Archive
This page is part of Benton Foundation's online archive. We've kept some old stuff around for historical purposes.
Resources for Communities
Resources for Communities
Additional resources are available to assist a community's KickStart Initiative. This website offers an array of Resources in Print, Resources Online, and Examples of Acceptable Use Policies (guidelines for users of the Information Superhighway).Resources in Print spotlight: Schools Libraries Museums and Archives Privacy, Security, and Intellectual Property Government and the Information Superhighway
Resources Online is divided into the following issue areas: Education Libraries Museums and Archives Other sites Government sites
Establishing clear and simple "Rules of the Road" is essential to making the Information Superhighway safe and enjoyable for everyone. The Acceptable Use Policies are examples of how schools, libraries, and community centers can generate guidelines for users of the Information Superhighway. Although the policies provide a good idea of the scope of the rules of the road, guidelines can and should be different for each institution or community.
Examples of Acceptable Use Policies include: The Norwood Network Acceptable Use Policy The Los Angeles Unified School District policy The JCPS (Jefferson County Public Schools) Use Procedure
In addition to these resources, portions of this website are available through fax-on-demand.
Resources in Print
Schools
Carlitz, Robert D., and Eugene Hastings. January 31, 1994. States of Internet Connectivity for School Networking.Committee for Economic Development. October 1995. Connecting Students to a Changing World: A Technology Strategy for Improving Mathematics and Science Education. New York: Committee for Economic Development.
Gonzalez, Emilio. June 1995. Connecting the Nations: Classrooms, Libraries, and Health Care Organizations in the Information Age. Washington, DC: U.S. Department of Commerce.
McKinsey & Company, Inc. 1995. Connecting K-12 Schools to the Information Superhighway. Palo Alto, CA: McKinsey & Company, Inc.
Quality Education Data, Inc. 1994. Technology in Public Schools 1993-94. QED's 13th Annual Census Study of Public School Technology Use. Denver: Quality Education Data, Inc.
Rothstein, Russell I., and Dr. Lee McKnight. Technology and Cost Models of Connecting K-12 Schools to the National Information Infrastructure. M.I.T. Research Program on Communications Policy. Cambridge, MA: Massachusetts Institute of Technology.
Solomon, Lewis. June 22, 1995 (Revision). Technology in America's Public Schools: Getting It In, Getting It Paid For, and Getting It Used.
Weinhaus, Carol, and the Telecommunications Industries Analysis Project Work Group. July 1, 1995. Schools in Cyberspace: The Cost of Providing Broadband Services to Public Schools. Presentation at the July 1995 NARUC Meeting, San Francisco, CA. Boston, MA: NARUC.
Weinhaus, Carol, and the Telecommunications Industries Analysis Project Work Group. July 1, 1995. Schools in Cyberspace: The Cost of Providing Broadband Services to Public Schools, Executive Summary. Presentation at the July 1995 NARUC Meeting, San Francisco, CA. Boston MA: NARUC.
Libraries
Benson, Allen C. 1995. The Complete Internet Companion for Librarians. New York: Neal-Schuman.Computers in Libraries (journal)
Dillon, Martin, et al. 1993. Assessing Information on the Internet: Toward Providing Library Services for Computer-Mediated Communication. Dublin, Ohio: Online Computer Library Center, Inc., Office of Research.
The Electronic Library (journal)
Engle, Mary E. 1995. Internet Connections: A Librarian's Guide to Dial-Up Access and Use. Chicago: American Library Association.
Gillespie, Robert G., George Needham, and Eleanor Jo Rodger. 1995. A Director's Checklist for Connecting Public Libraries to the Internet. Edited by Sandra J. Edwards. Chicago: Public Library Association, American Library Association.
Information Technology and Libraries (journal)
Ladner, Sharyn J., and Hope N. Tillman (eds.). 1993. The Internet and Special Librarians: Use, Training, and the Future. Washington, D.C.: Special Libraries Association.
Lane, Elizabeth S., and Craig Summerhill. 1993. An Internet Primer for Information Professionals: A Basic Guide to Internet Networking Technology. Westport, CT: Meckler.
Library and Information Service Policy Forum. 1994. Libraries and the National Information Infrastructure: Proceedings of the 1994 Forum on Library and Information Services Policy - Sponsored By the National Center for Education Statistics and the Office of Library Programs, U.S. Department of Education, and the U.S. National Commission on Libraries and Information Science, May 16-17, 1994, Washington, D.C. Washington, DC: U.S. National Commission on Libraries and Information Science.
Library Hi Tech (journal)
McClure, Charles R., John Carlo Bertot, and John C. Beachboard. 1995. Internet Costs and Cost Models for Public Libraries: Final Report. Washington, DC: U.S. National Commission on Libraries and Information Science.
McClure, Charles R., John Carlo Bertot, and Douglas L. Zweizig. 1994. Public Libraries and the Internet: Study Results, Policy Issues, and Recommendations. Washington, DC: U.S. National Commission on Libraries and Information Science.
McClure, Charles R., William E. Moen, and Joe Ryan (eds.). 1994. Libraries and the Internet/NREN: Perspectives, Issues, and Challenges. Westport, CT: Meckler.
Miller, Elizabeth B. 1994. The Internet Resource Directory for K-12 Teachers and Librarians. Englewood, CO: Libraries Unlimited.
National Commission on Libraries and Information Science (NCLIS). June 1995. Internet Costs and Cost Models for Public Libraries.
Still, Judy. 1994. The Internet Library: Case Studies of Library Internet Management and Use. Westport, CT: Mecklermedia.
Tillman, Hope N. (ed.) 1995. Internet Tools of the Profession: A Guide for Special Librarians. Washington, DC: Special Libraries Association.
