Internet Info 1994 March/Internet Info CD-ROM (Walnut Creek) (March 1994).iso/inet/internet-drafts/draft-ietf-isn-faq-00.txt

Text File | 1993-06-16 | 62KB | 1,512 lines

INTERNET-DRAFT
Internet School Networking Group                             Authors:
Expires:  December 30, 1993                          J. Sellers, NASA
                                                      A. Marine, NASA



                         FYI on Questions and Answers
Answers to Commonly Asked "Elementary 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
([e-mail]) or April Marine ([e-mail]).


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 elementary 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.   Acknowledgements
3.   Questions About the Internet in an Educational Setting
4.   Questions About School Support for an Internet Connection
5.   Questions About Implementation and Technical Issues
6.   Questions About Security and Ethics
7.   Questions About Educational Collaboration, Projects, and Resources
8.   Suggested Reading
9.   Resources and Contacts
10.  References
11.  Security Considerations
12.  Authors' Addresses
Appendix A:  Examples of Projects Using the Internet
Appendix B:  How To Get Documents Electronically

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 undergraduate 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.  We 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 (XX)
will remain the same.

2.   Acknowledgments

The authors wish to thank for their help and contributions to this draft
the members of the Consortium for School Networking, Kidsphere, and
Ednet electronic mailing lists.  Special thanks goes to Raymond Harder,
Microcomputer Consultant; William Manning, Rice University; and Anthony
Rutkowski, CNRI.

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.

     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 an Internet connection, your site can
    become a valuable source of information  as well.

    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 the Internet is blind to class,
    race, ability, and disability, it is a natural for addressing
    the needs of all students; exactly how this is done will vary
    from school to school as the school empowers the individual.

     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 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 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 a part of the
    Internet.  Some commercial programs for schools use networks
    and provide value-added service, such as curriculum software,
    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) and K12Net are bulletin board 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, 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
    usually 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 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
        PTO Technology Committee, or a joint District/PTO 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."

   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), or service providers.  (For a list of service
    providers, contact the InterNIC, which is listed in Section 9,
    "Resources and Contacts.")

    To give you an idea of possible equipment needs, here are
    three sample scenarios:

    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'll need a computer which
    allows terminal emulation and a modem which is compatible with
    your dial-in service.  The approximate cost, not including the
    PC, is $100 - $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 become a host on the
    Internet.  You'll need a computer with SLIP or PPP software and
    a modem which is compatible with your dial-in service.  The
    approximate cost, not including the PC, is $100 - $800 plus a
    monthly fee of approximately $60.

    High-end:  You could subscribe to a service that provides a
    full Internet connection.  You'll need a router and a CSU/DSU
    (Channel Service Unit/Data Service Unit), a device which
    connects the router to the service provider's router.  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.  The approximate
    cost, not including the computers, is $2,000 - $3,000 plus a
    monthly fee of at least $200.

    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 should consider
    staff development.  In the case of the Internet, all users will
    need some kind of training, whether they are teachers,
    librarians, students, administrators, or fulfilling other roles
    in the school.  Train-the-trainer 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, PTO, 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 elementary and secondary schools.  For
    further information, See Section 9, "Resources and Contacts."
    [Note:  this is due out some time this summer...has not been
    released yet, but will be by the time this document is ready.]

    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 post questions to people in the know
    and join discussion lists and news groups that discuss and
    answer questions about support and training.  Specific
    electronic mail lists to look for are....
    Specific news groups to look for are...

    Your local community has resources that you may be able to
    tap.  These are again colleges and universities, businesses,
    computer clubs and user groups, 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.

5.  Questions About Implementation and Technical Issues

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

    In addition to suggestions made in answer to questions 4.1 and
    4.2 above, you may contact the InterNIC at 1-800-444-4345 for a
    referral to a service provider.  Also, there are a number of
    books on the Internet.  See Section 8, "Suggested Reading."

    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 one account per
    classroom.  If your school has a Local Area Network (LAN) with
    several computers on it, one dedicated Internet connection will
    service the whole school.

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

    Consider doing both, and get a commitment from specific teachers
    or media specialists to use the labs in the course of their
    teaching.

     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 PTO meeting.

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?

    Technically, they can't.  Everyone on the network, including
    students, is able to download files from public electronic
    repositories, some of which contain materials that many
    consider objectionable.  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]

     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 help you sort
    through securty 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."

     6.4  How do we keep viruses from attacking all our computers if we
     get connected to the Internet?

     You will need to run regular checks for viruses on all of your
     systems.  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.

