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Network Working Group                                         J. SellersRequest for Comments: 1941                   Sterling Software/NASA IITAFYI: 22                                                     J. RobichauxObsoletes:1578                                                 InterNICCategory: Informational                                         May 1996Frequently Asked Questions for SchoolsStatus of This Memo   This memo provides information for the Internet community.  This memo   does not specify an Internet standard of any kind.  Distribution of   this memo is unlimited.Abstract   The goal of this FYI document, produced by the Internet School   Networking (ISN) group in the User Services Area of the Internet   Engineering Task Force (IETF), is to act as an introduction to the   Internet for faculty, administration, and other school personnel in   primary and secondary schools. The intended audience is educators who   are recently connected to the Internet, who are accessing the   Internet by some means other than a direct connection, or who are   just beginning to consider Internet access as a resource for their   schools.  Although the Internet Engineering Task Force is an   international organization and this paper will be valuable to   educators in many countries, it is limited in focus to   internetworking in the United States.Table of Contents1. Introduction...................................................22. Acknowledgments................................................33. Questions About the Internet in an Educational Setting.........34. Questions About Getting the Internet into the School...........75. Questions About Using Internet Services........................17   6. Questions About Classroom Resources, Projects, & Collaboration. 217. Questions About Security and Ethics............................258. Suggested Reading..............................................299. Resources and Contacts.........................................3110. References....................................................5011. Security Considerations.......................................5112. Authors' Addresses............................................51Appendix A: Glossary of Terms Used in this Document...............52Appendix B: Ways to Get Requests for Comments (RFCs)..............60Appendix C: Examples of Educational Projects Using the Internet...61Sellers & Robichaux          Informational                      [Page 1]

RFC 1941         Frequently Asked Questions for Schools         May 19961.  Introduction   As more and more schools begin using technology to achieve   educational goals, access to the worldwide network of computer   networks known as the Internet is expanding. Help for schools in the   form of printed materials, electronic resources, and people is also   expanding. The Internet School Networking (ISN) group of the Internet   Engineering Task Force (IETF) remains committed to articulating the   advantages of Internet connections for schools and providing   solutions to the challenges schools face in getting connected. The   FYI (For Your Information) series, which is a subset of the IETF-   produced RFCs (Requests for Comments) is one way to achieve these   goals. (SeeAppendix A, "Glossary of Terms Used in This Document" for   further explanation of "FYI" and "RFC.")   While the IETF and ISN are international groups, the authors of this   document are experienced only in bringing the Internet to schools in   the United States. We are aware that culture and the national economy   effect how one views the issues surrounding school networking. (To   give just one example, in the United States, educational reform is an   important reason for schools to get connected to the Internet. Other   countries may not have the same incentive to transform the teacher's   role to more of a guide toward knowledge and less of a sole provider   of information.) So, while this document may have a U.S. flavor, we   feel that the focus will not prevent it from being useful to those in   other countries!   Some of the questions educators have about the Internet are of a more   general nature, and for those we recommend reading FYI 4, "Answers to   Commonly Asked 'New Internet User' Questions." (For information on   how to get this and other IETF documents of interest to the general   Internet user, SeeAppendix B, "Ways to Get RFCs.")   Remember that the Internet is a changing environment. Although we   have tried to include only the most stable of network services and   contacts, you may still find that something listed is unavailable or   has changed.  The positive side of this constant change is that you   will discover much on your own, and some of what you discover will be   new since the writing of this document.   This is an update of an earlier document (FYI 22/RFC 1578, "Answers   to Commonly Asked 'Primary and Secondary School Internet User'   Questions"), and renders that document obsolete. If future updates   are produced, the RFC number will change again, and the FYI number   (22) will remain the same.Sellers & Robichaux          Informational                      [Page 2]