U.S. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities. 1994. Libraries and Their Role in the Information Infrastructure: Hearing on Examining the Roles of Libraries in Developing America's New Information Infrastructure, April 19, 1994. Washington, DC: U.S. Government Printing Office.
U.S. Library of Congress, Network Advisory Committee. 1995. Community Connections - The National Infrastructure and Civic Networks: Proceedings of the Library of Congress Network Advisory Committee Meeting, June 12-14, 1994. Washington, DC: Network Development and MARC Standards Office, Library of Congress.
Valauskas, Edward J., and Nancy R. John. 1995. The Internet Initiative: Libraries Providing Internet Services and How They Plan, Pay, and Manage. Chicago, IL: American Library Association.
Walsh, R. Taylor. 1994. The National Information Infrastructure and the Recommendations of the 1991 White House Conference on Library and Information Services. Washington, DC: U.S. National Commission on Libraries and Information Science.
Museums and Archives
Archives & Museum Informatics (journal)Information Resources For Privacy, Security, and Intellectual Property
There are organizations in the fields of education, technology, and law concerned about privacy, security, and intellectual property in the online world. Many of these publish pamphlets, fact sheets, and reports. Some have discussion groups or listserves with relevant information. Several groups are listed below. This list is not meant to be exhaustive, but to provide a way for schools, libraries, and community centers to be involved in the information exchanges and discussions on these topics.American Federation of Musicians, 1501 Broadway, Suite 600, New York, NY 10036, Tel: 212-869-1330.
American Federation of Teachers, 555 New Jersey Avenue, NW, Washington, DC 20001, Tel: 202-393-7477.
American Federation of Television & Radio Artists, 260 Madison Avenue, New York, NY 10016, Tel: 212-532-0800.
American Library Association, 50 E. Huron Street, Chicago, IL 60611-2795, Tel: 312-944-6780.
American Publishers Association, 71 Fifth Avenue, New York, NY 10006, Tel: 212-255-0200.
American Society of Composers, Authors & Publishers (ASCAP), ASCAP Building. One Lincoln Plaza, New York, NY 10023, Tel: 212-621-6000.
Authors Guild, 330 West 42nd Street, 29th Floor, New York, NY 10036, Tel: 212-563-5904.
Benton Foundation, Communications Program, 1634 Eye Street, NW, Washington, DC 20006, Tel: 202-638-5770.
Broadcast Music, Inc., 320 West 57th Street, New York, NY 10019, Tel: 212-586-2000.
Business Software Alliance, 2001 L Street, NW, Suite 400, Washington, DC 20036, Tel: 202-872-5500.
Center for Democracy and Technology, 1001 G Street, NW, Suite 700 East,
Washington, DC 20001, Tel: 202-637-9800, E-mail:
Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, Tel:
508-750-8400.
EduPage, Educom, 1112 16th Street, NW, Washington, DC 20036, Tel: 202-4200,
Electronic Frontier Foundation, 1550 Bryant, San Francisco, CA 94117, Tel:
415-436-9333; Fax: 415-436-9993, E-mail:
Motion Picture Association of America, 1600 Eye Street, NW, Washington, DC
20006,
Tel: 202-293-1966.
National Education Association. Center for Education Technology, 1201 16th
Street,
NW, Washington, DC 20036.
National Association of Broadcasters, 1771 N Street, NW, Washington, DC 20036,
Tel: 202-429-5300.
National Music Publishers Association, 711 Third Avenue, 8th Floor, New York,
NY
10017, Tel: 212-370-5330.
National School Boards Association, Institute for the Transfer of Technology to
Education, 1680 Duke Street, Alexandria, VA 22314, Tel: 703-838-6722.
National Coordinating Committee on Technology in Education and Training, P.O.
Box
4437, Alexandria, VA 22303, Tel: 703-351-5243.
Recording Industry Association of America, Inc., 1020 19th Street, NW, Suite
200,
Washington, DC 20036, Tel: 202-775-0101.
SESAC, Inc., 55 Music Square East, Nashville, TN 37203, Tel: 800-826-9996.
Software Publishers Association, 1730 M Street, NW, Suite 700, Washington, DC
20036, Tel: 202-452-1600.
The Center for Children and Technology, 96 Morton Street, New York, NY 90064,
Tel:
310-470-6590.
WGA, Writers Guild of America Association (WGAE), 555 West 57th
Street, New York, NY 10019, Tel: 212-767-7800.
The Children's Partnership, 1460 4th Street, Suite 306, Santa Monica, CA 90401,
Tel: 310-260-1921, E-mail:
U.S. Copyright Office, Public Information Office, Library of Congress,
Washington,
DC 20559-6303, General Information (Tel): 202-707-3000; Hotline (to order forms
and circulars): 202-707-9100.
WIPO, The International Bureau of the World Intellectual Property Organization,
34, chemin des Colombettes, 1211 Geneve 20, SUISSE.
Lehman, Bruce A., Assistance Secretary of Commerce and Commissioner of Patents
and
Trademarks. "Intellectual Property and the National Information Infrastructure:
The Report of the Working Group on Intellectual Property Rights."
Gonzalez, Emilio. June 1995. Connecting the Nations: Classrooms, Libraries,
and
Health Care Organizations in the Information Age. Washington, DC: U.S.
Department
of Commerce.
Information Infrastructure Task Force Committee on Applications and Technology.
May 1994. Putting the Information Infrastructure to Work: A Report of the
Information Infrastructure Task Force Committee on Applications and
Technology.
NIST Special Publication 857. Gaithersburg, MD: National Institute of Standards
and Technology, U.S. Department of Commerce.
Information Infrastructure Task Force Committee on Applications and Technology.
September 1994. The Information Infrastructure: Reaching Society's
Goals. NIST
Special Publication 686. Gaithersburg, MD: National Institute of Standards and
Technology, U.S. Department of Commerce.
Information Infrastructure Task Force Committee on Applications and Technology.
