ERIC ED395574: NetTeach News, 1995-1996.

166 Pages·1996·8.6 MB·English

by  ERIC

DOCUMENT RESUME
IR 017 886
ED 395 574
AUTHOR
Rutkowski, Kathleen M., Ed.
NetTeach News, 1995-1996.
TITLE
NetTeach News. Herndon, VA.
INSTITUTION
REPORT NO
ISSN-1070-2954
PUB DATE
96
NOTE
164p.
AVAILABLE FROM
Kathleen M. Rutkowski, 13102 Weather Vane Way,
Herndon, VA 22071-2944; email: [email protected].
ASCII electronic text version via the Internet: $22
(global); HTML version: $40 (global); P rinted version
via mail: $38 (U.S.), $45 (Canada/Mexico), $60
(outside North America).
PUB TYPE
Serials (022)
Collected Works
NetTeach News; v3 n1-10 Apr/May 1995-Mar 28 1996
JOURNAL CIT
MF01/PC07 Plus Postage.
EDRS PRICE
*Computer Networks; *Computer Uses in Education;
DESCRIPTORS
Educational Change; Educational Methods; *Educational
Resources; Educational Technology; Elementary
Secondary Education; Equal Education; *Information
Networks; *Internet; Learner Controlled Instruction;
Newsletters; Teacher Attitudes
*Teacher Networks
IDENTIFIERS
ABSTRACT
This document consists of 10 issues (one year) of a
newsletter intended for K-12 networking teachers. It provides a forum
for the exchange of resources, applications to education, significant
events, and major international, regional, and state programs and
policies relevant to K-12 networking. Cover articles include: "To
Liberate a Learner, Liberate a Teacher"; "Turning Swords and
Plowshares into Webs, Moos, and Chats"; "The Art of Raising an
Independent Learner"; "On Creating a Democratic Internet
ARPANET--U.S. DoD (Department of Defense)-Sponsored Network"; "So
What Do Jiminy Critket, Big Brother, Warning Labels, and Web
Meltdowns Have to Do with Equity and Quality Learning on the
Internet?"; "The Return of the Village Schoolmaster: Teachers Who
Feel Good About Themselves and Who Speak Up, Speak Out, Speak
Honestly, and Speak Wisely"; "The Interactive School: Visions of
Teaching and Learning in the JAVA Age"; "The Coming Revolution in
Education"; "On Creating a Democratic Internet: Commercialization
(Part Three)"; and "A Networking Strategy for School Change."
(AEF)
***********************************************************************
*
*
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
***********************************************************************
Net Teach News:
Volume Three, 1995 - 1996
by Kathleen M. Rutkowski, Ed.
U S. DEPARTMENT OF EDUCATION
Office of Educafional Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
originating it
O Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
Kathleen Rutkowski
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
2
Connecting Learners Around The G/obe
_
APRIL/MAY 1995
VOLUME THREE,NUMBER ONE
The Captured Mind
skills rather than
A society that values lifelong learning needs
Most children come to the formal education
to take take a senous look lt the signals it is
process as creative, curious, eager young
s. Do we really
sends to its youngest leam
minds. There is nothing quite comparable
want to send the message that the only
to the unbounded energy of a little toddler
learning that matters is formal learning and
Most boys or youths who
exploring his world. The young child views
that the only acceptable measurement of
the world as his laboratory, and everything
have had much knowl-
that learning is standardized assessments.
including bugs, dried leaves, sticks, and
edge drilled into them,
Moreover, do we really want to send the
mud are treasures to both behold and hold.
have their mental capaci-
message that their minds are sponges and it
ties not strengthened, but
is society's task to fill that sponge with skillful
Kindergarten and first grade are periods of
information?
overlaid by it. They are
adjustment when the young unshackled
explorer must learn to confine his explo-
crammed with mere facts,
If School's Out Is Learning In?