RFC 1941         Frequently Asked Questions for Schools         May 19962.  Acknowledgments   In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen   Hoffman, William Manning, April Marine, Michael Newell, and Anthony   Rutkowski, all of whom contributed to the first version of this   document, we would like to thank Sepideh Boroumand, Sandy Dueck, Jeff   Gong, Bill Grenoble, Pat Kaspar, Ed Klein, Yermo Lamers, Gary Malkin,   April Marine, Michael Newell, and Jan Wee for their invaluable   suggestions and contributions to this version. Thanks also to Nathan   Hickson for checking each of the entries in the formidableSection 9.3.  Questions About the Internet in an Educational Setting3.1  What is the Internet?   The Internet is a large and rapidly growing worldwide network   comprised of smaller computer networks, all linked by a common   protocol, that enables computers of different types to exchange   information. The networks are owned by countless commercial,   research, government, and education organizations and individuals.   The Internet allows the almost 5 million computers [1] and countless   users of the system to collaborate easily and quickly either in pairs   or in groups. Users are able to discover and access people and   information, distribute information, and experiment with new   technologies and services. The Internet has become a major global   infrastructure used for education, research, professional learning,   public service, and business.   There is a confusing variety of types of Internet access. These types   of access are distinguished either by the services one can use   (telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or by   the technology underlying the access (the protocol, or rules the   computers must follow in order to communicate with one another). The   Internet is most clearly defined by its technology, but other   technologies now offer access to many of the same Internet services,   most notably electronic mail and the World Wide Web. The most   important question for a user today is probably not "Am I on the   Internet?" but "Do I have access to the Internet services I want?"   SeeSection 5, "Questions About Using Internet Services," for further   discussion of telnet, Gopher, FTP, the World Wide Web, and electronic   mail.   While there is no official governing body of the Internet, the   Internet Society serves as the international organization for   Internet cooperation and coordination. SeeSection 9, "Resources and   Contacts" for Internet Society contact information.Sellers & Robichaux          Informational                      [Page 3]

RFC 1941         Frequently Asked Questions for Schools         May 1996   For a more complete basic introduction to the Internet, see FYI 20,   "What is the Internet?" cited inSection 8, "Suggested Reading." For   information on how to retrieve FYI documents produced by the Internet   Engineering Task Force, seeAppendix B, "Ways to Get RFCs."3.2  What are the benefits of using the Internet in the classroom?   The Internet is an exciting classroom resource. It expands the   classroom dramatically by delivering information, data, images, and   even computer software from places otherwise impossible to reach, and   it does this almost instantly. This access to up-to-the-minute   information can make a student's education more relevant. Some of   these materials are original sources which are too expensive or in   other ways difficult for schools to own. Some information is news   unfiltered by mass media, requiring students to critically assess its   content and value.   But the Internet is not strictly a place from which to gather   something.  It is also a place to communicate, to make contact with   people all over the world. The Internet brings into the classroom   experts in every content area, new and old friends, and colleagues in   education. And it allows students and teachers to leave the classroom   by sharing ideas with people far away. The isolation inherent in the   teaching profession is well-known among educators. By having Internet   access to colleagues in other parts of the world, as well as to those   who work outside of classrooms, educators are not as isolated.   Your site can become a valuable source of information as well.   Consider the expertise in your school which could be shared with   others around the world. For guidance in finding schools with a   presence on the Internet, seeSection 9, "Resources and Contacts."   Use of the Internet shifts focus away from a teacher-as-expert model   and toward one of shared responsibility for learning, making it a   vital part of school reform. Many reform efforts attempt to move away   from teacher isolation and toward teacher collaboration, away from   learning in a school-only context and toward learning in a life   context, away from an emphasis on knowing and toward an emphasis on   learning, away from a focus on content and toward a focus on concepts   [2]. The Internet can play an integral part in helping to achieve   these shifts, since it is well-suited for use as a project resource.   Information on the Internet, as in the rest of the world outside the   classroom, is not divided into separate disciplines such as geometry,   writing, geography, or painting.   As a hands-on classroom tool, the use of the Internet encourages the   kind of independence and autonomy that many educators agree is   important to the learning process. Internet use itself can also be aSellers & Robichaux          Informational                      [Page 4]

RFC 1941         Frequently Asked Questions for Schools         May 1996   motivator for students. Additionally, because class, race, ability,   and disability are removed as factors in communication while using   the Internet, it is a natural tool for addressing the needs of all   students.   There are a number of resources you can use to convince others of the   benefits of the Internet in the classroom. The NASA IITA (National   Aeronautics and Space Administration Information Infrastructure   Technology and Applications) K-12 Internet Initiative has produced an   11-minute video describing the benefits to schools in using the   Internet.  Its title is "Global Quest: The Internet in the   Classroom." Another video appropriate for a mixed audience of   stakeholders is "Experience the Power: Network Technology for   Education," produced by the National Center for Education Statistics   in the U.S. Department of Education. Several articles appearing in   various periodicals make a strong case for using the Internet in the   classroom. A particularly good one by Al Rogers of the Global   SchoolNet Foundation is called, "Global Literacy in a Gutenberg   Culture." Student essays can also give compelling testimony.  For   information on the Rogers article, seeSection 8, "Suggested   Reading." Some student essays can be found on NASA's Quest server   listed inSection 9, "Resources and Contacts," as can information on   the videos.3.3  Will using the Internet replace teachers?   