     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 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  What kinds of educational projects using the Internet are
     effective?

      Generally projects which use the Internet as a tool and focus
      on content other than telecommunications itself are those
      that engage students.

          [Need more...looking for input from educators in the field.]

     7.2  How can I find specific projects using the Internet that are
     already developed?

      There are a few resources on the Internet that are directed
      specifically at the elemenatary and secondary school
      communities.  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 elementary and
      secondary school educators and students.  For access to any
      of these, 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 the electronic lists and access to
      the news groups, see Section 9, "Resources and Contacts."

      As you explore the Internet, there are some tools that will
      help you find projects that are already developed.  To begin
      your exploration, two tools for information discovery and
      retrieval that you should learn to use are WAIS (Wide Area
      Information Server) and Gopher.   Later you may want to learn
      about and try Archie and WWW (World Wide Web).

      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.

     7.3  Where do I go to find colleagues who support networking and
     schools willing to participate in projects?

       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 a number of conferences you may want to look in
       to.  The National Education Computing Conference (NECC) is
       held annually, as is TelEd, a conference sponsored by the
           Interntational Society for Technology in Education.   The
       INET conference is the annual conference for the Internet
       Society.  [Note: Any conferences located in parts of the
       world other than the US?]  For contact information, see
       Section 9, "Resources and Contacts."

     7.4  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.

     7.5  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.  Ednet's "Educator's
    Guide to Email Lists" is available electronically, as is a list
    of Usenet News groups under education headings.  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 bilbliographic information for these documents is
    listed in Section 8, "Suggested Reading."  For help in
    retrieving the documents electronically, see Appendix B.

     7.6  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.  See
     Section 9, "Resources and Contacts" for information on
     reaching CoSN or submitting materials.  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.

8.   Suggested Reading

For information on retrieving documents electronically, see Appendix
B.

EARN Tool Guide

ERIC Digest, Internet Basics

ERIC Review, K-12 Networking

"Ethical Uses of Information Technologies in Education" (National
    Insitute of Justice)

FYI 4  "FYI on Questions and Answers:  Answers to Commonly asked "New
        Internet User" Questions,"   Malkin, G.S., A. Marine
        (rfc1325.txt)

FYI 5  "Choosing a Name for Your Computer,"   Libes, D.   (rfc1178.txt)

FYI 8  "Site Security Handbook,"  Holbrook, J.P.   (rfc1244.txt)

FYI 16 "Connecting to the Internet: What Connecting Institutions Should
        Anticipate,"  ACM SIGUCCS Networking Taskforce   (rfc1359.txt)

FYI 19 "Introducing the Internet--A Short Bibliography of Introductory
    Internetworking Reading for the Network Novice," Hoffman, E.,
    L. Jackson  (rfc1463.txt)

FYI 20, "What is the Internet?"  Krol, E., E. Hoffman    (rfc1462.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 over the Internet.)

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.  Menlo Park, California:  SRI International, 1992

9.   Resources and Contacts
------------
CONFERENCES:
------------

NECC and TelEd
   International Society for Technology in Education
   1787 Agate Street
   Eugene, Oregon  97403-1923
   USA

INET
   Internet Society
   1895 Preston White Drive
   Suite 100
   Reston, Virginia  22091
   USA
   phone:  [phone]
   fax:    [phone]

----------------------
ELECTRONIC MAIL LISTS:
----------------------

Ednet
   To subscribe, send a message to...
     [e-mail]

   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...
     [e-mail]

Cosndisc (Consortium for School Networking Discussion List)
   To subscribe, send a message to...
     [e-mail]

   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...
     [e-mail]

Kidsphere
   To subscribe, send a message to...
      [e-mail]
   Type any message asking to be added to the list.

   To post, send a message to...
      [e-mail]

----------------
NETWORK SERVERS:
----------------

Consortium for School Networking gopher server

   via gopher...
        cosn.org (port 70)

   via telnet...
        telnet cosn.org
    login:  gopher

Educational Resources Information Center (ERIC) Digests Archives are
available

   via FTP...
        ftp ericir.syr.edu
        cd pub

   via email...
        mail [e-mail]

   via gopher...
    ericir.syr.edu (port 70)