December 1994. What It Takes to Make It Happen. Gaithersburg, MD:
National
Institute of Standards and Technology, U.S. Department of Commerce.
National Commission on Libraries and Information Services. 1995. Public
Libraries
and the Internet: Study Results, Policy Issues, and Recommendations.
National Information Infrastructure Advisory Council. 1995. Common Ground:
Fundamental Principles for the National Information Infrastructure.
Washington,
DC: U.S. Department of Commerce.
Vedantham, Anu, and Laura Breeden. Spring 1995. "Networking for K-12 Education:
The Federal Perspective," Internet Research: Electronic Networking
Applications
and Policy 5:1.
U.S. Department of Commerce. Falling through the Net: A Survey of the "Have
Nots"
in Rural and Urban America. Washington, DC: U.S. Department of Commerce.
U.S. Department of Commerce. 1995. Survey of Rural Information
Infrastructure
Technologies. Washington, DC: U.S. Department of Commerce.
U.S. Department of Commerce, National Telecommunications and Information
Administration. October 1995. Privacy and the NII: Safeguarding
Telecommunications. Washington, DC: U.S. Department of Commerce.
This site is full of information on Apple's extensive education program. Also
check out the Apple Classroom of
Tomorrow
(http://www.info.apple.com/education/acot.menu.html) Web site, which includes
brief summaries of the reports conducted by the ACOT research unit.
Arkansas Science Teachers
Association
(http://www.k12.ar.us/asta)
The Arkansas Science Teachers Association, represented by more than 900 schools
in
Arkansas, offers teachers support for curriculum development via the public
school
network using WWW pages and discussion listservs among science teachers around
the
State.
Autodesk
Foundation
(http://www.autodesk.com/foundation/)
This site contains general information about the foundation, as well as
specifics
about its Mendicino school system project and other partnerships with local
school
districts.
Bell South Corp.
(http://www/bstbls.com/bbs/press-releases.html)
This web site offers press releases on Bell South educational technology
programs.
Bolt Bernaek and Newman Inc.,
National School Network Testbed
(http://copernicus.bbn.com/testbed2/)
BBN, a leader in the field of educational technology, describes in detail a
comprehensive demonstration project in school networking.
Classroom Connect on the
Net (http://wentworth.com/classroom/default.html)
This handsome and comprehensive Web site maintained by Wentworth Worldwide
Media
provides lesson plans, libraries, museums, science projects, and numerous other
valuable resources that can be used in the classroom today. Wentworth has
embarked
on an ambitious multimedia publishing program for the K-12 market, including
newsletters, books, videotapes, computer software, and seminars. Webworld site
is
full of links to important business sites and contains an impressive list of
nonprofit organizations' Web sites.
Center for Networked Information Discovery and
Retrieval (CNIDR) (http://www.cnidr.org)
Created by the National Science Foundation to support networked information
discovery and retrieval, CNIDR hosts a number of WWW servers for information.
John
and Janice's Research Page, which can be reached through Janice's K-12 Outpost,
shows results of an ongoing survey of schools with Internet connections.
Center for Research on Evaluation,
Standards,
and Student Testing (http://www.cse.ucla.edu/)
CRESST, based at the University of California at Los Angeles, offers a rich
array
of reports on research into alternative forms of evaluating student learning.
Although not geared exclusively to the role of technology in the classroom,
these
papers give a detailed view of the theory and practice of "performance-based
assessment," which many analysts believe must become one of the objectives of
school reform.
Cityschools
(http://www.ncrel.org/ncrel/sdrs/pathways.htm.)
Cityschools is a magazine that "brings research to life in actual settings by
telling the stories of real educators who are finding solutions to enduring
educational problems. Each issue focuses on one topic and features the work of
researchers and successful practices, as well as sources of additional
information. It is produced by the North Central Regional Educational
Library.
Computer as a Learning
Partner (http://www.clp.berkeley.edu/CLP.html#top)
In this educational research project at the University of California at
Berkeley,
educational researchers, natural scientists, middle school teachers, and
technology experts describe a semester-long thermodynamics, light, and sound
curriculum for achieving integrated science understanding that involves the
innovative use of computers in the classroom. This Web site also has a lengthy
list of other education-oriented Web sites.
Consortium for School Networking
(http://www.cosn.org)
CoSN's website provides information on policy, membership, conferences as
well as resources for school networking.
Delmar Elementary School
(http://www.intercom.net/local/weeg)
Teacher Patricia Weeg maintains this homepage describing her students' many
uses
of the Internet -- especially the KIDLINK keypal program. The Resources for
Teachers
section is full of links to other interesting Web sites.
Diplomats Online (DOL) is an activity of the American Foreign Service
Association
intended to promote and sustain an ongoing dialogue on the role of the United
States in the post-Cold War world. Discussions are guided by active and retired
American diplomats. One of the goals of the service is to help schools see the
potential for online networks as tools that can link global events to the
curriculum. DOL is hosting a National History Day forum during the 1995-1996
academic year in which diplomats will serve as guides for students developing
research projects on the 1995 theme "Conflict and Compromise."
Education Technology Resources
(http://www.camosun.bc.ca)
For a view from Canada, look up this site of the Standing Committee on
Education
Technology (SCOET), a panel of volunteers representing the 20 publicly funded
colleges and institutes in British Columbia, Canada. Educational Resources has
a
variety of interesting links.
Educom Home Page
(http://www.educom.edu/).
Although oriented primarily toward higher education, this easy-to-maneuver Web
site provides a wealth of information on educational technology issues from one
of
the early players in the field.
EDWeb (http://K12.cnidr.org:90)
The Corporation for Public Broadcasting's education site includes very useful
and
accessible explanations of the development of the Internet and its relationship
to
education reform by author Andy Carvin.