Just as textbooks, periodicals, videos, guest speakers, and field   trips are often used to support a curriculum, the Internet can be   used as a tool for teaching and learning. This does not mean that it   must be the sole instructional method in a classroom. Teachers will   remain responsible for making educated and informed decisions about   the best way to use the Internet as a tool, just as they do with   other materials used in the classroom. They can also use the Internet   to individualize student learning, making a student's classroom   experiences more relevant.3.4  Will this technology replace books?   There is room in any school for all kinds of materials and resources.   Books and other print materials will certainly continue to be   important.  Internet resources have the advantage of tying together   information from all over the globe, making them useful research   tools. As mentioned before, they can also provide up-to-the-minute   information and are therefore particularly relevant. In addition, you   may be able to engage an expert in a dialog that clarifies or updates   what you find in published materials.Sellers & Robichaux          Informational                      [Page 5]

RFC 1941         Frequently Asked Questions for Schools         May 1996   One factor to consider is that much of the material published on the   Internet lacks the authority imputed by an established publishing   house or a reputable author, and may therefore be viewed as less   reliable than books. For example, an encyclopedia or almanac found in   a school library might reasonably be accepted as valid without   question, while a source found on the Internet may require a more   critical look. However, lack of authority is not always a negative.   Reading an account of the fall of the Berlin Wall by a student in the   local region the day it happened can be valuable even if the student   is not a reputable author. Moreover, while it's true that with   Internet materials it becomes increasingly important to evaluate   where they came from, one of the hallmarks of a good education is the   ability to assess information critically, whether the source be   print, television, or some other media.3.5  How can use of the Internet be integrated into the existing     curriculum?   This is a key question. In order for the Internet to be used   successfully in schools, it must be employed as a tool to teach   content and to reach educational goals that have already been   established. It cannot be seen as an end in itself.   Individual teachers will first need to become familiar enough with   the Internet to know how to do at least two things: find information   on topics they consider important and locate people with like   educational goals.  Sections5 and6, "Questions About Using Internet   Services" and "Questions About Classroom Resources, Projects, and   Collaboration" will give you some ideas about how to begin.   Once they are familiar with how to find content on the Internet, most   teachers can decide how to use Internet resources to help their   students meet goals. For example, science teachers often teach about   hurricanes and other weather phenomena in the normal course of   instruction. With Internet access they can use information and   satellite data pertaining to the most recent storm to make their   points, rather than outdated examples from textbooks.   When teachers become familiar with finding other people on the   Internet, some of them already grouped into network "communities" of   interest, they can gain experience in using the Internet from   educators who have been using it longer; they can join existing   projects, contribute to the evolution of proposed projects, and   propose their own projects; and they can ask for and give help to   solve problems in the classroom ranging from the content they teach,   to addressing students as individuals, to mastering effective   discipline.Sellers & Robichaux          Informational                      [Page 6]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Internet access supports project-based learning. A teacher in an   individual classroom can use the data and information available on   the Internet as a resource for classroom projects, and there are also   a variety of projects which take place over the Internet in more than   one classroom at a time. A project may be initiated by any educator   with an idea. A popular example of an educator-initiated project is   one which requires data to be collected from diverse sites around the   world or at least around the country. For example, together students   in various locations have tracked butterfly and bird migrations,   compared bodies of water, and measured the north-south circumference   of the Earth. Various organizations also run projects in which   schools can participate. Among the many groups which have invited   schools to participate in projects with a focus on a specific topic   are the Global SchoolNet Foundation, The European Schools Project,   the International Educational and Research Network (I*EARN), and   groups associated with such federal agencies as the Department of   Energy, the United States Geological Survey, and the National   Aeronautics and Space Administration.   The Internet can also be used for peer review of student materials;   as a medium for publishing student newspapers, art exhibits, and   science fairs; and in a global email pen-pal program for the   discussion of classroom topics.   It cannot be stressed enough that the key factor these Internet uses   have in common is that they are supporting classroom curriculum, not   defining it.   Learning about the Internet and how to use it is an important goal   for any school's Internet program, but in the classroom, the message   needs to be emphasized over the medium.   There are several sources of material for discussing curriculum   infusion, including mailing lists, World Wide Web sites, and archives   of sample lesson plans. Most of the mail lists, Internet computers,   and organizations inSection 9, "Resources and Contacts," address   infusion of technology into the curriculum. See alsoAppendix C,   "Examples of Educational Projects Using the Internet."4.  Questions About Getting the Internet into the School4.1  How much does it cost to connect to the Internet, and what kind of     equipment does my school need to support the Internet connection?   The cost of an Internet connection varies tremendously with the   location of your site and the kind of connection that is appropriate   to your needs.  In order to determine the cost to your school, you   will need to answer a number of questions. For help in learning whatSellers & Robichaux          Informational                      [Page 7]

