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- INTERNET DRAFT J. Sellers
- [Request for Comments: XXXX] NASA NREN
- FYI: XX] September, 1993
- draft-ietf-isn-faq-02.txt
-
- FYI on Questions and Answers
- Answers to Commonly Asked "Primary and Secondary School Internet User"
-
- Questions
-
- Status of this Memo
-
- This document is an Internet-Draft. Internet-Drafts are working
- documents of the Internet Engineering Task Force (IETF), its Areas,
- and its Working Groups. Note that other groups may also distribute
- working documents as Internet-Drafts. Internet-Drafts are draft
- documents valid for a maximum of six months. Internet-Drafts may be
- updated, replaced, or obsoleted by other documents at any time. It
- is not appropriate to use Internet-Drafts as reference material or to
- cite them other than as a "working draft" or "work in progress."
-
- Comments on the following draft may be submitted to Jennifer Sellers
- (sellers@quest.arc.nasa.gov).
-
- This Internet Draft expires December 30, 1993.
-
- Abstract
-
- The goal of this Internet Draft, 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.
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- Internet School Networking WG [Page 1]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
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- Table of Contents
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- 1. Introduction........................................................2
- 2. Acknowledgments.....................................................3
- 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................8
- 6. Questions About Security and Ethics.................................9
- 7. Questions About Educational Collaboration, Projects, and Resources..11
- 8. Suggested Reading...................................................13
- 9. Resources and Contacts..............................................14
- 10. References..........................................................18
- 11. Security Considerations.............................................19
- 12. Author's Address....................................................19
-
- Appendix A: Examples of Projects Using the Internet................20
- Appendix B: How To Get Documents Electronically....................27
-
-
- 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 draft
- 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, a good solution but by no means a fool-proof one to the
- problem of changing offerings on the Internet. 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 memo will be produced as Internet School
- Networking group members are made aware of new questions and of
- insufficient or inaccuracte information in the memo. The RFC number
- of this document will change with each update, but the FYI number
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- Internet School Networking WG [Page 2]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
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- (XX) will remain the same.
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- 2. Acknowledgments
-
- The author wishes to thank for their help and contributions to this
- draft the members of the Consortium for School Networking, Kidsphere,
- and Ednet electronic mailing lists, as well as Ronald Elliott,
- Science and Technology Center; Ellen Hoffman, Merit Network, Inc.;
- William Manning, Rice University; Michael Newell, NASA Advanced
- Network Applications; and Anthony Rutkowski, CNRI; all of whom made
- contributions to this document. Special thanks goes to Raymond
- Harder, Microcomputer Consultant, who not only made contributions but
- also kept a steady stream of feedback flowing. Extra special thanks
- goes to the remarkable Ms. April Marine of the NASA Network
- Applications and Information Center for her expert advice and
- unparralleled support.
-
-
- 3. Questions About the Internet in an Educational Setting
-
-
- 3.1 What is the Internet?
-
- The Internet is a series of more than 10,000 interconnected
- computer networks around the world that makes 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.
-
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- Internet School Networking WG [Page 3]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
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- 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 possible contact with people all over
- the world, 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,
- 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
- 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
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- well worth the rich rewards. It's important that computers used
- to access the Internet are easily accessible and not so far away
- physically as to make using the resource impossible for educators
- and others.
-
- As the value of the resource becomes more evident, school systems
- will need to look toward building the time to use it into
- educators' schedules.
-
-
- 3.4 I'm already using the National Geographic Kids Network (or
- 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
- telnet, FTP, and 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 for help in figuring this out.
- (InterNIC stands for Internet Network Information Center.) 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
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- 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
- 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 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. See Section 9, "Resources and
- Contacts." Ask for the AskERIC InfoGuide called "Grants and
- Funding Sources." 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.
-
-
- 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
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- 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), service providers,
- or technology consultants.
-
- To give you an idea of possible equipment needs, here are three
- sample scenarios. 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-in
- 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, a modem which is compatible with your dial-
- in service, and terminal emulation software. The approximate
- cost, not including the PC, is $100 to $800 plus a monthly fee
- of approximately $30.
-
- Mid-range: You could subscribe to a dial-in service that
- provides Serial Line Internet Protocol (SLIP) or Point to Point
- Protocol (PPP), allowing your machine to effectively become a
- host on the Internet. You will need a computer with SLIP or PPP
- software, a modem which is compatible with your dial-in service,
- and telecommunications applications software (to allow you to
- use telnet and FTP - File Transfer Protocol). The approximate
- cost, not including the PC, is $100 to $800 plus a monthly fee
- of approximately $60.
-
- High-end: You could subscribe to a service that provides a full
- Internet connection. You will need a router and a connection to
- a service provider's router. Typically the connection is a
- leased line with a CSU/DSU (Channel Service Unit/Data Service
- Unit). 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,
- that is a TCP/IP (Transmission Control Protocol/Internet
- Protocol) stack, as well as telecommunications software. The
- approximate cost, not including the computers, is $2,000 to
- $3,000 plus a monthly fee of at least $200.
-
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- 4.3 What is required in terms of personnel to support an Internet
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- 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.
-
- Train-the-trainer, 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.
-
- 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.
-
-
- 4.4 How do I convince the people in our system with the purse
- strings 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 video targeted at school
- administrators. Its purpose is to educate them about what the
- Internet is and to encourage support for the use of
- telecommunications in primary and secondary schools. For further
- information, See 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
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- Internet itself. You can post 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 and listed in Section 9, "Resources and
- Contacts."
-
- Specific news groups to look for are those beginning with "comp."
- 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.
-
- Your local community has resources that you may be able to tap.
- These are again colleges and universities, businesses, computer
- clubs and user groups, technology consultants, and government
- agencies.
-
- Your service 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
- 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 (Internet Network Information
- Center) 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."
-
- You can sometimes locate a person friendly to the idea of using
- networks in schools and willing to help you who works as an
- independent consultant, in a local college or univerisity, in a
- technology company, for a service provider, at a community
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- network, or in a government agency.