Fairland Elementary
(http://www.wam.umd.edu/~toh/Fairland.html)
This homepage, maintained by teacher Mary O'Haver, displays student work and
includes an annotated set of links to other education sites of particular
interest
to teachers -- including Monarch Watch.
From Now On: The Educational Technology
Journal (http://www.pacificrim.net)
Maintained by Jamieson McKenzie, a teacher, school administrator, and
technology
expert in Bellingham, WA, this online publication is full of fascinating
musings
on the nature of Internet-based learning. The site also offers advice to school
officials on how to plan technology acquisition and use.
Global SchoolNet Foundation
(http://www.gsn.org)
A nonprofit corporation launched by a group of San Diego teachers more than 10
years ago, GSN conducts and offers assistance to teachers in designing
collaborative learning projects; helps schools and other institutions develop
telecomputing plans; publishes articles, disseminates model lesson plans,
training
materials, and instructional videos; provides newsgroups and discussion lists
for
classroom use; offers workshops and training; and coordinates conferences using
desktop computers.
Hewlett Packard Mentor Program
(http://mentor.external.hp.com)
This computer company offers to connect its employees to students in an e-mail
mentoring program.
ILTWeb
(http://www.ilt.columbia.edu)
The Institute of Learning Technologies, part of Columbia University, maintains
this site full of readings, electronic texts, journals, and hypertext documents
on
the role of networked digital communication and multimedia in education. The
materials are comprehensive and fascinating, but they can be difficult for the
casual reader.
Institute for Learning Sciences
(http://www.ils.nwu.edu)
Northwestern University's ILS -- an interdisciplinary research and development
center
dedicated to transferring innovative educational technology from the laboratory
to
practical applications in businesses, schools, government agencies, and the
community -- builds educational software for use in multimedia computers. The
site
includes Engines, a "hyper-book" by Roger Shank, ILS director, and Chip Cleary,
a
graduate student, on the problems with the education system and how to reform
it -- especially through the use of educational technology.
International Education and Resource
Network
(I*EARN) (http://www.iearn.org/iearn/)
This Web site sponsors a variety of learning projects, mostly on environmental
topics and offers conferences for teachers and education managers.
KIDLINK (http://www.kidlink.org)
This grassroots kidpal project has drawn 37,000 children from 71 countries into
a
"global dialogue." For a glowing recommendation, see the Delmar Elementary
School
homepage cited above.
LabNet
(http://labnet.terc.edu/labnet/)
A forum for K-12 science and math teachers to explore inquiry-oriented,
project-based learning. The site offers teachers access to Presidential
Awardees,
Woodrow Wilson Fellows and other recognized teachers, discussion groups, online
collaborative projects, news, and more.
George Lucas Educational Foundation
(http://glef.org/)
Visitors to this site can read the foundation's mission statement, as well as
brief descriptions of its newsletter and projects.
Mendocino Community Network
(http://www.mcn.org)
The education pages offer an excellent and comprehensive set of lesson plans on
how the Internet can be used in teaching a wide range of subjects. Other pages
show how the school's networking activities have become a focal point for
economic
and community development.
Microsoft Corp.
(http://www.microsoft.com/Services)
This site describes the software company's various products and activities
involving primary and secondary education. The discussion on school curriculum
is
interesting, although it focuses primarily on Microsoft's own products rather
than
dealing with the topic generally.
NASA IITA K-12 Internet
Initiative (http://quest.arc.nasa.gov)
This site describes NASA's many educational activities, including online
interactive projects, grants programs, assistance in learning to use the
Internet
in schools, and links to NASA's own online resources.
National Academy of
Sciences
(http://www.nas.edu/nap/online/techgap)
A clear and well-produced discussion on how computer networking can and must
lead
to school reform.
National Education Association
(http://www.nea.org)
The National Education Association's addition to the World Wide Web is an
invitation to cyberspace travelers interested in public schools. The
Association
hopes that for both the public and its 2.2 million members, its site serves as
a
valuable destination for those interested in sharing, learning, and
synthesizing
ideas about rebuilding the public confidence in public education.
Net Squared
Education (http://www.commerce.com/net2/library/education.html)
Global Commerce Link, a communications company that provides and manages online
services for businesses, offers a variety of links to schools and education
resources. The links are not thematically organized, thus finding what you want
can be time consuming, tedious, and chancy.
North Central Regional Educational
Laboratory (http://www.ncrel.org/ncrel/)
NCREL, one of 10 regional education laboratories financed by the U.S.
Department
of Education, offers a useful essay discussing how changes in the nature of the
economy require a different approach to schooling.
Pacific Bell Corp.
(http://www.pacbell.com/SuperHi/index.html)
This Web site offers information about the company's technology program for
schools.
Passport to
Knowledge (http://quest.arc.nasa.gov/livefrom/passport.html)
Similar to the work of the Jason Foundation, this multimedia project takes
children on two or three field trips to exotic places via live, interactive
video,
bolstered by taped segments. In addition, students can tap into an online
encyclopedia that answers simple questions automatically and forwards more
difficult ones to a group of online experts. Teachers also receive a printed
guide
suggesting adaptions for math, social studies, language arts, and computer
classes.
Syllabus Web
(http://www.syllabus.com)
Published by Syllabus Press, this site offers an eclectic collection of
information on technologies used to enhance education.
Technical Education Research Centers (TERC)
(http://www.terc.edu)
TERC is a nonprofit organization that researches and promotes innovative
approaches to math, science, and technology education. Its Web site describes a
variety of projects involving students in collaborative online science
investigations. It operates The Hub, an Internet publication service that
disseminates reports, curricula, projects in progress, calendars, articles, and
software of value to educators.
The Collaboratory Visualization Project
(CoVis) (http://www.covis.nwu.edu)
Comprises thousands of students, more than 100 teachers, and dozens of
researchers
all working together to find new ways to think about and practice science in
the
classroom.