InterNIC gopher server

   via gopher...
    is.internic.net (port 70)

   via telnet...
    telnet is.internic.net
    login:  gopher

NASA Spacelink
   via telnet...
    telnet spacelink.msfc.nasa.gov
    login:  newuser

   via FTP...
    ftp spacelink.msfc.nasa.gov

------------
NEWS GROUPS:
------------





--------------
ORGANIZATIONS:
--------------

Consortium for School Networking
P.O. Box 65193
Washington, DC  20035-5193
USA
Phone:  [phone]
Fax:    [phone]
Email:  [e-mail]

  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 [e-mail]

ERIC Clearinghouse on Information Resources
030 Huntington Hall
Syracuse University
Syracuse, New York  13244-2340
USA
Phone:  [phone]
Fax:    [phone]
Email:  [e-mail]

  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
  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: [e-mail]"

FrEdMail Foundation
P.O. Box 243,
Bonita, CA 91908
USA
Phone:   [phone]
Contact: Al Rogers
Email:   [e-mail]

K12Net
1151 SW Vermont Street
Portland, OR 97219
USA
Phone:   [phone]
Contact: Janet Murray
Email:   [e-mail]

National Center for Education Statistics
555 New Jersey Ave N.W., R.410 C
Washington DC 20208-5651

InterNIC Information Services
General Atomics
P.O. Box #85608
San Diego, California 92186-9784
USA
Phone:  [phone]
    619-455-4600
Fax:    [phone]
Email:  [e-mail]

  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:  [phone]
fax:    [phone]

  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 Infor-
    mation Technologies in Education."  Washington, DC:  U.S.
    Department of Justice, Office of Justice Programs, National
    Institute of Justice.

11.  Security Considerations

General security considerations are discussed in Section 6 of this
document.

12.  Authors' Addresses

April Marine
NASA NAIC
M/S 233-18
Ames Research Center
Moffett Field, CA 94025-1000
USA
[e-mail]

Jennifer Sellers
NASA NREN
700 13th Street, NW
Suite 950
Washington, DC  20005
USA
[e-mail]



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.

=========================================
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.
                 March 19, 1993  Invitation to Participate
                 April  2, 1993  Deadline for Application
                                 via email

                 April  5, 1993  Week #1 Puzzle posted
                 April 16, 1993  Deadline for participant
                                 responses
                                 ***This time extension is due
                                     to "Spring Break"***

                 April 19, 1993  Week #2 Puzzle posted
                 April 23, 1993  Deadline for participant
                                 responses

                 April 26, 1993  Week #3 Puzzle posted
                 April 30, 1993  Deadline for participant
                                 responses

                 May    3, 1993  Week #4 Puzzle posted
                 May    7, 1993  Deadline for participant
                                 responses

                 May   10, 1993  Week #5 Puzzle posted
                 May   14, 1993  Deadline for participant
                                 responses

                 May   17, 1993  Week #6 Puzzle posted
                 May   21, 1993  Deadline for participant
                                 responses

                 May   24, 1993  Week #7 Puzzle posted
                 May   28, 1993  Deadline for participant
                                 responses

                 May   31, 1993  Week #8 Puzzle posted
                 June   4, 1993  Deadline for participant
                                 responses

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
                 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".
                 SEND THE SOLUTION TO THE FOLLOWING ONLINE
                 ADDRESS:
                           [e-mail]

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
                       PROJECT APPLICATION
                               FOR
                            PUZZLE NOW!

To apply, please send the following information to this email
address:
             [e-mail]

TEACHER            :

SCHOOL AND LOCATION:

TEACHER'S EMAIL ADDRESS:

CLASS' EMAIL ADDRESS:

WHICH EMAIL ADDRESS SHOULD BE USED FOR RECEIVING THE "PUZZLE
NOW!" PROBLEMS?

RECOGNITION      :  Recognition will be awarded in the following
                    categories:

                    1)  Outstanding Creativity
                    2)  Outstanding  Strategy

                    Each Monday morning, participating classes
                    will receive an online message congratulating
                    the winners in the above categories along
                    with their responses.  At the end of the
                    eight weeks, certificates will be awarded to
                    classes who participated for all eight weeks,

                    weekly winners, and a prize will go to the
                    class/es with the most correct responses.
                    The awards will be sent via "snail mail".

SPONSOR         :  Heidi Bernard
                   Montgomery County School System
                   [e-mail]
                   [phone]

APPLICATIONS    :  All applications for participation in this
                   project should be sent to the following email
                   address no later than the end of the school
                   day on Friday, April 2, 1993:

                            [e-mail]

                   This project is limited to no more than 25
                   participants (can be in the form of teams,
                   classes, or individuals).  You will be
                   notified prior to April 2, 1993, if you are
                   accepted for participation in the project.
                   The sponsor (aka "The Puzzlemeister") will
                   also send additional information as needed.

