet?

      The Internet is a collection of more than 10,000 interconnected
      computer networks around the world that make it possible to share
      information almost instantly.  The networks are owned by countless
      commercial, research, governmental, and educational organizations
      and individuals.  The Internet allows the more than 1.5 million
      computers and 10 millions users of the system to collaborate
      easily and quickly through messaging, discussion groups, and
      conferencing.  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 for education, research, professional learning,
      public service, and business and is currently growing at the rate
      of about ten percent per month.

      The Internet Society serves as the international organization for
      Internet cooperation and coordination.  See Section 9, "Resources
      and Contacts".

      For a more complete basic introduction to the Internet, see FYI
      20, "What is the Internet?" [2].  Instructions on retrieving FYI
      documents can be found in Appendix B.

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

      The Internet expands classroom resources dramatically by making
      many resources from all over the world available to students,
      teachers, and media specialists, including original source
      materials.  It brings information, data, images, and even computer
      software into the classroom from places otherwise impossible to
      reach, and it does this almost instantly.  Access to these
      resources can yield individual and group projects, collaboration,
      curriculum materials, and idea sharing not found in schools
      without Internet access.

      Internet access also makes contact with people all over the world
      possible, bringing into the classroom experts in every content
      area, new and old friends, and colleagues in education.  With
      access to the Internet, 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.

      The isolation inherent in the teaching profession is well-known
      among educators.  By having access to colleagues in other parts of
      the world, as well as to those who work outside of classrooms,

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      educators able to reach the Internet are not as isolated.

      A hands-on classroom tool, the use of networks can be a motivator
      for students in and of itself, and their use encourages the kind
      of independence and autonomy that many educators agree is
      important for students to achieve in their learning process.
      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; exactly how this
      is done will vary from district to district as schools empower
      individual teachers and students.

      School reform, which is much on the minds of many educators today,
      can be supported by the use of the Internet as one of many
      educational tools.  See the answer to Question 4.1 for more
      specifics.

   3.3  How can educators incorporate this resource into their busy schedules?

      Most educators learn about the Internet during the time they use
      to learn about any new teaching tool or resource.  Realistically,
      of course, this means they "steal" time at lunch, on week-ends,
      and before and after school to explore resources and pursue
      relationships via the Internet.  Those who do so feel that it is
      well worth the rich rewards.  It's important that computers used
      to access the Internet are readily available and not so far away
      physically as to make using the resource impossible for educators
      and others.

      Many features of the Internet, such as the availability of online
      library catalogs and information articles, will actually end up
      saving considerable time once an instructor learns to use them,
      and there are new tools being developed all the time to make
      Internet resources more easily accessible.

      As the value of the Internet as an educational resource becomes
      more evident, school systems will need to look toward building the
      time to use it into educators' schedules.

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   3.4  I'm already using the National Geographic Kids Network (or PBS  Learning Link or FrEdMail or ______).  Does this have anything  to do with the Internet?  Is the Internet different from what  I'm already using?

      Since the Internet is a network of many different networks, you
      may be using one of the networks which is connected to the
      Internet.  Some commercial programs for schools use networks and
      provide value-added service, such as curriculum software,
      technical support, project organization and coordination, etc.
      Some provide value-added service, but don't allow for all basic
      Internet services.  Networks like FrEdMail (Free Educational
      Electronic Mail), FidoNet, and K12Net are bulletin board and
      conferencing systems linked via the Internet which provide
      inexpensive access to some Internet services.  If you can use
      interactive computer access (Telnet) and electronic file transfer
      (FTP), as well as electronic mail, you are probably "on" the
      Internet.  If you have questions about the specific service you're
      currently using, ask its support personnel if you have Internet
      access, or call the InterNIC.  See Section 9, "Resources and
      Contacts" for how to reach the InterNIC, FrEdMail, FidoNet, and
      K12Net.