The Educational Resources
Information Center (http://www.cua.edu/www/eric_ae/home.html)
ERIC, a national information system established in 1966 and supported by the
U.S.
Department of Education, contains more than 850,000 abstracts of documents and
journal articles on education research and practice. As the sheer volume of the
material suggests, this is a Web site for the serious researcher, not the
casual
reader.
The Geometry Forum
(http://forum.swarthmore.edu/)
Funded by the National Science Foundation, this project, based at Swarthmore
College near Philadelphia, is an electronic community dedicated to the teaching
of
geometry. Its most active components are discussion groups in which teachers
can
exchange ideas with each other and with professional mathematicians.
The Globe Program
(http://www.globe.gov)
Launched by Vice President Gore, this project seeks to enlist students in
measuring environmental phenomena worldwide and then to link them to scientists
for data analysis and interpretation.
The Internet and
Schools (http://sunsite.unc.edu/cisco/tracy-article.html)
A comprehensive report on major groups and activities shaping the Internet's
role
in education. This is part of the Sun Microsystems Inc. Cisco Education
Archive
(http://sun.site.unc.edu/cisco/cisco-home.html).
The Jason Project
(http://seawifs.gsfc.nasa.gov/JASON.html)
The Jason Foundation for Education, formed by explorer Robert Ballard,
organizes
annual interactive field trips to a volcano in Hawaii, the Galapagos Islands,
the
Mayan ruins, and other locales. The foundation's substantial curriculum
suggests
and lesson plans stress hands-on activities and multidisciplinary approaches.
Each
year's project culminates in 60 hours of interactive television coverage. An
online component of the program enables students to exchange notes with
explorers
at the scene -- including students and teachers selected to represent various
regions -- and to help student, participate in actual research with scientists.
The Online Internet
Institute (OII) (http://prism.prs.K12.NJ.US:70/0/OIIsignup.html)
This cooperative project brought together 400 teachers and an impressive array
of
mentors during summer 1995 to conduct workshops exploring ways to make use of
the
Internet in classrooms. One of the Institute's guiding lights in Ferdi Serim, a
Princeton, NJ, teacher and former drummer for Dizzy Gillespie. He reports of
the
Institute's activities in the "Roving Reporter" section of Houghton Mifflin's
GNN
Education Center (http://www.gnn.com/gnn/meta/edu/index.html), which offers
teachers a variety of curricula ideas as well as connections to education
experts
and other teachers.
The Smithsonian
Ocean
Planet Exhibit (http://seawifs.gsfc.nasa.gov/ocean planet.html)
Want to take an online excursion to a current exhibit at the Smithsonian in
Washington, DC? This handsome, well-organized site offers cybervisitors more
information than the actual exhibit does.
This site is hosted by Bell Atlantic for the hundreds of Mountain State
teachers,
students, principals, and others using computers, networks, and the resources
of
the Internet in their classrooms.
Web66: A K12 World Wide Web
(http://Web66.coled.umn.edu)
A project of the University of Minnesota College of Education and the Center
for
Applied Research and Educational Improvement, this site is designed to help
educators establish their own Internet servers, form links with teachers and
students at other schools, and find useful resources on the World Wide Web.
Building the Interspace: The
Illinois Digital Library Project
(http://surya.grainger.uiuc.edu/dli/)
Columbia
University's Project Bartleby
(http://www.cc.columbia.edu/acis/bartleby/index.html)
Dewey Web
Library (http://www.umich.edu/~jmillr/WWW-libraries.html#100)
Digital Information Infrastructure
Guide (gopher://farnsworth.mit.edu/)
Digital Libraries '95 On-Line
Proceedings. The Second Annual Conference on the
Theory and Practice of Digital Libraries. June 11-13, 1995, Austin, Texas
(http://csdl.tamu.edu/DL95/)
D-Lib: the Magazine of the Digital Library
Forum (http://www.dlib.org)
Informedia Digital
Video Library
(http://fuzine.mt.cs.cmu.edu/im/informedia.html)
Information Infrastructure
Standards Panel (IISP)
(www.ansi.org/iisp/iisphome.html)
Interoperability,
Scaling, and the Digital Libraries Research Agenda: A Report
on the May 18-19, 1995 IITA Digital Libraries Workshop.
(http://www-diglib.standford.edu/diglib/pub/reports/iita-dlw/main.html)
Internet
Advocate: A Web-Based Resource Guide for Librarians and Educators
Interested in Providing Youth Access to the Net
(http://www.monroe.lib.in.us/~lchampel/netadv.html)
Libraries for the
Future (http://www.lff.org)
Project MUSE (Johns Hopkins University)
(http://muse.jhu.edu/)
The Alexandria Digital
Library (http://alexandria.sdc.ucsb.edu/)
The Electronic Text
Center at the University of Virginia
(http://www.lib.virginia.edu/etext/ETC.html)
The Stanford Digital
Library Project (http://www-diglib.stanford.edu/diglib/pub/)
The UC Berkley's Digital Library
Project (http://elib.cs.berkeley.edu/)
University of
Michigan Digital Library Project
(http://www.sils.umich.edu/UMDL/HomePage.html)
[XIWT-]
Cross-Industry Working Team: An Architectural Framework for the
National Information Infrastructure (http:/www.cnri.reston.va.us:3000/XIWT/
documents/arch_doc/title_page.html)
Arkansas Special
Collections (http://www.uark.edu/libinfo/speccoll/)
Extensive catalogues of information about specialized Arkansas resources, such
as
selected papers and photographs of Senator William Fulbright (the Fulbright
Exchange Program Papers), Orville Faubus, William Grant Still, Daisy Bates, and
other historical Arkansas figures are made available online through the
University
of Arkansas WWW.Government and the Information Superhighway
Council on Competitiveness. December 1994. Breaking the Barriers to the
National
Information Infrastructure Conference Report. Co-sponsored by the Council
on
Competitiveness and the Information Infrastructure Task Force. Washington, DC:
Council on Competitiveness.Resources Online
Education
Apple Computer Inc.