-
- There are a number of books out on the Internet and how to get
- connected to it. Some are listed in Section 8, "Suggested
- Reading," and more are being published every month. Check
- libraries, bookstores, and book-sellers' 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 may be able to service the whole school.
-
-
- 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. You will probably want to get a commitment from specific
- teachers or media specialists to use the lab in the course of
- their teaching. On the other hand, a computer located in the
- classroom is more convenient for both the teacher and the class.
- At the same time, networking all computers campus-wide can be
- expensive. You will need to consider both options and weigh them
- against your school's needs and priorities. You may also want to
- investigate having one lab and a few classrooms with modem access,
- assuming phone lines are availble. 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.
-
-
- 5.4 Can people get on the Internet from home?
-
- This depends on your service provider. It is certainly a
- possibility. 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.
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- 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,
- often optional, fee) 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 machine until the time appointed
- for that machine to contact the next one along the path to the
- final destination, at which time it is "forwarded" along its way.
- Most machines 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. Second, it allows for
- filtering, which gives a school control over what kind of
- information is available to its students.
-
- 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 teachers AND students should have
- access to the Internet. There's no reason why media specialists,
- administrators and support staff should not also have access. In
- elementary schools, access for students may be more supervised
- than in the upper grades.
-
-
- 6.2 I've heard that there are files on the Internet that parents
- would not like their children to get. How can students be kept
- from accessing this objectionable material?
-
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- Technically, if your school has a direct Internet connection, they
- can't. The store-and-forward scenario described in Question 5.5
- is one solution to filtering the information to which students
- have access. Everyone on the network, including students, is able
- to download files from public electronic repositories, some of
- which contain materials that just about anyone would consider
- objectionable for school-age children. For this reason, it is
- important that schools develop clear policies to guide students'
- use of the Internet and establish rules, and consequences for
- breaking them, that govern behavior on the Internet.
- Additionally, schools should consider integrating issues around
- technology and ethics into the curriculum. [4]
-
- Although I said that technically students can't be kept from
- accessing objectionable material, this is only true if a direct
- Internet connection is used. As described in Question 5.5 there
- are ways of sending and receiving email and Usenet News using
- store-and-forward systems, bulletin board systems, or information
- servers. In this case, you are not capable of using some of the
- Internet tools. Many of the files and resources available using
- these tools can also be acquired via email or news groups (which
- can be stored, filtered, and forwarded), but this will not be the
- case with all resources available on the Internet. You will have
- to decide whether it is worth limiting access to ensure a measure
- of technical control. Some find that it is well worth it and
- others do not.
-
- Another possibility is to control the times and opportunities that
- students have to access the Internet, and only allow access under
- supervision. This is a less desirable option than teaching the
- ethics of Internet access as a matter of course, but may be used
- in combination with other methods to ensure the integrity of the
- school, its students, and its educators.
-
-
- 6.3 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 other who use the network).
- In this area, not only school policy, but also state and national
- laws may apply. Two sources of information which you can read to
-
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- help you sort through security issues are:
-
- FYI 8: Site Security Handbook
-
- "Ethical Uses of Information Technologies in Education"
-
- The full references for these documents can be found in Section 8,
- "Suggested Reading." The pamphlet "Ethical Uses of Information
- Technologies in Education" is more applicable to the laws of the United
- States than to those of other countries, but several of the ideas are
- shared in various cultures.
-
-
-
- 6.4 How do we keep viruses from attacking all our computers if we
- get connected to the Internet?
-
- If you use the Internet to exchange data (such as text or
- pictures), virus infection is generally not a problem. The real
- concern is when you downlaod software programs and run them on
- your own computer. Any program you downlaod over the network and
- run could have a virus. For that matter, any program, whether on
- tape or a disk, even commercial software still in its original
- packaging, might possibly have a virus. For this reason, all
- computers should have virus protection software running on them.
-
- Virus checking software is available free over the Internet via
- Anonymous FTP from ftp.cert.org. (For information on using
- Anonymous FTP, see Appendix B.) 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.
-
- To help reduce the risk of downloading a virus with your program,
- try to use trusted sources. Ask someone you know or post the
- question to a mailing list or news group to find the most reliable
- sites for software access.
-
-
- 6.5 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 (AUP). This
- policy explains the acceptable and non-acceptable 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 netowrk for commercial purposes. If such
- a policy is not mentioned, ask for it. All users are expected to
-
-
-
- Internet School Networking WG [Page 13]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- 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.
-
-
- 7. Questions About Educational Collaboration, Projects, and Resources
-
-
- 7.1 How can I find specific projects using the Internet that are
- already developed?
-
-
- There are a several resources on the Internet that are directed
- specifically at the primary and secondary school communities, and
- the number is growing. The InterNIC gopher server has a section
- on K-12 (Kindergarten through 12th grade) Education, the
- Consortium for School Networking maintains a gopher server, and
- NASA's Spacelink is directed entirely at primary and secondary
- school educators and students. NYSERNet's Empire Internet
- Schoolhouse is an extension of its Bridging the Gap program. For
- access to these and others, see Section 9, "Resources and
- Contacts."
-
- Many people on electronic mailing lists such as Ednet, Kidsphere,
- and the Consortium for School Networking Discussion List
- (cosndisc) post their projects and ask for partners and
- collaborators. 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." For news
- groups and mailing lists of special interest to educators, see the
- "Ednet Guide to Usenet Newsgroups" and "An Educator's Guide to E-
- Mail Lists," both of which are listed in Section 8, "Suggested
- Reading."
-
- As you explore the Internet, there are some tools that will help
- you find projects that are already developed. A good overview of
- many of these resource discovery tools is the "Guide to Network
- Resource Tools" written by the European Academic Research Networks
- (EARN) Association. It explains the basics of tools such as
- Gopher, Veronica, WAIS, Archie, and the World Wide Web, as well as
- others, and provides pointers for finding out more about these
- useful tools. It is listed in Section 8, "Suggested Reading."
-
-
- 7.2 Where do I go to find colleagues who support networking and
- schools willing to participate in projects?
-
-
-
-
- Internet School Networking WG [Page 14]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- The electronic mailing lists and Usenet News groups in Section 9,
- "Resources and Contacts" are rich with people who want to
- collaborate on projects involving use of the Internet.