rations to a desk or classroom but there is
and with the opinions or
still tolerance for wandering. By third and
phrases of other people,
There is a growing movement to liberate
fourth grade the child often sits in a cold
and these are accepted as
brick building, staring out the window ot the
learners and to promote lifelong learning and
a substitute for the power
sunny world outside wishing he could get
an end to the distinction between formal and
Certainly Lewis Perel-
informal learning.
up and go outside.
to form opinions of their
man's best selling book, School's Out has
own: and thus the sons of
promoted the most radical paradigm in this
The resourceful creative child learns how
eminent fathers, who have
regard by essentially declaring the irrele-
to survive. As the teacher stands in the
spamd no pains for their
vance of formal learning in schools. 0
front of the room lecturing, as the mechani-
education, so often grow
cal wall clock clicks down the interminable
minutes in a controlled day, the child
up mere parroters of what
(Continued on page 3)
whose mind refuses to be captured, ex-
they have learnt, inca-
plores the depths of his own imagination.
pable of using their minds
Every now and then he tunes in and be-
Inside
except in the furrows
comes a master of probability and predic-
traced for them." Essen-
tion.
tial Works John Stuart Mill
The Adult Prisoner
TRUE CONFESSIONS OR LIFE AFTER
Autobiography pp.27-
2
INTERNET ADDICTION
28.
We teach our children that play is not
TEACHING TEACHERS
learning, and that learning in school is real
4
TECHNOLOGY
learning while everything else is
play,
homework, or a waste of time. We instruct
A TOUR OF ONLINE COURSES
5
children that a prerequisite to "successful"
learning is attentive listening to adults. We
scold children for their inattentiveness and
WEBS FOR KIDS AT HOME
10
rarely award them for their creativity.
CANADIAN LEARNING WEBS
When most children grow up, they hold on
11
to these beliefs. The only learning they un-
derstand is formal, and they place little
EDULISTS
16
value on any knowledge or experience they
Exploratorium
acquire informally. They learn to confine
THE GLOBAL KIOSQUE
19
URL:http://www.exploratoriuntedu/
their imagination and they seek to acquire
Herndon, VA 22071.2144 USA ISSN 1070-2154
Copyright CIDS NetTEACH NEWS 13102 Weather Vane
2
May 24, 1995
News
Net Teach
True Confessions or Life After Internet Addiction
Clifford Stoll, a long time Internet traveler, has just re-
wears their religion like a new suit of clothes, proudly
leased his new book entitled, Silicon Snake Oil: Sec-
and passionately. The long-term believer effuses a faith
ond Thoughts on The Information Highway.
Al-
that is more like a patchwork quilt than a brand new gar-
though I think Clifford has gone too far in his efforts to
ment.
admonish against the dangers of the Internet, I com-
mend his honesty ane share at least one of his concerns
True belief like true love is never quick or easy. We
namely that we who use this medium can become ad-
hear about the moment of religious awakening just like
dicted to such an extent that we forget fundamental rela-
we hear about °love at first sight" but life instructs the
tionships and a basic need to live. However, unlike
true believers that those moments of certainty are fol-
Stoll, I hesitate to readily reject the medium for my
lowed by minutes that turn into hours, days and years of
somewhat irrational and compulsive use or misuse of
struggle for what Henry James writes is "the realization
the technology.
of a definitive recognition and reconciliation."
.
Recently, I took some time away from the Internet, a
Surely I am not suggesting that the Internet is any way,
moratorium on e-mail, web surfing, and gophering to
shape, or form comparable to God or love. The Internet
spend more time with my family "living" a life off of cy-
does impact on the lives of a growing number of people
berspace. One evening I simply turned off my computer
around the world and offers the possibility of significant
and almost instantly felt °liberated".