"Contrariwise," continued Tweedledee, "if it was so, it might be;
and if it were so, it would be;  but as it isn't, it ain't.
That's logic".
               ---Lewis Carroll

==========================================
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***

          All entries must be postmarked by April 30, 1993
          to qualify.  Or they may be sent via e.mail to:
      [e-mail]

      All entries will be posted to the Academy One
      Student Author newsgroup for enjoyment by others.

          Send entries to:

          Marge Cargo
          Librarian
          Troy High School
          2200 E. Dorothy Lane
          Fullerton, CA 92631
          Phone:[phone])
          Fax:[phone]
          For further information, write or fax to the above
          address or email to:
          [e-mail]
*****************************************************************

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)
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.

The Sonnet

The sonnet as defined by Babette Deutsch in Poetry Handbook is as
follows:

     Normally a poem of fourteen iambic pentameter lines, divided
into an octave* and a sestet**, with a prescribed rhyme scheme,
and concerned with a single thought or sentiment.   Originating
in Provence, the particular form called the Italian sonnet was
perfected by Petrarch and therefore is also known as Petrarchan.

Its OCTAVE is rhymed a b b a a b b a, the SESTET is on two or
three rhymes, distinct from those in the octave, and while
various arrangements are accepted, those commonly used are
c d c - d c d, c d e c d e, c d e d c e.  The octave presents
the theme in the first quatrain*** and develops it in the second;
the sestet exemplifies or reflects upon it in the first TERCET
and brings it to a logical emphatic close in the second. The
Italian form has been used by poets writing in English, but
rarely with the complete fidelity of the following example by
Dante Gabriel Rossetti:

     The gloom that breathes upon me with these airs
          Is like the drops which strike the traveller's brow
          Who knows not, darkling, if they bring him now
     Fresh storm, or be old rain the covert bears.
     Ah! bodes this hour some harvest of new tares,
        Or hath but memory of the day whose plough
        Sowed hunger once,--the night at length when thou,
     O prayer found vain, didst fall from out my prayers?

     How prickly were the growths which yet how smooth,
        Along the hedgerows of this journey shed,
    Lie by Time's grace till night and sleep may soothe!
        Even as the thistledown from pathsides dead
    Gleaned by a girl in autumns of her youth,
        Which one new year makes soft her marriage-bed.

*   eight lines
**  six lines
*** four lines

___________________________________________________________________________

     The English or Shakespearean sonnet allows for a break between octave
and sestet but is composed of three quatrains, each with different pairs of
rhymes, and a final couplet, independently rhymed, which
makes an effective climax: a b a b,
c d c d, e f e f, g g as in
Shakespeare's seventy-third sonnet:

That time of yeare thou maist in me behold
When yellow leaves, or none, or few doe hange
Upon those boughes which shake against the could,
Bare ruin'd quiers, where late the sweet birds sang.
In me thou seest the twi-light of such day,
As after Sun-set fadeth in the West,
Which by and by blacke night doth take away,
Deaths second selfe that seals up all in rest.
In me thous seest the glowing of such fire,
That on the ashes of his youth doth lye,
As the death bed, whereon it must expire,
Consum'd with that which it was nurrisht by.
This thou percev'st, which makes thy love more strong,
To love that well, which thou must leave ere long.

>From Deutsch, Babette.  Poetry Handbook; a Dictionary of Terms.
     New York : Funk & Wagnalls Company, 1962.
_________________________________________________________________
For further reference see:

Ciardi, John.  How Does a Poem Mean?  Boston: Houghton Mifflin,
     1959.
Untermeyer, Louis.  The Forms of Poetry; a Pocket Dicitonary of
     Verse. New York : Harcourt, Brace & World, Inc., 1954.



                       Sonnet Contest Entry Form
                        Please Submit with Entry

NAME___________________________________________________________

ADDRESS________________________________________________________

CITY_________________________________STATE_____________________

ZIP______________________SCHOOL PHONE__________________________

NAME OF CONTACT TEACHER, LIBRARIAN, OR
ADMINISTRATOR___________________________________________________

SCHOOL ADDRESS__________________________________________________

CITY______________________________________STATE_________________

ZIP_____________________ SCHOOL PHONE___________________________

HOMETOWN OR LOCAL NEWSPAPER_____________________________________

I CERTIFY THAT THIS EACH SONNET ENTERED IS AN ORIGINAL SONNET
WRITTEN BY ME WITHIN THE LAST 3 YEARS

SIGNATURE:____________________________________________DATE:______

==============================================
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.  Susan Agate       [e-mail]

=======================================
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
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.