-
- There are also a number of conferences you may want to look in to.
- The National Education Computing Conference (NECC) is held
- annually, as is Tel-Ed, a conference sponsored by the
- Interntational Society for Technology in Education (ISTE). ISTE
- maintains an online server which has a calendar of conferences all
- over the world in telecommunications for education. The INET
- conference is the annual conference for the Internet Society. See
- Section 9, "Resources and Contacts," for contact information for
- these organizations and for information on access to ISTE's online
- server.
-
-
- 7.3 What are some examples of how the Internet is being used in
- classrooms now?
-
- Projects which use the Internet sometimes require 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
- has been collected over the Internet. In Appendix A you will find
- several examples from the Kidsphere electronic mailing list, each
- from a different content area and representing different ways of
- using the Internet.
-
- There are a number of specific projects you may find interesting.
- KIDS-94 (and subsequent years), managed by the non-profit KIDLINK
- Society, is one. It currently includes ten discussion lists and
- services, some of them only for people who are ten through fifteen
- years old. Another place to look is Academy One of the National
- Public Telecomputing Network (NPTN), which usually has between 5
- and 10 projects running at a time. The International Education
- and Research Network (I*EARN), a project of the non-profit 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, and Chatback
- International, directed at any school on the Internet, maintain a
- network server that you may want to investigate. The European
- Schools Project involves approximately 200 schools in 20 countries
- and has as its goal building a support system for secondary school
- educators. For contact information on these groups and server
- access, refer to Section 9, "Resources and Contacts."
-
-
-
-
-
- Internet School Networking WG [Page 15]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- 7.4 Is there a manual that lists sites on the Internet particularly
- useful for class exploration?
-
- There are a number of resource guides, and so far only a couple
- are directed specifically at an education audience. "An
- Incomplete Guide to the Internet and Other Telecommunications
- Opportunities Especially for Teachers and Students K-12" is
- compiled by the NCSA Education Group and is available online. The
- "Internet Resource Directory for Educators, Version 2" is also
- available online. It was prepared by a team of 46 teachers in
- Nebraska and Texas who were enrolled in telecomputing courses at
- two universities in 1992 and 1993. Ednet's "Educator's Guide to
- Email Lists" is available electronically, as is the "Ednet Guide
- to Usenet News Groups." ERIC offers several documents relating to
- telecommunications and education, including the ERIC Digest
- "Internet Basics," the ERIC Review "K-12 Networking,"
- "Instructional Development for Distance Education," and
- "Strategies for Teaching at a Distance." Complete bibliographic
- information for these documents is listed in Section 8, "Suggested
- Reading." For help in retrieving the documents electronically,
- see Appendix B.
-
- There are also printed guides to the Internet appearing along with
- the new books on the Internet. The problem with paper resource
- guides is that the Internet is a changing environment, so they
- become outdated quickly. Check libraries, bookstores, and
- booksellers' catalogs for these guides.
-
- One answer to the problem of printed Internet guides is the
- newsletter. NetTEACH NEWS is a newsletter specifically for
- primary and secondary school educators interested in networking.
- It contains information on new services on the Internet that are
- of interest to educators, projects for collaboration, conferences,
- new books and publications, and includes "The Instruction Corner,"
- which gives practical tutorials on using network tools and
- services. NetTEACH NEWS is published ten times a year, and is
- available both hardcopy and via email. Subscription information
- can be found in Section 9, "Resources and Contacts."
-
-
- 7.5 How can I add my own contributions to the Internet?
-
- The network server operated by the Consortium for School
- Networking exists expressly for the sharing of ideas by the
- elementary and secondary school community. Educators are
- encouraged to submit projects, lesson plans, and ideas. A gopher
- server maintained by PSGnet and RAINet also accepts educator
- submissions for addition to the many sections of its menu tree
-
-
-
- Internet School Networking WG [Page 16]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- devoted to elementary and secondary school interests. See Section
- 9, "Resources and Contacts" for information on reaching CoSN or
- submitting materials, and for access to the server maintained by
- PSGnet and RAINet. It is important to remember that anything you
- create should be updated for others as you make changes yourself
- in the course of your learning by experience.
-
- The electronic lists and news groups mentioned are also places to
- share your knowledge and yourself as a resource, and as you gain
- experience you may find you have the knowledge to put up an
- electronic server at your site. A group of schools in Pittsburg
- shares one such server, and there you could recently find and
- download to your own machine photographs and notes from an exhibit
- on the architecture of one of the elementary schools.
-
-
- 8. Suggested Reading
-
- Those items marked with an asterisk (*) are available free online.
- For information on retrieving documents electronically, see
- Appendix B.
-
-
- Dearn, Daniel. The Internet Guide for New Users
- Washington, DC: McGraw-Hill, Inc., 1994.
-
- *Ednet Guide to Usenet Newsgroups
- online:
- nic.umass.edu
- pub/ednet/edusenet.gde
-
- *Educator's Guide to E-Mail Lists
- online:
- nic.umass.edu
- pub/ednet/educatrs.lst
-
- *ERIC Digest, Internet Basics
-
- *ERIC Review, K-12 Networking
-
- "Ethical Uses of Information Technologies in Education" by Jay P. Sivin
- and Ellen R. Bialo. 1992. Washington, DC: U.S. Department of
- Justice, Office of Justice Programs, National Institute of
- Justice.
-
- To order, call 1-800-851-3420 from within the United
- States or 1-301-251-5500 from outside of the United States.
- Or write to:
-
-
-
- Internet School Networking WG [Page 17]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- U.S. Department of Justice
- Office of Justice Programs
- National Institute of Justice
- Washington, DC 20531
-
- Fraase, Michael. The Mac Internet Tour Guide. Chapel Hill,
- North Carolina: Ventana Press, 1993.
-
- *FYI 4 "FYI on Questions and Answers: Answers to Commonly asked "New
- Internet User" Questions," Malkin, G.S., A. Marine
- (fyi4.txt or rfc1325.txt)
-
- *FYI 5 "Choosing a Name for Your Computer," Libes, D.