I enjoyed spending
positive social and personal growth but only if men and
time interacting with my children, mother and husband.
women learn to use it reasonably and effectively in their
I actually read entire books and started a stage play us-
normal lives, and not lose sight of the bottomlines, be it
ing a pen and a legal-sized tablet of paper. I took time to
productive learning in a school, a full and satisfying life
daydream and time to walk the dog. It was pleasant not
for the individual, or collaborative and cooperative com-
to be staring at a computer monitor and checking my
munities of learners for the global society.
many electronic mailboxes for the latest arriving mes-
sages at 1 am.. In fact it was so pleasant to be away
We cannot allow the technology to control our lives an.d
from the onerous demands of cyberspactial interaction
steal away our personal or societal souls but rather must
that I almost considered pulling the plug permanently
as individuals and as a society diligently team to use this
like Clifford Stoll and creating a new clubCAAC
technology to advance the value and belief systems we
(Cyberspatial Addictu Against Cyberspace).
hold sacrosanct. It is up to us as individuals and as a
society to prioritize, delimit, and promote a responsible
I realized, however, that I had real friends in cyberspace
and rational use of this technology for the betterment of
who I wanted to hear from and communicate with and
ourselves and society as a whole. This is not a time for
without the Internet my aoility to stay in touch would be
second thoughts but a time to fully commit ourselves to
compromised. I also realized that the Internet offered
a lifelong struggle to achieve a vision with an under-
me access to information and knowledge that I would
standing that the technology is only a means to the end.
not otherwise have and the ability to reach a larger audi-
ence through online publishing.
I accepted that my per-
sonal challenge would be to learn how to better use this
Editor Kathy Rutkowski
technology iri.my personal and professional life.
Contributing Editor Stephanie Stevenson
I wonder how many others of you out there, veteran in-
ternauts, have experienced similar experiences of burn-
NetTeach News
out, turn-off, and a need to escape. I wonder how many
May 1995
besides myseli and Clifford Stoll have taken time to
ISSN:1070 29U
evaluate how th technologl has impacted on one's pro-
fessional and personal lif;s.
I wonder how many of those
Published ten times a year.
It Is available in print and
who considered the impact of MI Internet on their lives
electronically on the Internet.
have permanently sworn off cyberspace and how many
others like myself took a vacation and came back with
a
Executive, Editorial, Circulation and Advertising Offices:
new attitude towards the technology.
NetTeach News, 13102 Weather Van. Way, Herndon, VA
22071-2944 USA. Telephone: [phone]. Internet:
Most evangelists are guilty of zealousness and protec-
netteachechaos.com
tionism.. They fear that the ignorance and fears of oth-
ers will militate against the realization of their visions and
hopes.
Copyright 01995 by NetTeach News. AN rights reserved. Federal
Internet evangelists are no different; they are
quick to sing praise and slow to criticize.
copyright law prohibits unauthorized reproduction by any means and
imposes fines up to $25,000 tor violations.
In religion, one can usually distinguish the neophyte
convert from the long-time believer. The neophyte
PRINTED IN U.S.A.
Copyright 01915 NetTEACH NEWS 13102 Weather Vane Way, Herndon, VA 22071.2944 USA
ISSN 10704984
Volume 3, Number 1
3
News
NetTeach
Liberate A Teacher (Continued from page 1)
To some extent, Constructionst theory
The most relevant key findings in-
their students once they have
and the work of Howard Gardner and oth-
clude:
reached an appropriate degree of
ers on creativity and cognitive learning
Despite technologies available in
familiarity with the technology.
tend to support the irrelevance of a tradi-
schools, a substantial number of
offer
will
networks
However,
tional pedagogy that demands passivity
teachers report little or no use of
teachers a forum to reveal the
on the part of the student and does not
Their
computers for instruction.
constraints that not only subjugate
and creative
independent
nurture
use of other technologies also
learners but teachers as well.
thought!. However, even Seymour Pa-
varies considerably.
pert who advocates a significant revamp-
The Real Challenge
ing of the traditional school recognizes a
While technology is not a panacea
cir
legitimate function that schools can play
for all educational ills, today's tech-
Teachers have always been con-
and moreover the central position that
nologies are essential tools of the
cerned about learners and have
teachers must play in any reform pro-
teaching trade. To use these tools
dedicated their lives to helping
cess,
well, teachers need visions of the
young minds reach to their poten-
technologies' potential, opportuni-
tial. New technologies offer them
The central issue of change in education
ties to apply them, training and
the tools to better understand
is the tension between technicalizing and
just-in-time support, and time to
learners and their different cogni-
not technicalizing, and here the teacher
experiment. Only then can teach-
tive styles as well as to develop
occupies a fulcrum position." . 0
ers be informed and fearless in
better strategies to impact those
their use of new technologies.