RFC 1941         Frequently Asked Questions for Schools         May 1996   the questions are and getting answers to them, begin asking at local   colleges, universities, technology companies, government agencies,   community networks (often called "FreeNets"), local electronic   bulletin board systems (BBS), Internet access providers, or   technology consultants. See also Question 4.6.   To give you an idea of possible cost and equipment needs, think of   four groups of Internet users. We will call them basic individual   users, advanced individual users, school networks, and school   district networks.   How you approach acquiring service depends on which category you feel   best describes your needs. This discussion is based on experiences in   the United States. (For more information on the Internet services   you'll be reading about in this section, seeSection 5, "Questions   About Using Internet Services.")   Basic users are individuals who want to access common Internet   services such as the World Wide Web, Gopher, and email. There are two   types of basic users: those who plan to be online for a few hours per   week, and those who plan to be online for many hours per day.   Basic individual users who require access to common Internet services   such as Web pages, FTP sites, and email for only a few hours per week   may be best served by one of the nationwide online services such as   America Online, CompuServe, or Prodigy. These services have the   advantage of providing the user with a simple setup and easy,   graphics-based access screens which hide the complex commands   required by some Internet services. They also provide value-added   services not available via the general Internet, such as access to   news magazines and encyclopedias.  Hardware required is generally a   standard Windows-based PC or Macintosh and a 14.4 kilobits per second   (Kbs) or higher modem. At the time of this writing, prices typically   run around $10 per month for the first 5 hours of connect time, and   $2-4 per hour thereafter.   Basic individual users who access common Internet services for many   hours per day should consider a "shell" account from a local Internet   Service Provider (ISP). Shell accounts generally provide access to a   Unix computer which is connected to the Internet, so those choosing   this option should be prepared to learn a few Unix commands. Shell   account users will get all the standard Internet services but at a   cheaper rate, generally in the $30 per month range for 6 hours per   day access plus $1-2 per hour for extra hours. Most shell account   vendors do not provide nationwide access, and shell accounts do not   have graphical user interfaces, so you cannot use Web browsers such   as Netscape and Mosaic.  While you may be able to use Lynx, a text-   based browser, some ISPs do not install it on their computer servers.Sellers & Robichaux          Informational                      [Page 8]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Many FreeNets also offer shell account access gratis, but they may   not be able to offer much support.   In the United States, there are a number of statewide educational   networks, most of them with access to the Internet. To find out if   there is a state education network in your area which gives basic   user accounts to educators and/or students, contact the Consortium   for School Networking (CoSN) or consult the document "Getting US   Educators Online"  by Linda Conrad, listed inSection 8, "Suggested   Reading."   Advanced individual users are those who want graphical user   interfaces to Internet services and who may want to use their   computers to offer services to other Internet users. For example,   they may want to create Web pages for others to access or put files   online for others to retrieve. If you are an advanced user, you might   consider getting a Serial Line Internet Protocol (SLIP) or Point to   Point Protocol (PPP) account from an Internet Service Provider. The   interface is similar to that of nationwide online services available   to basic users, but the performance is better and the cost is less   for someone who wants to use the service for more than just a few   hours per week.   Setting up a SLIP or PPP account requires configuration and   installation of Internet and SLIP/PPP software. Some ISPs only   provide the software, some will install the software for you, and   some preconfigure the software and send it on disk, with instructions   to the user, via postal mail.  Again, hardware required is generally   a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher   modem. Costs are generally comparable to basic shell accounts, but   for 24-hour connections expect to pay $100 or more per month.   If in your school you plan to have more than a few individual   Internet users, you will need to consider a network with a high-speed   dedicated line connected to the Internet. This school network is   probably a small- or medium-sized network in a single building or a   very few geographically close buildings. It may include only one or   several LANs.   Most high speed connectivity is provided through a dedicated leased   line, which is a permanent connection between two points. This allows   you to have a high quality permanent Internet connection at all   times. Most leased lines are provided by a telephone company, a cable   television company, or a private network provider and cost $200 per   month or more.  Typically the connection from your LAN or LANs is a   digital leased line with a Channel Service Unit/Data Service Unit   (CSU/DSU) which costs between $600 and $1000. Less frequently, the   connection is an analog leased line with a modem which costs betweenSellers & Robichaux          Informational                      [Page 9]