- (fyi5.txt or rfc1178.txt)
-
- *FYI 8 "Site Security Handbook," Holbrook, J.P. (fyi8.txt or
- rfc1244.txt)
-
- *FYI 16 "Connecting to the Internet: What Connecting Institutions Should
- Anticipate," ACM SIGUCCS Networking Taskforce (fyi16.txt or
- rfc1359.txt)
-
- *FYI 19 "Introducing the Internet--A Short Bibliography of Introductory
- Internetworking Reading for the Network Novice," Hoffman, E.,
- L. Jackson (fyi19.txt or rfc1463.txt)
-
- *FYI 20, "What is the Internet?" Krol, E., E. Hoffman (fyi20.txt or
- rfc1462.txt)
-
- The FYI series is online in the following locations. Choose
- the site nearest you from which to download the files:
-
- United States East Coast
- ds.internic.net (198.49.45.10)
- fyi/fyi##.txt
-
- United States West Coast
- ftp.nisc.sri.com (192.33.33.22)
- fyi/fyi##.txt
-
- Pacific Rim
- munnari.oz.au (128.250.1.21)
- fyi/fyi##.txt
-
- Europe
- nic.nordu.net (192.36.148.17)
- fyi/fyi##.txt
-
-
-
-
- Internet School Networking WG [Page 18]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- *"Guide to Network Resource Tools," EARN Association. May 1993. 64 pp.
- online:
- naic.nasa.gov
- files/general_info/earn-resource-tool-guide.ps and
- earn-resource-tool-guide.txt
-
- *"Incomplete Guide to the Internet and Other Telecommunications
- Opportunities Especially for Teachers and Students K-12," NCSA
- Telnet Group. January 1993. ~300 pp.
- online:
- ftp.ncsa.uiuc.edu
- Education/Education_Resources/Incomplete_Guide
-
- To order a hardcopy, contact:
-
- Chuck Farmer
- NCSA Education Group
- 605 E. Springfield Ave.
- Champaign, IL 61820
- cfarmer@landrew.ncsa.uiuc.edu
-
- or:
- Lisa Bievenue
- NCSA Education Group
- 605 E. Springfield Ave.
- Champaign, IL 61820
- bievenue@ncsa.uiuc.edu
-
- *Internet Resource Directory for Educators
- online:
- tcet.unt.edu
- pub/telecomputing-info/IRD/IRD-telnet-sites.txt,
- IRD-ftp-archives.txt, IRD-listservs.txt, and
- IRD-infusion-ideas.txt
-
- Kehoe, Brendan. Zen and the Art of the Internet: A Beginner's Guide
- Englewood Cliffs, NJ: Prentice-Hall, 1992
- (An earlier version is also available free online.)
-
- Krol, Ed. The Whole Internet User's Guide & Catalog
- Sebastopol, California: O'Reilly & Associates, Inc., 1992
-
- LaQuey, Tracy. The Internet Companion: A Beginner's Guide to
- Global Networking. Reading, Massachusetts: Addison-Wesley
- Publishing Company, 1992
-
- Marine, April, Susan Kirkpatrick, Vivian Neou, and Carol Ward. Internet:
- Getting Started. Englewood-Cliffs, New Jersey: Prentic Hall, 1993.
-
-
-
- Internet School Networking WG [Page 19]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- *Internet Resource Directory for Educators
- online:
- tcet.unt.ede
- pub/telecomputing-info/IRD/IRD-telnet-sites.txt, IRD-ftp-archives.txt,
- IRD-listservs.txt, and IRD-infusion-ideas.txt
-
- *RFC 1480 "The US Domain," Cooper, A., 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.
- rfc/rfc1480.txt
-
- 9. Resources and Contacts
-
- ------------
- CONFERENCES:
- ------------
-
- 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)
-
- Electronic accss to a calendar of conferences all over the world
- and other information is available on the ISTE server. See "Network
- Servers" in this section.
-
- INET
- Internet Society
- 1895 Preston White Drive
- Suite 100
- Reston, Virginia 22091
- USA
- phone: 703-620-8990
- fax: 703-620-0913
-
- ----------------------
- ELECTRONIC MAIL LISTS:
- ----------------------
-
-
-
-
- Internet School Networking WG [Page 20]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- Cosndisc (Consortium for School Networking Discussion List)
- To subscribe, send a message to...
- listerv@bitnic.educom.edu
-
- 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@bitnic.educom.edu
-
- Ednet
- To subscribe, send a message to...
- listserv@nic.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@nic.umass.edu
-
- Kidsphere
- To subscribe, send a message to...
- kidsphere-request@vms.cis.pitt.edu
- Type any message asking to be added to the list.
-
- To post, send a message to...
- kidsphere@vms.cis.pitt.edu
-
- KIDS-95/KIDLINK
- To learn about KIDLINK projects, subscribe to the news service by
- sending a messgage to...
- listserv@vm1.nodak.edu
-
- Leave the Subject field blank, and in the first line of the body of
- the meesage enter...
- subscribe KIDLINK YourFistName YourLastName
-
- K12admin (K-12 Educators Interested in Educational Administration)
- To subscribe, send a message to...
- listserv@suvm.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...
-
-
-
- Internet School Networking WG [Page 21]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- k12admin@suvm.syr.edu
-
- LM_NET (A list for school library media specialists worldwide.)
- To subscribe, send a message to...
- listserv@suvm.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@suvm.syr.edu
-
- SIGTEL-L (List for the Special Interest Group for Telecommunications,
- a service of the International Society for Technology in Education)
- To subscribe, send a message to...
- SIGTEL-L@unmvma.unm.edu
-
- Leave the Subject field blank, and in the first line of the body of
- the message enter...
- subscribe SIGTEL-L YourFirstName YourLastName
-
- To post, send a message to...
- SIGTEL-L@unmvma.unm.edu
-
- Tipsheet (Computer Help and Tip Exchange)
- To subscribe, send a message to...
- listserv@wsuvm1.csc.wsu.edu
-
- Leave the Subject field blank, and in the first line of the body of
- the message enter...