different learners and help them all
The Legitimate Role of Schools
reach to their potential. In effect,
Using technology can change the
new technologies, particularly net-
way teachers leach.
working technologies can help
Radical new formulas to change the
teachers nurture lifelong learning
paradigm of learning by replacing teach-
ar
Helping teachers to use technol-
ers with technology and schools with
much more effectively.
ogy effectively may be the most im-
home telecommunication centers fail rec-
portant step to assuring that cur-
The critical challenge is providing
ognize the legitimate role that schools
rent and future investments in
both teachers and learners ade-
can and do play. Schools serve a useful
technology are realized.
quate access and training to new
function by providing all children an op-
Together eager
technologies.
portunity to learn with other children and
Most teachers have not had ade-
young learners and their caring
with adults who are exclusively at their
quate training to prepare them to
teachers can help the rest of soci-
service to nurture their learning. As well
use technology effectively in teach-
ety better understand the process
meaning as parents may be, they rarely
ing. Currently, most funds for tech-
of learning and the importance of
have the time or training to ,ndertake the
nology are spent on hardware and
degree of mentoring required by the
*************
education to any society.
sofhNare. ...On average, districts
It is also
learners as the learner grows.
devote no mote than 15 percent of
understood that an individual learner ben-
technology budgets to teacher
REFERENCES
efits from collaborative and cooperative
training.
learning and schools can and do provide
0 School's Out, Lewis J. Perelman.
that setting.
A majority of teachers report feel-
(New York, Avon Books, 1992)
ing inadequately trained to use
Certainly new multimedia and networking
technology resources, particularly
technologies can support the individual
0The Unschooled MindHow Children
computer-based technologies. Al-
learner in the home by providing access
Think & How Schools Should Teach,
though many teachers see the
to excellent resources, adult mentors,
Howard Gardner (Basic Books, 1991)
value of students learning about
and other collaborative learners, but most
computers and other technologies,
0Constructionism, Edited by Ida Hare!
learners in the K12 community can and
some are not aware of the re-
do benefit from learning in a learning or-
and Seymour Papert (Norwood, New Jer-
sources technology can offer them
sey, Ablex Publishing Company, 1991)
ganization.
as professionals in carrying out
many aspects of their jobs.
The Leverage for Change
0 The Children's Machine, Rethinking
School in the Age of the Computer, Sey-
The Need for Training
mour Papert (Basic Books, 1993)
Inreasingly those who are interested in
changing the paradigm of learning in
There is compelling evidence based
OU.S. Congress, Office of Technology
schools are searching for the appropriate
on these findings and other re-
Assessment, Teachers & Technology
leverage for change. In April, the Office of
search and field work that training
Making the Connection, OTA-EHR-616
Technology Assessment of the US
teachers in the use of technology
(Washington, DC: U.S. Government Print-
Congress released their report, Teachers
may be the key to radically changing
ing Office, April 1995)
Making the Connection.
& Technology
the way learners learn in schools.0
0 The connection that their key findings
Of course, teacher training must be
Farnet/Cosn, Building Consen-
made between teachers use of technol-
met with an adequate administrative
sus/Building Models: A Networking Strat-
good
ogy and learning perhaps offers
support structure that allows teach-
egy for Change, NSF Grant No. Red-
guidance.
ers to use technology creatively with
9254947 (March 1994)
22071-2944 USA ISSN 1070-2954
Copyright 01115 NetTEACH NEWS 13102 Weather Vane Way, Herndon, VA
May 24, 1995
Net TeachNews
TEACHING TEACHER TECHNOLGY
by Stephanie Stevenson
and enhance their skills and knowl-
Professional Development
Online Resources
edge in pedagogy, content and
leadership;
Richard Smith, the creator of the
Today's teachers are
constantly
highly successful online workshops
an active involvement of teachers
asked to bridge the gap between ed-
in planning and an ample provision
theory
ucational
and
classroom
called "Navigating the Internet."
of time and resources for change in
This not only requires
teaching.
stated,
the classroom;
keeping current on new theories of
pedagogy, cognitive development,
o-
a component to evaluate impact on
"Telecommunications technologies have
assessment and corps curriculum ar-
teacher effectiveness, student
provided a vast array of teaching oppor-
eas but increasingly demands up-
learning and performance, and in
tunities for (those) educators and librari-
grading
technological
skills.