(http://www.info.apple.com/education/)Libraries
The following Web sites provide views about either digital libraries and/or the
Information Superhighway:Museums and Archives
Archives
& Archivists
(http://miavx1.muohio.edu/~harlanjb/personal/projects/archives/)
Impact Guide to Museums
on the Web (http://www.sils.umich.edu/impact/Museums/)
Museums on the
Web (http://curry.edschool.virginia.edu/~lha5w/museum)
Museums Online Resource Review
(http://www.okc.com/morr/)
Natural History Museum of
Los Angeles County Guide to Museums and Cultural
Resources on the Web (http://www.usc.edu/lacmnh/webmuseums)
Smithsonian Institution (http://www.si.edu)
World Wide Arts
Resources (http://www.concourse.com/wwar/default.html)
WWW Virtual
Library: Museums
(http://www.comlab.ox.ac.uk/archive/other/museums.html)
Yahoo - Arts: Museums
(http://www.yahoo.com/Arts/Museums)
Yahoo -
Science: Museums and Exhibits
(http://www.yahoo.com/Science/Museums_and_Exhibits)
Yahoo -
Society and Culture: Museums and Exhibits
(http://www.yahoo.com/Society_and_Culture/Museums_and_Exhibits)
National Center for Resource
Innovations (http://www.cast.uark.edu)
National Archeological Databases and extensive catalogues of Arkansas and National Geographic Information Systems (GIS) data are available to all institutions and to county and local governments through the National Center for Resource Innovations. The Center compiles new data through remote sensing and digital photogrammetry, makes it available through a WWW interface, and offers county and local governments opportunities for technology transfer.
Other Sites
ACCESS.TXT (http://www.webable.com)ACCESS.TXT is an ongoing list of known Internet and online newsgroups that address the interests and needs of people with disabilities. The purpose of this list is strictly informational. It has been developed by Mike Paciello, of DEC, with help from Dave Jaffe of the Virginia Department of Rehabilitation and Mark Gibbs and Richard Smith's Navigating the Internet.
American Communication Association Center for Communication Law (http://www.uark.edu/depts/comminfo/www/ACA.html)
The American Communication Association Center for Communication Law includes Internet resources focused on freedom of speech, freedom of information, freedom of religion, and telecommunications law and policy in the areas of privacy, security, and intellectual property management in the digital environment.
Benton Foundation (http://www.benton.org)
The Benton Foundation's Communications Policy Project promotes public interest values and noncommercial services for the National Information Infrastructure through research, policy analysis, print, video, and online publishing and outreach to nonprofits and foundations. The Web site includes updates on communications policy and upcoming events; a forum for discussion; publications such as bulletins, policy briefings, and working papers; and cyber pages of other online resources.
Interesting Places for Kids (http://places.to/Browse/forKids/)
Steve Sasvitzky, senior computer scientist at Ricoh California Research Center, maintains this eclectic Web page with links to child-oriented literature, museums, entertainment, and other sites.
Internetworking: Planning and Implementing A Wide-Area Network (WAN) (http://www.stl.nps.navy.mil/~rjbigelo/thesis/toc.html)
Produced by Lieutenant Randall J. Bigelow (Naval Postgraduate School) as a Master of Science thesis in information technology management, this paper documents the planning, design, and implementation of a regional wide area network connecting K-12 schools, research institutions, libraries, and institutions of higher education throughout the Monterey Bay area of California's central coast. The processes used to develop the network and resolve myriad issues are of direct relevance to the K-12 community as well as network planners, administrators, and funding partners.
Project Aladdin (http://www.uark.edu/community/comnet.html)
Project Aladdin, the Northwest Arkansas Community Information Network, provides access to city and county government information, chambers of commerce, local arts center activities, public library, regional planning commission activities, community events, and more through public kiosks positioned at the Bank of Fayetteville on the downtown square in Fayetteville. The University of Arkansas provides training and server space for community members to develop their WWW pages.
Yahoo (http://www.yahoo.com/Education/On_line_Teaching_and_Learning)
This site lists a large number of education-related sites. It gives a general sense of what is available, but it is so sweeping that much probably will not be relevant to your particular interests.
Government Sites
Information Infrastructure Task Force (http://www.iitf.nist.gov)The Clinton Administration's interagency IITF has produced a series of papers exploring various aspects of the Information Superhighway. "A Transformation of Learning: Use of the NII for Education and Lifelong Learning" lays out arguments for how networking can change schools. The paper includes a useful bibliography.
Office of Education Research and Improvement (OERI) Bulletin (http://www.ed.gov/newsletters.html)
The Office of Education Research and Improvement (OERI) is the main research and statistics arm of the U.S. Department of Education. Last year it supported 20 national research and development centers, 10 regional education laboratoires, 16 plus information clearinghouses (ERIC), Star Schools, the National Diffusion Network, Blue Ribbon Schools, Eisenhower math/science consortia, and more. It houses, among other things, the National Center for Education Statistics, the National Library of Education, and the Department's Online Library.
The National Science Foundation Directorate for Education and Human Resources (http://red.www.nsf.gov)
The NSF is behind some of the most innovative projects to develop computer networking in education. To find a description of the Common Knowledge Project in Pittsburgh and the Learning Through Collaborative Visualization (CoVis) Project, first click on EHR programs page, click on Networking Infrastructure for Education for a variety of interesting NSF-backed projects. Also of interest is the division of elementary, secondary, and information education, which describes NSF'S Global Schoolhouse project, and has an archive of brief and interesting news about uses of technology in education.
The National Telecommunications and Information Administration WWW Server (http://www.ntia.doc.gov)
The NTIA maintains information on its programs that provide grants and assistance for information infrastructure development at this site.