- subscribe tipsheet YourFirstName YourLastName
-
- ----------------
- NETWORK SERVERS:
- ----------------
-
- Chatback Trust and Chatback International network server
-
- via telnet...
- telnet rdz.stjohns.edu
- login: student
- (Follow login instructions on screen.)
-
- via gopher...
- sjuvm.stjohns.edu (port 70)
- Choose "Rehabilitation Resource Center" from first menu.
- Choose "SJU Unibase Bulletin Board and Conference System" from
-
-
-
- Internet School Networking WG [Page 22]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- menu which then comes up.
-
- Consortium for School Networking gopher server
-
- via gopher...
- cosn.org (port 70)
-
- via telnet...
- telnet cosn.org
- login: gopher
- (no password)
-
- Educational Resources Information Center (ERIC) Digests Archives are
- available
-
- via FTP...
- ftp ericir.syr.edu
- login: anonymous
- password: your_email_address
- cd pub
-
- via email...
- mail askeric@ericir.syr.edu
-
- via gopher...
- ericir.syr.edu (port 70)
-
- Empire Internet Schoolhouse
-
- via gopher...
- nysernet.org (port 70)
-
- via telnet...
- telnet nysernet.org
- login: empire
- (no password)
-
- International Society for Technology in Education (ISTE) gopher server
-
- via gopher...
- gopher.uoregon.edu (port 70)
-
- via telnet...
- telnet gopher.uoregon.edu
- login: gopher
- (no password)
-
- Once connected via either of these two methods, use the menu item
-
-
-
- Internet School Networking WG [Page 23]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- "Search Titles in This Gopher Server" and enter ISTE when asked
- what to search for.
-
- InterNIC gopher server
-
- via gopher...
- is.internic.net (port 70)
-
- via telnet...
- telnet is.internic.net
- login: gopher
- (no password)
-
- KIDS Gopher, a KIDLINK service
-
- via gopher...
- kids.duq.edu (port 70)
-
- via telnet...
-
- telnet kids.duq.edu
- login: gopher
- (no password)
-
- NASA Spacelink
- via telnet...
- telnet spacelink.msfc.nasa.gov
- login: newuser
- password: newuser
- (Follow registration instructions on screen.)
-
- via FTP...
- ftp spacelink.msfc.nasa.gov
-
- PSGnet and RAINet gopher server
- via telnet...
- telnet gopher.psg.com
- login: gopher
- (no password)
-
- via gopher
- gopher.psg.com (port 70)
-
- ------------
- NEWS GROUPS:
- ------------
-
- alt.education.distance
-
-
-
- Internet School Networking WG [Page 24]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- alt.kids-talk
- 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.lang.art
- k12.lang.deutsch-eng
- k12.lang.esp-eng
- k12.lang.francais
- k12.lang.russian
- k12.library
- k12.sys.projects
- misc.education
- misc.education.language.english
- misc.kids
- misc.kids.computer
- pubnet.nixpub (where a list of open access Unix sites is often posted,
- for those looking for access to Usenet News and email only)
-
- --------------
- ORGANIZATIONS:
- --------------
-
- 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
-
-
-
- Internet School Networking WG [Page 25]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- Tom Holloway, UK Director
- 25 Clemens Street
- Royal Leamington Spa
- Warwickshire, CV31 2DP
- Phone: +44-926-888333
- Fax: +44-926-420204
- Email: t.holloway@warwick.ac.uk
-
- The Chatback Trust is the organization which was originally concerned
- primarily with school children with various types of language
- disorder. Chatback International is the expansion of that project
- onto the Internet and is concerned with the use of networks to
- educate all children.
-
- Consortium for School Networking
- P.O. Box 65193
- Washington, DC 20035-5193
- USA
- Phone: 202-466-6296
- Fax: 202-872-4318
- Email: cosn@bitnic.educom.edu
-
- According to a recent brochure, "The Consortium for School Networking
- is a membership organization of institutions formed to further the
- development and use of computer network technology in K-12
- education." To join CoSN, request an application at the above
- address. To contribute your ideas, lesson plans, projects, etc., for
- others to access over the Internet, send to email to:
- ferdi@digital.cosn.org
-
- ERIC Clearinghouse on Information Resources
- 030 Huntington Hall
- Syracuse University
- Syracuse, New York 13244-2340
- USA
- Phone: 315-443-9114
- Fax: 315-443-5448
- Email: askeric@ericir.syr.edu
-
- According to a recent electronic brochure, "The Educational Resources
- Information Center (ERIC) is a federally-funded national information
- system that provides access to an extensive body of education-related
- literature. ERIC provides a variety of services and products at all
- education levels."
-
- Another portion of the electronic brochure states, "AskERIC is
- an Internet-based question-answering service for teachers, library
- media specialists, and administrators. Anyone involved with K-12
-
-
-
- Internet School Networking WG [Page 26]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- education can send an e-mail message to AskERIC. Drawing on the
- extensive resources of the ERIC system, AskERIC staff will respond
- with an answer within 48 working hours. If you have questions about
- K-12 education, learning, teaching, information technology, educational
- administration - AskERIC at: askeric@ericir.syr.edu"
-
- FidoNet
- 1151 SW Vermont Street
- Portland, OR 97219
- USA
- Phone: 503-280-5280
- Contact: Janet Murray
- Email: jmurray@psg.com
-
- FidoNet is a dial-up, store-and-forward messaging system which takes
- advantage of late night phone rates to send and receive email and
- conferences.
-
- FrEdMail Foundation
- P.O. Box 243,
- Bonita, CA 91908
- USA
- Contact: Al Rogers
- Phone: 619-475-4852
- Email: arogers@bonita.cerf.fred.org
-
- 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
- E-mail: ed1@copenfund.igc.apc.org
-
- According to Dr. Gragert, "The purpose of the I*EARN Network is to
- create low-cost telecommunications models to demonstrate that
- elementary and secondary students can make a meaningful contribution
- to the health and welfare of people and the planet. We want to see
- students go beyond simply being "pen-pals" to use telecommunications
- in joint student projects as part of the educational process."
- I*EARN works with international service and youth organizations to
- add telecommunications to existing partnerships.