Re-
upgrading educational standards.
ans charged with providing information
cently, Richard Riley, the US Secre-
to students, staff, researchers and fac-
tary of Education, stated,
New Technologies
ulty. The technology permits expanded
communication among teachers/ stu-
"Schools and students have changed
dent, and also provides a means of in-
New technologies are proving to be
significantly in recent years, but teach-
creasing teacher/teacher and student/
useful and cost effective in support-
ers are still at ihe heart of instruction.
If,
student communications."
ing ongoing professional develop-
as a nation, we expect to prepare all
ment. Networking technologies in
students for the 21st century, we must
Training using networking exhibits
particular seem to offer classroom
provide teachers with ongoing opportu-
some benefits over traditional class-
teachers with a quick and easy ac-
nities to be the most infomied, the most
room instruction and also over dis-
capable, and the most inspiring class-
cess to other professionals in class-
tance education courses using other
room leaders possible."
rooms, universities, corporations,
telecommunication technologies..
and government agencies around
The Secretary is not alone in his
Some of these benefits include:
the world. Networking is now sup-
recognition that ongoing professional
porting teacher development and
development is a critical component
Immediacy
especially compared
train;ng by:
of any successful educational pro-
to print-based materials and corre-
spondence courses
gram. In April, the Office of Technol-
providing access to the best avail-
ogy Assessment of the US Congress,
able sources of research in the
Sense of group identity
where the
released the report,
Teachers &
concepts of teaching, learning and
computer system becomes a meet-
Technology
Making the Connec-
other active educational concerns;
ing place for students
tion. ( OTA. EHR-616
, Washington,
recognizing the concerns of teach-
DC: U.S. Government Printing Office,
Improved dialogue
students cor-
ers as being central to overall edu-
April 1995) Several key findings em-
respond more than in traditional
cational reform;
phasized the importance of support-
classroom setting
ing more effective teacher training,
0-
allowing many different segments
the
especially in the use of technology, to
Improved instructor control
of the educational community to
computer system can produce on-
systemic educational reform.
contribute ideas and express differ-
line schedules and records of
ing points of view;
planned activities.
Critical Components
0-
providing new forums for teachers
Active learning
student participa-
0-
to enhance their skills and knowl-
tion is enhanced and improved
The most effective training programs
edge in pedagogy, content and
around the country all seem to in-
leadership;
Clearly, uses of networks for profes-
clude some recurring basic ele-
sional development can be beneficial
ments. These elements include:
supporting flexible time frames that
to the practitioner in the classroom,
assist teachers in developing cur-
riculum and training components;
and give administrators a new tool for
tr.
a long-tenn strategy to improve
training. However, there is still a le-
teaching and learning based on the
introducing technological tools,
gitimate need for hands-on work-
best available research and practice
concepts and resources in a format
shops and professional "real" (as op-
in teaching, learning and leader-
that promotes hands-on, self-
ship;
posed to "virtual") conferences, and
directed learning;
other forms of distance education.
a focus on teachers as central to
that together with interactive net-
assisting in evaluations of impact
overall school reform,yet include all
working provide a more complete
on teacher effectiveness, student
members of the school community;
and effective professional develop-
learning levels, and attainment of
a respect and commitment to culti-
ment program.
enhanced educational standards. 6
vate teachers' intellectual capacities
Copyright ©1995 NetTEACH NEWS 13102 Wather Vane Way, Herndon, VA 22071.2944 USA ISSN
1070.2954
Volume 3, Number 1
5
NetTeach News
11111111111111111111
A SELECT TOUR OF ONLINE COURSES
by Stephanie Stevenson
The workshop files are set up so that people can
The following are some of the many training opportunities
currently to be found on the Internet that has helped me
get the lessons in one week blocks, and the GET
in my personal professional development.. Several of
MAP PACKAGE command will send them two let-
these offer the ability of receiving graduate level course
ters telling them how to get these "blocks."
credit. In such cases there is generally a fee involved for
Others provide very thorough training for
participation.