HOW TO JOIN:

>>>1.  If you're already subscribed to our listserve, you're
halfway there.  Regular information will be sent to you.  Here's
how to join our listserve, if you haven't:

WHAT IS A LISTSERVE?

A listserve is an internet system which allows a message sent to
it to be distributed to all subscribers to the listserve.  Hence,
if 200 people are subscribed to the listserve, one message which
you send to the listserve (at one electronic mail address) is
automatically sent to all 200 subscribers.  The result is a
mechanism for the exchange of views and data which is very
efficient. You don't need telnet access, just internet or bitnet
e.mail capability.  The National Public Telecomputing Network's
Academy One NESPUT (National Educational Simulations Project Using
Telecommunications) education project will use this "mail
exploder" technique as part of the April 27th simulated space
shuttle mission.

HOW DO YOU SUBSCRIBE TO THE APRIL 27 SPACE SHUTTLE SIMULATED
MISSION LISTSERVE?

Simply send an electronic mail message to:

[e-mail]

When you are prompted for a subject, simply type the word
"subscribe" (without the quotes).  Do not actually send any
message.  Within several hours you will receive an acknowledgement
of your subscription.

SPECIAL INFORMATION FILE

A file explaining the mission and its purposes including
information on how you can join is available by sending an e.mail
message to

[e-mail]

When you are prompted for a subject, simply type FILE.  Do not
actually send a message.

WHAT IF I HAVE QUESTIONS OR NEED HELP

If you have questions about the listserve, send an e.mail message
to Andrew Hartridge:

[e-mail]

If you have questions about the mission or curricular or
educational objectives, send e.mail to Robert Morgan, coordinator
for NESPUT:

[e-mail]

>>>2. If you have access to the internet, you can join in the
Academy One cybercasted, menu driven simulation by obtaining an
account on the Youngstown Freenet.  Telnet to the Youngstown
Freenet at yfn.ysu.edu or 192.55.234.27 (letters preferred).
Login as a visitor and go through the registration process.
You'll have to mail or fax a signed statement, but you should have
an account in five days.

==================================================
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
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 _________________________________

Send your latitude _________________________________________

Send your longitude ________________________________________

To:  Lakewood High School  [e-mail]

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 by March 25, l993.  Chances are your lesson plans will
not be able to fit this in on Saturday March 20 , 1993 (the equi-
nox).  Most any day plus or minus 2 days of the equinox will give
fairly good data (like Thurday, Friday, Monday or Tuesday).

=====================================
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:

                           [e-mail]

                     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.

                     This project lasts five weeks, with clues
                     each week being given for a different famous
                     person in American history.

Project Length:      Five Weeks

                     February 22       Invitation to Participate
                     March 1           First Clues Sent to
                                       Classes:  Famous
                                       American #1
                     March 1-4         First Week for Clues:
                                       Famous American #1
                     March 5           Deadline for Sending
                                       Answers for First Week's
                                       Clues
                     March 8-11        Second Week for Clues:
                                       Famous American #2
                     March 12          Deadline for Sending
                                       Answers for Second Week's
                                       Clues
                     March 15-19       Third Week for Clues:
                                       Famous American #3
                     March 20          Deadline for Sending
                                       Answers for Third Week's
                                       Clues
                     March 22-25       Fourth Week for Clues:
                                       Famous American #4
                     March 26          Deadline for Sending
                                       Answers for Fourth Week's
                                       Clues
                     March 29-April 1  Fifth and Final Week for
                                       Clues:  Famous American #5
                     April 2           Deadline for Sending
                                       Answers for Fifth Week's
                                       Clues

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.

Sponsor:             Rosary Beck
                     Montgomery County School System
                     [e-mail]
                     [phone]

Applications:        All applications for participation in this
                     project should be sent to the following email
                     address no later than the end of the day on
                     Friday, February 26, 1993:

                     [e-mail]

                       PROJECT APPLICATION
                               FOR
          WHO AM I?:  FAMOUS BLACK AMERICANS IN HISTORY


To apply, please send the following information to this email
address:

      [e-mail]

Teacher:

School and location:
Teacher's email address:

Class' email address:

Which email address should be used for receiving "Who Am I?" clues?



Internet Draft Expires:  December 30, 1993