4.  Questions About School Support for an Internet Connection

   4.1  Where does my school get the money for connecting 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 quite 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.  Because use of the Internet shifts focus away from a
      teacher-as-expert model and toward one of shared responsibility
      for learning, it can be a vital part of school reform.  Much of
      school reform attempts 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

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      a focus on content and toward a focus on concepts [3].  The
      Internet can play an integral part in helping to achieve these
      shifts.

      Second, to demonstrate the value of a connection, actual Internet
      access is more useful than words.  While this may sound like a
      chicken-and-egg situation (I have to have 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.

      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.

      The Educational Resources Information Center (ERIC) has
      information on grants and funding.  Ask for the AskERIC InfoGuide
      called "Grants and Funding Sources".  Two network services, one
      maintained by the United States Department of Education's Office
      of Educational Research and Improvement (OERI) and one maintained
      by the US National Science Foundation, also have information about
      grants and funding.  Grants can be a way for you to acquire the
      initial money to demonstrate the value of telecommunications in
      the classroom, and since these monies are often awarded on a
      short-term basis, should probably be looked at as temporary means
      of funding your activities.  For information on these
      organizations and their services, see Section 9, "Resources and
      Contacts".  (Note: The funding services mentioned are primarily US
      based.)

   4.2  How much does it cost to connect to the Internet, and what
        kind of equipment (hardware, software, etc.) does my school need in order to support an 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), network access

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      providers, or technology consultants.

      To give you an idea of possible equipment needs, here are three
      sample scenarios, based on possible solutions found in the United
      States.  Keep in mind that these are very general examples and
      that there are many solutions at each level.  See also the answer
      to Question 5.5.

        Low-end: You could subscribe to some kind of Internet dial-up
        service.  This may be provided by a vendor at a cost, by a local
        university gratis, or as a part of a public access service like
        a community network.  You will need a computer which allows
        terminal emulation, terminal emulation software, and a modem
        which is compatible with your dial-up service.  The approximate
        cost, not including the PC or the cost of the phone call, is US
        $100 to US $800 plus a monthly fee of approximately US $30.

        Mid-range: You could subscribe to a dial-up service that
        provides Serial Line Internet Protocol (SLIP) or Point to Point
        Protocol (PPP), allowing your computer to effectively become a
        host on the Internet.  You will need a computer with SLIP or PPP
        software, telecommunications applications software (to allow you
        to use telnet and FTP - File Transfer Protocol), and a modem
        which is compatible with your dial-up service.  The approximate
        cost, not including the PC or the cost of the phone call, is US
        $100 to US $800 plus a monthly fee of approximately US $60.

        High-end: Your school or department could subscribe to a service
        that provides a full Internet connection to the school or
        department's local area network.  This allows all the computers
        on the local area network access to the Internet.  You will need
        a router and a connection to a network access provider's router.
        Typically the connection is a leased line with a CSU/DSU
        (Channel Service Unit/Data Service Unit).  A leased line is a
        permanent high speed telephone connection between two points;
        this allows you to have a high quality permanent Internet
        connection at all times.  A local area network, which may
        consist only of the router and a PC, Macintosh, or other
        computer system, is also needed, and your computer(s) will need
        some special software:  a TCP/IP (Transmission Control
        Protocol/Internet Protocol) stack, as well as TCP/IP based
        communications software such as Telnet and FTP.  The approximate
        cost, not including the computers, is US $2,000 to US $3,000
        plus a monthly fee of at least US $200.

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   4.3  What is required in terms of personnel to support an Internet  connection?  (Will it require extra staff, training, more time of teachers and librarians?)

      Any plan for implementing technology in schools must consider
      staff development.  Training is often the most neglected aspect of
      a technology plan, and a lack of training can lead to failure of
      the plan.  In the case of the Internet, all users will need some
      kind of training, whether they are teachers, librarians, students,
      administrators, or people fulfilling other roles in the school.

      The train-the-trainer model, in which a group of people are
      trained in a subject or tool and each individual in turn trains
      other groups, is a good model for Internet training.  A small
      group of motivated teachers can be provided with training and can
      then educate their colleagues.  One advantage is that the initial
      group is able to target the specific needs of the other teachers
      in the school.