-
- KIDLINK Society
- 4815 Saltrod
- Norway
-
-
-
- Internet School Networking WG [Page 27]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- Phone: +47-370-31204
- Fax: +47-370-27111
- Email: opresno@extern.uio.no
- Contact: Odd de Presno
-
- KIDLINK is the organization that runs the yearly KIDS projects,
- KIDS-94, KIDS-95, etc. For information on getting files related to
- KIDS-NN/KIDLINK, see "Electronic Mail Lists" in this section. For
- access to the KIDS Gopher, see "Network Servers" in this section.
-
- K12Net
- 1151 SW Vermont Street
- Portland, OR 97219
- USA
- Phone: 503-280-5280
- Contact: Janet Murray
- Email: jmurray@psg.com
-
- K12Net is a collection of conferences devoted to curriculum, language
- exchanges with native speakers, and classroom-to-classroom projects
- designed by teachers in K-12 education. The conference are privately
- distributed among FidoNet-compatible bulletin board systems on five
- continents and are also available as Usenet Newsgroups in the
- hierarchy "k12." More information about K12Net is available from
- gopher.psg.com.
-
- via telnet...
- telnet gopher.psg.com
- login: gopher
-
- via gopher...
- gopher.psg.com (port 70)
-
- National Center for Education Statistics
- 555 New Jersey Ave N.W., R.410 C
- Washington DC 20208-5651
- USA
- Phone: 202-219-1364
- Contact: Jerry Malitz
- Email: gmalitz@inet.ed.gov
-
-
- InterNIC Information Services
- General Atomics
- P.O. Box #85608
- San Diego, California 92186-9784
- USA
- Phone: 800-444-4345
-
-
-
- Internet School Networking WG [Page 28]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- 619-455-4600
- Fax: 619-455-3990
- Email: info@internic.net
-
- The InterNIC is a (United States) National Science Foundation funded
- group tasked with providing information services to the United States
- research and education networking community. The Reference Desk is
- in operation Monday through Friday, from 5:00 a.m. to 7:00 p.m.
- Pacific Time.
-
- Internet Society
- 1895 Preston White Drive
- Suite 100
- Reston, Virginia 22091
- USA
- phone: 703-620-8990
- fax: 703-620-0913
-
- The Internet Society is the international organization for Internet
- cooperation and coordination.
-
-
- 10. References
-
-
-
-
- [1] FYI 4 "FYI on Questions and Answers: Answers to Commonly
- Asked 'New Internet User' Questions," Malkin, G.S., A. Marine
- (rfc1325.txt)
-
- [2] FYI 20, "What is the Internet?" Krol, E., E. Hoffman
- (rfc1462.txt)
-
- [3] "Restructuring Schools: A Systematic View" in Action Line, the
- newsletter of the Maryland State Teachers Association, a
- National Education Association Affiliate. Roger Kuhn, Editor.
- No. 93-6. June, 1993.
-
- [4] Sivin, Jay P. and Ellen R. Bialo (1992) "Ethical Uses of
- Information Technologies in Education." Washington, DC: U.S.
- Department of Justice, Office of Justice Programs, National
- Institute of Justice.
-
- [5] FYI 19 "Introducing the Internet--A Short Bibliography of
- Introductory Internetworking Reading for the Network Novice,"
- Hoffman, E., L. Jackson (rfc1463.txt)
-
-
-
-
- Internet School Networking WG [Page 29]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- 11. Security Considerations
-
- General security considerations are discussed in Section 6 of this
- document.
-
- 12. Author's Address
-
-
- Jennifer Sellers
- NASA NREN
- 700 13th Street, NW
- Suite 950
- Washington, DC 20005
- USA
- sellers@quest.arc.nasa.gov
- (202) 434-8954
-
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- Internet School Networking WG [Page 30]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- APPENDIX A: EXAMPLES OF PROJECTS USING THE INTERNET
-
-
- The following examples of projects using the Internet appeared on
- the Kidsphere electronic mailing list during the 1992-93 school
- year. The messages ahve been edited in the interest of space and
- because many of the details about how to participate are dated,
- but the information presented can give you a feel for the types
- and range of projects that happen today.
-
-
- =========================================
- Example One, "Middle School Math Project"
- =========================================
-
- This is the official invitation to participate in "Puzzle
- Now!". "Puzzle Now!" is an interdisciplinary project using
- educational technology as a tool to integrate the curriculum.
- "Puzzle Now!" provides teams of mathematics and language arts
- teachers and students with thematic puzzle problems via VA.PEN.
-
-
- PROJECT : Puzzle Now!
-
- SUBJECT AREA : Mathematics/Language Arts
-
- GRADE LEVEL : 6 - 8
-
- DURATION : This project will consist of eight - one week
- cycles.
-
- PROJECT GOALS : -to increase student motivation for math
- problem solving;
-
- -to emphasize the importance of addressing
- problems in a clear, concise, and logical
- manner;
-
- -to provide students with opportunities for
- developing skills in written expression;
-
- -to familiarize students with computer and
- modem as tools for problem solving projects.
-
- PROJECT DESCRIPTION:
- The puzzles presented in this project are no
- mere entertainment. These puzzles will help
- the student reason logically, develop thinking
-
-
-
- Internet School Networking WG [Page 31]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- skills, and will assist in the understanding of
- many practical disciplines, such as geometry.
- IT IS VERY IMPORTANT to remember that getting
- the correct answer isn't as important as
- figuring out how to find it.
- DO THE SOLUTIONS HAVE TO BE SUBMITTED IN A
- PARTICULAR FASHION? Yes, the solution format
- requires that the group/team/individual first
- 1)restate the puzzle/problem; 2)explain the
- strategy, or strategies used in finding the
- answer; 3)state the answer.
- Your team/class may turn in only one solution.
- That means you must work together to develop one
- solution to be examined by the "Puzzlemeister".