For back copies of the Roadmap lessons, send a
which an inservice component could be created with the
message to:
completed assignments being used to document
progress. The beauty of these training opportunities is
that they can be done with students in the classroom;
[email protected].
while also familiarizing educators with the new tools, tech-
niques and applications needad to produce reform in the
In the main body of the message write the com-
classroom.
mand:
Navigating The Internet
GET FILENAME FILETYPE F=MAIL
Richard Smith developed his course, Navigating the In-
Workshop Schedule:
ternet, for On-line training in the use of the Internet.
WEEK1
filenri,;a filetype description
LESSON WELCOME
MAF-01
Course Review: Originally a course delivered via a Listsenr.
LESSON LISTSERV FILE SERVER COMMANDS
MAPO2
All lessons now stored on a gopher. It only covers gopher ac-
cess, though W14441is mentioned briefly at the end. Hence it
WEEK2
seems rather limited now. Some of the facts and figures are
filename Retype description
LESSON LEVELS OF INTERNET CONNECTIV-
MAP03
rather dated. The numbering of the lessons is erratic some
ITY
numbers are repeated; some missing. A chatty, informal style
LESSON E-MAIL
MAP04
is adopted. The last few lessons discuss ways to customize
LESSON LISTSERVS
MAP05
various clients, and may be less useful for a general audience
LESSON OTHER MAIL SERVERS
MAP06
as only character-based clients are discussed.
LESSON NETIQUETTE
MAP07
WEEK3
Contact-Name: Carnegie Library of Pittsburgh
filetype description
filename
Contact-Email: [email protected]
LESSON USENET
MAP08
Cost: Free
LESSON SPAMMING AND URBAN LEGENDS
MAP09
Access-Type: Gopher
LESSON INTERNET SECURITY
MAP10
LESSON TELNET (PART ONE)
MAP11
To Access Type:
LESSON TELNET (PART TWO)
MAP12
gopher://cwis.usc.edu/11/0ther Gophers and Information_R
esources/Gopherin
WEEK4
filename filetype description
FTP (PART ONE)
LESSON
MAP13
The RoadMap to the Internet
FTP (PART TWO)
MAP14 LESSON
FTPMAIL
LESSON
MAP15
FTP FILE COMPRESSION
LESSON
MAP16
The Roadmap to the Internet, a very popular online
QUIZ1Q LESSON
POP QUIZ
course developed and moderated by Patrick Crispen
ARCHIE
LESSON
MAP17
MAP17B LESSON
FTP SITES
([email protected]) of the University of Alabama.
POP QUIZ ANSWERS
QUIZ1A LESSON
The course provides lessons on the use of and re-
sources available on the Internet. To participate in the
WEEKS
filename filetype description
Roadmap workshops, send an e-mail message to:
GOPHER (PART ONE)
LESSON
MAP18
GOPHER (PART TWO)
LESSON
MAP19
[email protected].
BOOKMARKS AND BOOKLISTS
LESSON
MAP20
Be certain to include the command: GET MAP PACK-
VERONICA
LESSON
MAP21
GOPHERMAIL
LESSON
MAP22
AGE F=MAIL in the body of the message.