      Depending on the hardware involved, there may be a need for
      technical support.  Finding this kind of support, which schools
      will certainly need because it is not usually in place, may be
      tricky.  Some districts are beginning to provide it at the
      district level.  Some schools are able to use volunteers from
      business, industry, or government agencies.  Much of this type of
      support can be done over the network itself, which makes it
      possible for someone located off-site to maintain the equipment
      with only occasional trips to the school.  Additionally, vendors
      often provide some support, perhaps a help desk for basic
      questions.

   4.4  How do I convince the people who do the purchasing in our school  system to spend money on this?

      Most people become convinced with exposure.  One excited
      individual in the school who is able to show proof of concept by
      starting a pilot program can be the catalyst for a school or an
      entire district.  If you can get an Internet account (as suggested
      above) and use it for instruction in your classroom, you can make
      presentations at faculty, school/community, and school board
      meetings.

      The National Center for Education Statistics in the Office of
      Educational Research and Improvement at the United States
      Department of Education has released a 17-minute video targeted at
      school administrators entitled "Experience the Power: Network
      Technology for Education".  It uses interview clips of students,
      teachers, and policy makers in the United States to educate about

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      what the Internet is and to encourage support for the use of
      telecommunications in primary and secondary schools.  The NASA
      NREN (US National Aeronautics and Space Administration National
      Research and Education Network) K-12 Initiative has produced an
      11-minute video describing the benefits to schools in using the
      Internet.  The video is entitled, "Global Quest: The Internet in
      the Classroom", and it tells the story through interview clips
      with students and teachers who have experienced the power of
      computer networking.  For further information on the two videos,
      see "National Center for Education Statistics", and "NASA Central
      Operation of Resources for Educators" under "Organizations" in
      Section 9, "Resources and Contacts".

   4.5  Where do I go for technical support and training?

      Much technical support and training 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.  One such list is Tipsheet,
      the Computer Help and Tip Exchange, the purpose of which is to
      provide a supportive setting where people can ask questions or
      discuss products.  Other lists are the education-related lists
      mentioned in Question 7.2.  All of these are listed in Section 9,
      "Resources and Contacts".

      Network News, or Usenet News, is a world-wide bulletin board
      system with discussion groups on various topics, including
      computer science, general science, social and cultural themes,
      recreational interests, etc.  By sending questions to an
      appropriate news group you can receive answers from people
      experienced with your particular problem.  Specific news groups to
      look for are those beginning with "comp", for "computer", and
      followed by the type of operating system, hardware, or software
      you have a question about.  For example, comp.os.unix or
      comp.os.msdos.apps.  To understand the culture and etiquette of
      Usenet News, read the group news.announce.newusers.

      Your local community may also have resources that you can tap.
      These are again colleges and universities, businesses, computer
      clubs and user groups, technology consultants, and government
      agencies.

      Your network access provider may offer training and support for
      technical issues, and other groups also offer formal classes and
      seminars.  For those schools who have designated technical people,
      they are good candidates for classes and seminars.

      There are some documents for further reading and exploration that

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      you may want to peruse.  See Section 8, "Suggested Reading".
      There are books on almost every specific subject in the computing
      world that may answer your questions.  For new books, check your
      local library, bookstore, or booksellers' catalogs.

5.   Questions About Implementation and Technical Options

   5.1  How do I learn about options for getting my school connected?

      In the United States, there are a number of state-wide 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
      accounts to educators and/or students, contact the Consortium for
      School Networking.  The InterNIC has a list of regional and
      national network providers.  Both the Consortium for School
      Networking and the InterNIC are listed in Section 9, "Resources
      and Contacts".

      The global regional NICs such as the RIPE NCC in Europe can also
      provide a list of service providers.  The APNIC in the Pacific Rim
      will have a similar list in the near future.

      You can sometimes locate a person enthusiastic about the idea of
      using networks in schools and willing to help you who works as an
      independent consultant, in a local college or university, in a
      technology company, for a network access provider, at a community
      network, or in a government agency.