Office of Technology Assessment (http://www.ota.gov)
The OTA has been a leader in promoting creative uses of technology in schools. The future of this Web site is uncertain because Congress is eliminating the agency, so check soon. It includes text of the seminal study, Teachers & Technology: Making the Connection.
The U.S. Department of Education Homepage (http://www.ed.gov/index.html)
This Web site contains a variety of interesting resources on education, laying out national educational policy and describing the department's activities. The technology initiative site describes the challenge grants program and lists examples of how schools are using networking.
The U.S. National Information Infrastructure Virtual Library (http://nii.nist.gov/edu.html)
The U.S. National Information Infrastructure Virtual Library provides a place where people can find out what an advanced information infrastructure really means and how they can use it in areas such as education, libraries, government services, health care, electronic commerce, and manufacturing.
Examples of Acceptable Use Policies
Establishing clear and simple "Rules of the Road" is essential in making the Information Superhighway safe and enjoyable for everyone. The following Acceptable Use Policies are examples of how schools, libraries, and community centers can create guidelines for users of the Information Superhighway. Although the policies on the following pages provide a good idea of the scope of the rules of the road, guidelines can and should be different for each institution or community. After all, there will be as many different opportunities and challenges confronting schools, libraries, and community centers as there are different institutions. While not endorsing the following policies specifically, the Council applauds the initiative shown by these institutions and urges that all others participating in the Information Superhighway formulate policies that best fit their own circumstances.Norwood Network Acceptable Use Policy
As a member of the Norwood School community, a community based on intellectual growth and moral responsibility, you are invited to participate in using the Norwood Network. The Norwood Net is a computer network being developed to connect people and information in support of Norwood School's educational mission. Access to Norwood Net resources is a privilege offered to all Norwood School faculty and staff, enrolled students, their parents, and other members of our school community as determined by the administration, technology specialist and educational technology committee(s). The Network is to be used for educational purposes, defined as purposes directly related to a Norwood School assignment, project, project job, or function for which the user is responsible.Every Norwood Net user is expected to act in a responsible, ethical and legal manner, in accordance with the Norwood Net Acceptable Use Policy (including the User Responsibilities described on the reverse of this page), the guidelines of the other networks they use, and other applicable state and federal regulations. Norwood School enforces this Policy at all times. Ultimately, however, parent(s) and guardian(s) of minors are responsible for setting and conveying the standard that their child(ren) should follow. Your child has been taught acceptable computer use in school and he/she helped develop the Norwood School Computer Rules which every Norwood student is required to sign and follow.
Before a Norwood Net account can be offered to your family, we ask that you review the Policy with all those who will be authorized to use the account (Norwood School students and their parents). Please sign the consent form to indicate your support of this policy and your agreement to adhere to it as privileges are made available to you. Norwood School supports and respects each family's right to decide whether or not to accept Norwood Net access.
Norwood Network privileges will be made available only to those agreeing to the User Responsibilities described herein. Once agreed to, violation of the Acceptable Use Policy may result in restricted network access or loss of network privileges, at the discretion of the educational technology specialist and school administration. If necessary, disciplinary and/or legal action will be enforced.
I have read in full the Norwood Network Acceptable Use Policy (including the User Responsibilities listed on the reverse) and agree to support and uphold the Policy for my personal use and use of my child(ren). I understand that any violation of the Policy may result in loss of my privileges to use the Norwood Net. I also understand that if I knowingly allow others to violate these rules, I may lose my personal access. My signature shows this understanding.
Please sign the appropriate space(s):
Norwood Faculty/Staff:_______________________
Date: ___________________
Norwood Parent: _____________________
Norwood Net User Responsibilities
Policy:
I agree to uphold Norwood School community values and represent Norwood
School positively as I use the Norwood Network and in other electronic
communications.
I will respect the privacy of all information on the network and on
individual computers. I will not attempt to read, delete or modify files
belonging to other users. Nor will I attempt to gain unauthorized or illegal
access to resources on the Norwood Net or elsewhere.
I will not copy or transfer any copyrighted software on workstations or on
the Norwood Network without appropriate permission.
I will act responsibly to help ensure safe computing both at home and at
school and I will not intentionally introduce a virus on a workstation or on
the Norwood Network.
I will not write, produce, or generate any computer code or message on the
network that might disrupt or adversely affect any network users or resources.
I will not use the computer to annoy, hinder or harass other users on the
Norwood Network or in electronic communications outside of Norwood School.
I agree to use appropriate language on the network and in all
communications that I may send over the network. I will not use obscene,
abusive, or threatening language nor will I store or print obscene or
pornographic text or images.
I understand that I am using the Norwood Net at my own risk. Norwood School
assumes no responsibilities for:
a) the content of any advice or information received by a user from a
source
outside the Norwood Net, or any costs incurred as a result of seeing or
accepting
such advice.
b) any consequences of service interruptions or changes, even if these
disruptions arise from circumstances under the control of the Norwood Net or
Norwood School.
While it is impossible to document all appropriate conduct, the following procedures serve as a guide for acceptable network use:
I agree to use all computer and network resources appropriately. I will not
authorize any other person to use my account, or network privileges.
I will not give out my password or attempt to discover or use someone
else's login name or password.
I will not tamper with or alter computers or associated equipment,
including software. I will report any problems to the educational technology
specialist, or appropriate school personnel, as soon as possible. I will not
knowingly allow others to abuse the system.
I agree to be courteous by quitting applications and logging off on the
network appropriately. I also agree not to use finite resources wastefully
including access time on the network. I will help keep my disk storage space at
an acceptable level by regularly deleting unnecessary files.
I understand that Norwood School has the right to monitor student accounts,
as necessary, to ensure smooth network operations and acceptable use. The
system administrator(s) may set quotas for and monitor disk usage and access
time. Furthermore, they reserve the right to remove files if, after appropriate
warnings, disk space quotas are not maintained.