RFC 1941         Frequently Asked Questions for Schools         May 1996   $200 and $800. You will also need a router which costs roughly $1500.   This is a substantially more difficult setup to manage. After you   have determined the ways in which you believe you will use Internet   access, you should contact several ISPs in your area and compare   prices and services.   School district networks are even more complex. If you have several   locations which require connectivity, you should contact several ISPs   and get bids for the service.   The ISP world is changing very rapidly, especially at the low end. At   the time of the first edition of this document, local ISPs were rare,   small, and fairly expensive. At the time of this writing ISPs abound,   offering a wide variety of services at reasonable prices.   Additionally, several groups are working on low-cost solutions to   school networking. Subscribe to the mail lists inSection 9,   "Resources and Contacts," to keep abreast of new developments.   "Getting US Educators Online" and "Connecting to the Internet: An   O'Reilly Buyer's Guide" by Susan Estrada are both listed inSection8, "Suggested Reading." Other books about the Internet and how to get   connected to it are available and new ones are being published. Check   libraries, bookstores, and booksellers' catalogs. Two lists of   Internet providers available via the World Wide Web can be found inSection 9, "Resources and Contacts" along with the Consortium for   School Networking.  The global regional Network Information Centers   (NICs) such as the Reseaux IP Europeens Network Coordination Centre   (RIPE NCC) in Europe can also provide a list of service providers.   The Asia Pacific Network Information Center (APNIC) in the Pacific   Rim will have a similar list in the near future. These two NICs are   listed inSection 9, "Resources and Contacts."4.2  What are the other costs associated with having Internet access?   When budgeting for your school's Internet connection there are a   number of factors to consider that might not seem immediately   obvious. Technical support and training will incur additional ongoing   costs, even if those costs show up only as someone's time. Equipment   will need to be maintained and upgraded as time passes, and even when   all teachers have received basic Internet training, they will most   likely have questions as they explore and learn more on their own. A   general rule for budget planning is this: for every dollar you spend   on hardware and software, plan to spend three dollars to support the   technology and those using it.   It will be necessary for your school to have some technical expertise   on-site. (See also Question 4.4.) Your network access provider may   offer training and support for technical issues, and other groupsSellers & Robichaux          Informational                     [Page 10]

RFC 1941         Frequently Asked Questions for Schools         May 1996   also offer formal classes and seminars. If your school has designated   technical personnel, they will be good candidates for such classes   and seminars. If your school does not have designated technical   personnel, a teacher or other staff member with a strong interest may   take on the task of becoming the local expert, but a better solution   is to have someone dedicated to this at least part time. Students can   help local experts maintain equipment and do other tasks, which   allows them to learn new skills at the same time.   Training is an equally significant component to deployment of the   Internet in schools. Most teachers learn about the Internet during   the time they use to learn about any new teaching tool, which often   means they "steal" time at lunch, on weekends, and before and after   school to explore resources and pursue relationships via the   Internet. When a school is committed to providing the Internet as an   educational resource, the administration will make in-service time   available. It will also ensure that someone at the school is   sufficiently knowledgeable to field questions and help people as they   risk trying new ways of teaching using Internet resources. Again,   some students make excellent tutors.   Some technical support and a variety of training materials can be   found by using the Internet itself. You can send questions to people   in the know and join discussion lists and news groups that discuss   and answer questions about support and training. The Edtech mail list   is one such list. Some World Wide Web sites offer technical support   information.  Videos also help bridge the information gap. SeeSection 9, "Resources and Contacts," for a preliminary listing of   these resources. Your local community may also have resources. These   include colleges and universities, businesses, computer clubs and   user groups, technology consultants, and government agencies.4.3  How can my school afford access to the Internet?   Although school budgets are impossibly tight in most cases, the cost   of an Internet connection can be squeezed from the budget when its   value becomes apparent. Costs for a low-end connection can be   reasonable. (See the next question.) The challenge facing those   advocating an Internet connection sometimes has less to do with the   actual cost than it has with the difficulty of convincing   administrators to spend money on an unfamiliar resource.   In order to move the Internet connection closer to the top of your   school's priority list, consider at least two possibilities. First,   your school may be in the process of reform, as are many schools. As   mentioned earlier, use of the Internet supports reform efforts, so   framing Internet access as a component to systemic reform may help to   persuade some people.  Second, to convince people of the value of aSellers & Robichaux          Informational                     [Page 11]