(Continued on page 6)
Copyright 011115 NatTEACH NEWS 13102 Wathsr Van. Way, Narndon, VA 22071-2144 USA ISSN 1070-2154
=II1=1
May 24, 1995
News
Net Teach
The Tour Continues (from p.5)
WEEK6
Snow Science
filename
description
filetype
Water Quality
LESSON WWW (PART ONE)
MAP23
Relativity
LESSON WWW (PART 7W0)
MAP24
Scientific Visualization
QUIZ2Q LESSON
POP QUIZ
Images of Earth
MAP25
LESSON
ADDRESSES SEARCHES AND FINGER
NEAT
LESSON
MAP-EXTRA: NEAT STUFF TO CHECK OUT
Contact Montana State University Extended Studies for
ADVERT LESSON
MAP-EXTRA: ADVERTISING ON THE IN-
,
course schedules and registration information by phoning
TERNET
or sending e-mail to
[phone]
MAP26
LESSON
IRC/MUDs/MOOs AND OTHER 'TALKERS"
[email protected].
GUEST LECTURE RICHARD SMITH
SMITH
LESSON
QUIZ2A LESSON
POP QUIZ ANSWERS
MAP27
LESSON
THE FUTURE ...
Visualization and Communications Tools
If you want the the lessons e-mailed to you in one-week
blocks,simply sending an e-mail message to:
for Math/Science
[email protected].
Visualization and Communication Tools for Mathematics and
Science Teaching is one such course being expanded this
In the main body of the message include the command:
summer. This Math
course provides two semester
580
hours of credit.
It will be offered from June 19 - July
GET WEEK# PACKAGE F=MAIL. Be sure to replace
28
The tuition and fees for this course are
training
the # with the week number of the block that you want
1995.
$200,
materials are $60.
to retrieve. For example, in order to receive "WEEK2"
files. your command would read:
As part of this program, Participants will:
GET WEEK2 PACKAGE F=MAIL
1) Learn about image processing and analysis
Using the program NIH Image
After you send your message, a computer at the Uni-
1.55
2)
versity of Alabama will process your letter usually
Measuring Mars: A Visit to Olympus Mons
within 24 hours. The system will then e-mail you the
Measuring Global Sea Surface Temperatures
particular one-week block of lessons that you have re-
Exploring Phytoplankton Pigment Concentrations
quested.
Review NASA's SIR-C Educational CD-ROM
Mission to Planet Earth
How Radar Imaging Works What Is SIR-C?
MSU's Online Courses
Looking At Radar Images
Exploration and Discovery
Montana State University's National Teacher Enhancement
Explore Euclidean and Non-Euclidean Geometries
Network offers graduate-credit science and mathematics
Using Exciting New Tools
courses to teachers nationally. Teachers are able to partici-
Explore Euclidean Geometry with The Geometers Sketchpad
Explore Hyperbolic Geometry with Non-Euclid
pate in the telecomputing courses from convenient home or
Explore Fractal Geometry with:
work locations by dial-up modem connections or Internet
Fractograph
access.
Fractal Artist
Fractal Coastline
The Network provides teachers with high quality graduate
Explore the Internet Using
science courses taught by university scientists, engineers,
Mosaic Netscape
and mathematiciant. It also enhances professional network-
Fetch
ing nationwide between science teachers and active re-
Window to Blue Skies
search scientists. Course topics are selected based on input
mail, Listservs, Conferencing Tools & More
from science teachers, identified needs from national sur-
veys and reports, and current events taking place in science
Participants must have have regular access to a Macintosh
and technology.
computer (LC or better) with an attached CD-ROM drive and
an Internet connection supporting telnet, gopher and email
Courses are team-taught by the university faculty and an
and be a certified teacher at the K-12 level with an interest in
active science teacher. A variety of courses are offered
mathematics and science education and computer technol-
each semester. Courses already developed include:
ogy.
(Continued on page 7 )
8
Copyright 01995 NatTEACH NEWS 13102 Weather Vans Way, Harndon, VA 22071.2944 USA ISSN 1070.2954
Volume 3, Number 1
7
NetTeachNews
Online Training Continued
The textbook to be used in conjunction with these exercises is
Introduction to AppieWorks for Educators
"Visualization of Natural Phenomena", by R.S. Wolf & L.