I will not use my account or the network for financial or commercial gain.
I agree to surrender my electronic mail account and network privileges
under
the following conditions:
a) graduation or departure from Norwood School either as a student, family
or faculty member, unless granted extended access.
b) as requested by the educational technology specialist and School
administration as a result of a violation of the Norwood Net Acceptable Use
Policy.
LOS ANGELES UNIFIED SCHOOL DISTRICT
Information Technology Division
Acceptable Use Policy for LAUSDnet:
Computers are used to support learning and to enhance instruction. Computer networks allow people to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. It is a general policy that all computers used through LAUSDnet are to be used in a responsible, efficient, ethical, and legal manner. Failure to adhere to the policy and the guidelines for use of LAUSDnet include:
Violating the conditions of California Education Code dealing with students' rights to privacy. Using profanity, obscenity, or other language that may be offensive to other users. Reposting (forwarding) personal communication without the author's prior consent. Copying commercial software in violation of copyright laws. Using the network for financial gain, for commercial activity, or for any illegal activity. The person to whom an account is issued is responsible at all times for its proper use. LAUSDnet users should change their password frequently. Users must not give a password to another user.
Because access to the Internet provides connections to other computer systems located all over the world, users (and parents of users who are students) must understand that neither the Los Angeles Unified School District or any District staff member controls the content of the information available on these other systems. Some of the information available is controversial and, sometimes may be offensive. The Los Angeles Unified School District does not condone the use of such materials.
LAUSDnet acceptable use policy rules and regulations:
The Internet account is free to users. It is a privilege to receive an Internet address. A RESPONSIBLE user of the Internet may keep an LAUSDnet account as long as the user is a staff member or student in the Los Angeles Unified School District.
A responsible user may:
Use the Internet to research assigned classroom projects. Use the Internet to send electronic mail (e-mail) to other users. Use the Internet to explore other computer systems.
A responsible user:
May NOT use the Internet for any illegal purpose. May NOT use impolite or abusive language. May NOT violate the rules of common sense or etiquette. May NOT change computer files that do not belong to the user. May NOT send or receive copyrighted material without permission. May NOT share his or her password with anyone.
Note that LAUSDnet system operators will have access to all user accounts, including e-mail.
By signing on to LAUSDnet you acknowledge that you:
Understand the rules and regulations of the LAUSDnet Acceptable Use Policy. Realize that, if the rules are violated, your LAUSDnet account will be canceled. Understand there will be no second chances.
Teacher AUP MAY 1995
STUDENT SIGNATURE AND PARENTAL CONSENT FORM
LAUSDnet (Internet) Account
(Note: If a student is too young to read the Acceptable Use Policy, please provide assistance. The purpose of the Acceptable Use Policy is to provide information, not to exclude anyone.)
Student last name ____________________
Student first name _____________________
School name _________________________
Teacher name _________________________
Date student completed Internet Test _________________________
I have read the Acceptable Use Policy. I have completed the Student Internet Test. If I follow the rules I may keep my account on LAUSDnet. If I do not follow the rules in the Acceptable Use Policy, I understand that my network account will be taken away from me. I understand that there will be no second chances.
Student Signature _________________________
Date _________________________
PARENTAL CONSENT
I have read the LAUSDnet Acceptable Use Policy and the LAUSDnet Student Internet Test. I understand that the Internet is a worldwide group of hundreds of thousands of computer networks. I know that the Los Angeles Unified School District does not control the content of these Internet networks. When using the Internet, I realize that students may read material that I might consider controversial or offensive. The Los Angeles Unified School District has my permission to give an Internet account to my child. I understand that my child may keep this address as long as procedures described in the Acceptable Use Policy are followed.
Parent or guardian signature _________________________
Date of signature _____________________
Los Angeles Unified School District
Student Internet Test
(Note: If a student is unable to read the Internet Test, a teacher may assist by reading the questions and marking the answers. This "test" is a tool to teach Internet etiquette, NOT a test to exclude anyone. If a student does not pass the test, the issues should be discussed and the test given again.)
True or False (Circle the correct answer)
A student or teacher may not use the Internet to sell anything. True or False The Internet is made up of many computer networks. T or F It is OK to share your password with friends. T or F Copyrighted material may be software, books, or files written by others. T or F I can swear or verbally abuse anyone using e-mail if I don't know the person I am writing to. T or F "Download" means: receive a file from another computer. T or F I should delete files, including old e-mail messages, from my account to save space on the computer. T or F
Multiple Choice: (Circle the correct answers)
If you think that someone is using your password,
a) change your password
b) notify the teacher or network administrator
c) don't worry about it
d) a and b
When using e-mail, you
a) may send letters to anyone and say anything
b) may send e-mail for fun to anyone
c) never know who is reading your mail
d) must remember Acceptable Use Policy
e) c and d
If you need help,
a) ask the network operator or your teacher
b) look for help on the Internet
c) experiment
d) all of the above
e) none of the above
A computer "virus" is a problem. You should
a) check your disks for viruses
b) scan downloaded files for viruses
c) not worry about viruses because there are none on the Internet
d) not worry because the District will take care of it
e) a and b
JCPS-NET USE PROCEDURE
Net technologies are shifting the ways that information may be accessed, communicated, and transferred. Those changes may also alter instruction and student learning. Jefferson County Public Schools (JCPS) offers students access to the electronic information highway and the Internet. We call this service JCPS-Net.
Along with access to computers and people all over the world comes the availability of materials that may not be considered appropriate in the classroom. However, on a global network it is impossible to control all materials. Ultimately, the school staff, parents, and guardians of minors are responsible for setting and conveying the standards that students should follow when using media and information sources. JCPS supports and respects each family's r