-
-
-
- ==========================================
- Example Two, "Poetry Contest, Grades 9-12"
- ==========================================
-
- National Public Telecomputing Network
- --
- Academy One Project Announcement
-
-
- FIRST ANNUAL INTERNET POETRY CONTEST
- FOR SECONDARY STUDENTS GRADES 9-12
-
- ***FEATURED FORM: THE SONNET***
-
- ***First Place Award: $50.00***
-
- ***Second Place Award: $25.00***
-
- ***Honorable Mentions: $10.00***
-
-
- The first annual Internet Poetry Contest invites entries from
- students in grades 9-12 for original sonnets written within the
- last 3 years. The purpose of the contest is to encourage young
- creative writers to practice the discipline needed to
- write in a particular poetic form, in this case, the sonnet form.
- (The sonnet is defined and examples are given below.) Sonnets
- may be submitted in any recognized sonnet form including
- Petrarchan, Shakespearean, Miltonic, or Spenserian.
-
- Students submitting entries must include a form (given below)
-
-
-
- Internet School Networking WG [Page 32]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- certifying that each sonnet entered in the contest is original
- and written within the last 3 years. The deadline for
- mailing entries is April 30, 1993. Winners will be notified
- individually and winning entries will also be announced via
- Academy I on the Internet.
-
- Judges for the contest are current or retired English instructors
- throughout the United States.
-
-
- ==============================================
- Example Three, "Tracking Monarch Butterflies"
- ==============================================
-
- Our school has begun a study of monarchs using Nova's Animal
- Pathfinders. After working through these lessons, which
- will give us the necessary background information, we will
- design the format for collecting the data on sighting
- monarchs. We will send information on the format to any
- school who wishes to participate in the project. Our fifth
- grade students will begin this project and we hope that
- students from kindergarten through twelvth grade will get
- involved. We hope that schools from south to north along
- the migratory flyways will be interested in joining and
- collecting data about first sightings and population counts.
- We still have not foundt the lepidopterists who did the
- initial research but will keep looking. Hope to heaar from
- you soon.
-
-
- =======================================
- Example Four, "Simulated Space Mission"
- =======================================
-
-
- National Public Telecomputing Network
- --
- Academy One Program Announcement
-
-
- SPECIAL EVENT: NESPUT 24-HOUR CENTENNIAL SPACE SHUTTLE
- SIMULATED MISSION ON APRIL 27, 1993
-
- SCHOOLS, TEACHERS, STUDENTS, SPACE ENTHUSIASTS:
-
- The April 27 simulated and telecommunicated space shuttle mission
- is a mostly real-time 24 hour mission involving numerous
- activities in space. Your school could be involved for an entire
-
-
-
- Internet School Networking WG [Page 33]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- 24 hour period or for a much lesser amount of time (say just your
- school day or even a few hours). During that 24 hour period,
- schools will be linked to share information via telecommunications
- and a variety of activities will be going on via
- telecommunications and in the classroom--most of them created by
- the schools and students involved. The space shuttle Centennial
- at University School in Shaker Heights, Ohio, a real and permanent
- simulator, will act as itself and use its mission control area as
- Houston. Reports on the progress of our real student astronauts
- will be posted on the listserv and via the menus on NPTN affiliate
- systems carrying Academy One. Your school can act as any one of
- the
- following:
-
- A second American shuttle.
- A second Russian shuttle.
- A weather reporting station for your area.
- One of NASA's alternate landing sites.
- A science station posing questions and problems for all
- astronauts in simulated space.
- An information station, posting interesting information of
- interest about the space shuttle and the space program.
- A graphics station, sending GIF files to other schools
- (especially good if you have a scanner for your computer).
- Any other type of space related station or activity you can
- imagine.
-
-
- ==================================================
- Example Five, "Equinox Experiment and Calculation"
- ==================================================
-
-
- ATTENTION - MARCH 20, l993 IS THE EQUINOX
-
- A WORLDWIDE SCIENCE AND MATH EXPERIMENT
-
- ERATOSTHENES EXPERIMENT
-
- Eratosthenes, a Greek geographer (about 276 to 194 B.C.), made a
- surprisingly accurate estimate of the earth's circumference. In
- the great library in Alexandria he read that a deep vertical well
- near Syene, in southern Egypt, was entirely lit up by the sun at
- noon once a year. Eratosthenes reasoned that at this time sun
- must be directly overhead, with its rays shining directly into
- the well. In Alexandria, almost due north of Syene, he knew that
- the sun was not directly overhead at noon on the same day because
- a vertical object cast a shadow. Eratosthenes could now measure
-
-
-
- Internet School Networking WG [Page 34]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- the circumference of the earth (sorry Columbus) by making two
- assumptions - that the earth is round and that the sun's rays are
- essentially parallel. He set up a vertical post at Alexandria
- and measured the angle of its shadow when the well at Syene was
- completely sunlit. Eratosthenes knew from geometry that the size
- of the measured angle equaled the size of the angle at the
- earth's center between Syene and Alexandria. Knowing also that
- the arc of an angle this size was 1/50 of a circle, and that the
- distance between Syene and Alexandria was 5000 stadia, he multi-
- plied 5000 by 50 to find the earth's circumference. His result,
- 250,000 stadia (about 46,250 km) is quite close to modern meas-
- urements. Investigating the Earth, AGI, l970, Chapter 3, p. 66.
-
- The formula Eratosthenes used is:
-
- D A d=distance between Syene and Alexandria
- _____ = _____ A=360 degrees assumption of round earth
- a=shadow angle of vertical stick
- d a D=to be determined (circumference)
-
- ----------------------------------------------------------------
-
- Are you interested in participating?
-
- All you need to do is place a vertical stick (shaft) into the
- ground at your school and when the sun reaches it's highest
- vertical assent for the day (solar noon), measure the angle of
- the shadow of the stick.
- - - stick -> - - a a=shadow angle
- -
- -
- ground___________________-___________________________________
-
- By doing this experiment on the equinox we all know that the
- vertical rays of the sun are directly over the equator, like the
- well at Syene. Using a globe or an atlas the distance between
- your location and the equator can be determined and the circum-
- ference can be calculated.
- *****************************************************************
- But how about sharing your shadow angle measurement with others
- around the real globe.