PageMaker for Educators (Macintosh)
Computers in Mathematics Education
Yaeger. It is included as part of the cost of the course and
Computers in Composition
materials. Other necessary materials include: CD-ROM:,
Effective lnservice for Instructional Use of Computers in Education
SIR-CED Pre-Launch CD-ROM, Monthly Mean Distributions
Introduction to Microsoft Works for Educators
of Satellite-Derived Sea Surface, Temperature and Pigment
Software Sampler I
Concentration (5 CD-ROM Set), and a suite of software ap-
plication tools.
The three quarter hour graduate level tuition is $405, and the
four quarter-hour graduate level tuition is $540. For non-
To request registration information, send an email message
credit students tuition is reduced to $345 for the three quarter
to <[email protected]> indicating your interest
hour graduate level tuition and $460 for the four quarter-hour
and describing your equipment and network connection.
graduate level tuition. For more information contact via e-
mail: [email protected].
ISTE/Univesity of Oregon Courses
Other Opportunities
ISTE, The International Society for Technology in Education in
conjunction with the University of Oregon and the Oregon
These then are just a few of the offerings concerning
State System Office of Independent Study located at Portland
teacher development that can be found on the Internet.
State University, Portland, Oregon offer a series of
The combined resources to be found there are as vast
graduate-level Distance Education courses. The purpose of
as the Internet itself. Check with local universities and
these courses is to provide staff development and leadership
training for educators who do not have local access to world-
on the bulletin boards of public educational network
staff development opportunities
leaders and
in
class
systems as well as the education sections of commu-
computers-in-Education.
nity networks. These resources are growing on a daily
basis and many major corporate giants such as MCI,
Credit for these graduate course is granted through the Uni-
SPRINT, AT&T, and Bell are also now taking a leader-
versity of Oregon in Eugene, Oregon or through Portland State
ship role in this development.
University in Portland, Oregon. Transcripts will be issued by
the Registrar's Office to the university you select. Depending
The common goal is to make the Internet something
on the rules of the local university it may be possible to use
that is easy to use, versatile and provides access to the
these transfer credits in Master's and Doctoral degree pro-
general public. Computers and computer technology
grams.
have now become an integral part of our daily lives.
There are a variety of advantages with ISTE's graduate
More and more people are discovering the potential of
courses. For example, you are able to set your own due dates
the Internet. Soon will come a day when there are
for assignments. The allowable time for completing the course
more computers than there are people.
is much longer than for a typical on-campus course. You can
customize your own learning and work schedules and set your
Most importantly for teachers widespread access also
own goals. Students can take advantage of learning telecom-
will support collaboration of educators from MANY di-
munication skills.
verse interdisciplinary backgrounds, cultures, philoso-
phies and perspectives. Because of this; teachers are
Assignments are flexible er ough that you can adapt them to
already able to teach and pass on information to learn-
your own particular situation. You can enroll in a course at any
time. A broad range of courses are always available. And, you
ers around the world in a myriad of ways that will for-
also receive a $50 coupon good towards any ISTE
ever change education from the traditional
products when you complete a course. Courses currently be-
teacher/classroom environment to a virtual classroom
ing offered include:
with no walls.
Clarisworks for Educators
Learning Linkway/Linkway Live
Stephanie Stevenson teaches at the Holly-Navarre Elemen-
Exploring the Internet
tary School in Navarre, Florida. She is on the CoSN cuMcu-
Introduction to Logo for Educators
lum Committee and has presented at Conferences around the
Telecommunications and Information Access
country. She is pioneering the use of advanced networicing
Learning HyperCard and HyperTalk Programming
technologies and tools with elementary age students.
Planning for Technology in Schools
Fundamentals of Technology in Education
Computers and Problem Solving
9
Copyright eivis NetTEACH NEWS 13102 Weather Vane Way, Herndon, VA 22071-2944 USA ISSN 1070-2954
May 24, 1995
The Cornell Theory-Center
Math and Science cateway
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Copyright (01995 NetTEACH NEWS 13102 Weather Vane Way, Herndon, VA 22071.2944 USA ISSN 1070.2954
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