      There are a number of books about the Internet and how to get
      connected to it.  A few are listed in Section 8, "Suggested
      Reading", and more are being published every month.  Check
      libraries, bookstores, and booksellers' catalogs.

   5.2  How many of our computers should we put on the Internet?

      You will probably want to make Internet *access* possible for as
      many of your school's computers as possible.  If you are using a
      dial-up service, you may want a number of shared accounts
      throughout the school.  If your school has a Local Area Network
      (LAN) with several computers on it, one dedicated Internet
      connection should be able to serve the whole school.

      If you are going to connect a lot of computers to the network, you
      will need to make sure your line speed is adequate.  Most dial-up
      systems available today support speeds up to 14.4 Kbs (kilobits
      per second), which is adequate for no more than a couple of
      network users, depending upon the network utilities (FTP, etc.)
      they are using.  If you are planning to connect a large number of

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      users, you should probably consider a dedicated line of 56 Kbs or
      higher.

   5.3  Should we set up a telecommunications lab or put networked  computers in each classroom?

      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.  If you choose the lab option, you
      will probably want to get a commitment from specific teachers or
      media specialists to use the lab in the course of their teaching.
      You might also consider the other labs located throughout your
      school.  For example, if you have a science or language lab, it
      may be the best place for your school to begin to use the
      Internet.  And finally, remember that the library is a natural
      place for people to access network resources!

      Networking all computers campus-wide can be expensive.  You will
      need to consider the options--dial-up access, a dedicated line, or
      some other possibility--and weigh them against your school's needs
      and priorities.  You may want to investigate having one lab, the
      library, and a few classrooms with modem access, assuming phone
      lines are available.  As use of the Internet catches on, it will
      be more effective to create a campus-wide local area network that
      is routed to the Internet through a dedicated line than to keep
      adding modems in classrooms.  Or you may want to consider the
      other options discussed in question 5.5 below.

   5.4  Can people get on the Internet from home?

      This depends on your network access provider.  It is certainly a
      possibility and is probably desirable for the educators at your
      school if they happen to have the necessary equipment at home.
      You will need to discuss whether you want to make this option
      available to students even if it is possible technically.  This is
      best discussed with the community your school serves in a public
      forum such as a school/community meeting.  At issue is the shared
      responsibility of educators and parents to monitor student
      Internet use.  (See also Question 6.2.)

   5.5  What are some of the options for using Internet services without  paying for a full, dedicated-line Internet connection?

      It is possible to create a local, store-and-forward network using
      various implementations of the Unix to Unix Copy (UUCP) software
      suite, available as public domain (free) or shareware (small fee

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      which is often optional) software, which can run on many different
      platforms including Amiga, IBM, and Macintosh.  The connections
      are via dial-up phone lines using local phone numbers.  Usenet
      News and email 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.  With this type of system you will have access
      to as many Usenet News groups as your site agrees to carry, as
      well as email, which includes access to mailing lists and
      listservs such as those listed in Section 9, "Resources and
      Contacts".  Many file servers also offer file transfer and other
      services via email.

      There are a couple of important advantages to such a system.
      First, it is much more affordable since such networks provide more
      efficient use of telephone lines, making a connection only while
      data is actually being transferred.  Second, it allows for
      filtering, which gives a school some control over what kind of
      information is available to its students.

      The disadvantage to this type of Internet access is that you may
      be limited regarding the range of Internet applications you can
      use.

      FrEdMail, FidoNet, and K12Net are store-and-forward systems.
      FidoNet, for example, is a network of amateurs and hobbyists which
      operates on personal computers and is publicly accessible by
      anyone with a microcomputer and a modem.  Contact information for
      all three organizations can be found in Section 9, "Resources and
      Contacts".

6.  Questions About Security and Ethics

   6.1  Who should have access in the school, the teachers or the
        students?

      Clearly the answer is that all educators, including administrators
      and media specialists or librarians, AND students should have
      access to the Internet.  There's no reason why support staff
      should not also have access.  In elementary schools,