Resources in Print spotlight:
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:
In addition to these resources, portions of this website are available through fax-on-demand.
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.
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.
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: info@cdt.org.
Center for Media Education, 1511 K Street, NW, Suite 518, Washington, DC 20008, Tel: 202-628-2620.
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, E-mail: info@educom.edu.
Electronic Frontier Foundation, 1550 Bryant, San Francisco, CA 94117, Tel: 415-436-9333; Fax: 415-436-9993, E-mail: eff@eff.org.
Electronic Privacy Information Center, 666 Pennsylvania Avenue SE, Suite 301, Washington, DC 20003, Tel: 202-547-5482, E-mail: info@epic.org.
Information Industry Association, 555 New Jersey Ave., NW, Suite 800, Washington, DC 20001, Tel: 202-639-8262.
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: HN3824@handsnet.org
The Computer Learning Foundation, Inc., 2431 Park Blvd., Palo Alto, CA 94306, Tel: 415-327-3347.
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.
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 (AFSATEX@AOL.COM) 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.
West Virginia World School (http://world.school@bell-atl.com/) 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)
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.
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.
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.
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 National Science Foundation Directorate
for
Education and Human Resources (http://red.www.nsf.gov)
The National Telecommunications and
Information
Administration WWW Server (http://www.ntia.doc.gov)
Office of Technology Assessment
(http://www.ota.gov)
The U.S. Department of Education
Homepage (http://www.ed.gov/index.html)
The U.S. National Information
Infrastructure Virtual Library (http://nii.nist.gov/edu.html)
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: _____________________
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:
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:
A responsible user may:
A responsible user:
Note that LAUSDnet system operators will have access to all user accounts, including e-mail.
Teacher AUP MAY 1995
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 _________________________
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 _____________________
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.)
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