- ******************************************************************
-
- Send your measurement of the shadow angle____________degrees
-
- Send your location city ____________________________________
-
- Send your location country _________________________________
-
-
-
- Internet School Networking WG [Page 35]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- Send your latitude _________________________________________
-
- Send your longitude ________________________________________
-
-
- We will compile all the data and send you a copy to use in your
- classroom to compare the various locations and angles.
-
- If you're interested send us your data. We will compile and return
- it to you.
-
-
- =====================================
- Example Six, "Famous Black Americans"
- =====================================
-
- Project Name: Who Am I?: Famous Black Americans
-
- Subject Area: Social Studies, Research Skills
-
- Grade Level: Grades 4-12
-
- Project Description: The goal of this project is to assist students
- in increasing their knowledge of American
- black history. Each week, on Monday Morning,
- a set of three or four clues will be sent to
- your account. The same will occur on
- Tuesday, Wednesday, and Thursday mornings.
- At any time, through the end of the day on
- Friday, your students may send their answer
- (the name of the famous American identified
- by the clues) to the following online
- address:
-
- whoami@radford.vak12ed.edu
-
- A class should send only one answer each
- week. If two are sent, the sponsors will
- assume that the first of the answers is the
- one intended to be submitted.
-
- The sponsor will collect all answers, compile
- a listing of classes who send the correct
- answers, and will forward this list to all
- participants via email by early on the
- following Monday morning. On that morning,
- in addition, the sponsor will send all
- classes a new problem.
-
-
-
- Internet School Networking WG [Page 36]
-
- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- This project lasts five weeks, with clues
- each week being given for a different famous
- person in American history.
-
- Project Length: Five Weeks
-
- Awards: Every Monday morning, participating classes
- will receive an online message from the
- sponsor congratulating those who have sent
- correct answers during the previous week. At
- the end of the five weeks, attractive
- certificates will be awarded to all
- participating classes (sent by way of the
- Postal Service). In addition, classes which
- have participated in each of the five weeks
- will receive a separate style of certificate
- for their school or class.
-
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- Internet School Networking WG [Page 37]
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- INTERNET DRAFT FYI Q/A FYI - for Schools JUNE 1993
-
-
- APPENDIX B: TRANSFERRING FILES
-
- The traditional way to access files available online on the
- Internet is via a program based on the File Transfer Protocol
- (FTP). Many information sites have hosts that allow "anonymous"
- FTP, meaning you don't need to already have an account on the host
- in order to access the files it makes public.
-
- For example, the online files sited in Suggested Reading can all
- be retrieved via anonymous FTP. In most cases, when you see a
- reference to a file available for FTP, the reference will give you
- both a hostname and a pathname. So, for example, the ASCII text
- version of the EARN Resource Tool Guide is on the host
- naic.nasa.gov in the /files/general_info directory as earn-
- resource-tool-guide.txt.
-
- Many online files are mirrored on more than one host. RFC files,
- for example, are so popular that several hosts act as repositories
- for them, so when they are cited, rarely is a hostname given. To
- find out all about getting RFCs, send a message to
- rfc-info@isi.edu and in the body of the message,
- type 'help: ways_to_get_rfcs'. RFCs are available both via
- electronic mail and via FTP.
-
- Here is some information about transferring files based on text
- from the access.guide file referenced in FYI 19 [5] and written by
- Ellen Hoffman.
-
- If you are on a machine connected to the Internet and can use FTP
- (file transfer protocol), you can access files online. If your
- VM/CMS, VAX/VMS, UNIX, DOS, Macintosh, or other system has FTP
- capability, you can probably use the sample commands as they are
- listed. If your machine doesn't work using the sample commands,
- you may still have FTP access. You will need to ask your system
- administrator or local network consultant. If you don't have FTP,
- you may be able to get files via electronic mail.
-
- If you are using a UNIX machine, you can use FTP directly from a
- system prompt. For other machines, there are commercial and
- public domain programs that will allow you to use FTP. (For the
- Macintosh, a very easy-to-use shareware program is called "Fetch";
- for DOS machines you can use a program such as NCSA Telnet.)
-
- Once you establish that you have FTP access, you will need to send
- a series of commands to reach the host machine with the file you
- want, connect to the appropriate directory, and have the file
- transferred to your machine. A typical FTP session is described
- here, but not all software is exactly alike. If you have
-
-
-
- Internet School Networking WG [Page 38]
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-
-
- problems, check your software's documentation ('man' page) or
- contact your local help-desk.
-
- This session uses the EARN Guide to Network Resource Tools in its
- naic.nasa.gov home as an example file to be transferred.
-
- Here's what you can do:
-
-
- (1) Tell your computer what host you are trying to reach:
- ftp naic.nasa.gov
-
- (2) Log in to the machine with the username "anonymous". You
- will be prompted for a password; often the host will suggest
- which password it prefers, often your email address.
-
- (3) Navigate through the directory to find the file you need. Two
- useful commands for doing so are the one to change directories
- ('cd'), which you can use to step through more than one directory
- at a time:
-
- cd files/general_info
-
- and the command which shows you the files and subdirectories
- within a directory:
-
- dir
-
- (4) Give a command to have the file sent to your machine:
- get earn-resource-tools.txt
-
- (5) Quit FTP:
- quit
-
- RFC Repositories:
-
- Following is a list of hosts are primary repositories for RFCs,
- and, for each host, the pathname to the directory that houses
- these files:
-
- - ds.internic.net rfc
- - ftp.nisc.sri.com rfc
- - nis.nsf.net internet/documents/rfc
- - nisc.jvnc.net rfc
- - venera.isi.edu in-notes
- - wuarchive.wustl.edu info/rfc
- - src.doc.ic.ac.uk rfc
- - ftp.concert.net /rfc
-
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-
-
- RFCs are in the file format you see in the Suggested Readings
- section, e.g. rfc####.txt, with #### being the number of the RFC.
- To retrieve an RFC, then, you would FTP to a host above, log in as
- anonymous, cd to the directory noted, and retrieve the RFC you
- want. The file ways_to_get_rfcs, mentioned above, explains which
- sites make RFCs available for electronic mail retrieval, and
- provides directions for doing so.
-
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