RFC 1941         Frequently Asked Questions for Schools         May 1996   connection, an actual Internet demonstration can be more useful than   words. While this may sound like a chicken-and-egg situation (I need   Internet access to get Internet access), some organizations will   provide guest accounts on an Internet-connected computer for people   in schools who are trying to convince others of the value of an   Internet connection. Another way to begin using Internet services is   to sign up for one of the popular online services such as America   Online, CompuServe, or Prodigy. Once subscribed, you can use these   services either from home or from school. This method is recommended   only as way to introduce yourself and others in your school community   to the value of the Internet. It is not a good long-term solution to   providing Internet access for a lot of users at one site such as a   school.   Contact local colleges, universities, technology companies, service   providers, community networks, and government agencies for both guest   accounts and funding ideas. For alternatives to your own school's   budget or for supplements to it, look for funding in federal, state,   and district budgets as well as from private grants. Work with   equipment vendors to provide the hardware needed at low or no cost to   your school, and consider forming a School/Community Technology   Committee, or a joint School District/School/Community Technology   Committee. Also investigate the possibility of a back-door connection   to a local college or university.  Service providers often allow   schools to connect to higher education sites at a lower cost.   A number of sites on the Internet provide more information about   grants and organizations that offer them. Two in particular that you   may find useful are Grants Web, for grant information of all kinds,   and the Foundation Center, for information on private and nonprofit   organizations.  For information on where to find these sites on the   Internet, seeSection 9, "Resources and Contacts."4.4  What organizational structure needs to be in place in order for my     school to have Internet access?   Schools and school districts have devised structures that vary   widely, depending on a school's particular requirements. In many   schools, the librarians/media specialists guide the development of   the network and policies on its use and serve as the top of the   structure within the school. In other schools, an interested teacher   becomes the driving force behind getting the Internet into the school   and may be the most appropriate person to see the project through.   The school administration, if not the guiding force, needs to be   behind the plan to bring the Internet into the school. And all other   parties who might have a stake in the development should be brought   in as early as possible, whether or not they are knowledgeable about   the Internet. These might include area businesses, community leaders,Sellers & Robichaux          Informational                     [Page 12]

RFC 1941         Frequently Asked Questions for Schools         May 1996   teachers with Internet access at home, the librarian or media   specialist, parents, and anyone in the school who finds the idea of   bringing the Internet into the school appealing. In short, any   organizational structure will do as long as it is clear and simple   and includes the people who might have a stake in the process of   bringing the Internet into the school.   One way to ensure that an organizational structure develops and that   the right people become involved is to invite a wide variety of   people to create a technology plan for the school. The by-product of   technology planning can be the development of an organizational   structure, but of course the planning is useful in itself to help   your school define and meet goals for Internet and other technology   use. The National Center for Technology Planning hosts a collection   of technology plans and planning aids for people who need help, new   ideas, or solutions as they tackle technology planning in their   schools or districts. Information on the National Center for   Technology Planning can be found inSection 9, "Resources and   Contacts."   No matter what the structure, there should be someone at the school   who can take the lead in working with vendors and Internet Service   Providers (ISPs). This person should be knowledgeable about - or   willing to learn about - the technical aspects of connecting to the   Internet, including knowledge about any networks the school already   has in place. The lead person should have an alternate so that the   school is not completely dependent on one person. If your school   hires an independent consultant, someone at the school should be   aware of everything the consultant does and should receive at least   some training in the areas of the consultant's work.   Another role that must be filled is that of in-house network   administrator. Having an already busy teacher take on this role as an   extra duty is a bad idea; a greater time commitment is needed.4.5  What questions do I need to ask people who are selling network     services?   There are a number of questions you should ask. Anything you hear   that you don't understand must be questioned. If a vendor knows the   product and the process well, he or she should be able to explain in   terms you can understand.   You should also ask any kind of vendor how available they are and at   what point they either stop helping you or begin charging by the   hour. Get references from other customers, preferably including at   least one school which has requirements similar to yours.Sellers & Robichaux          Informational                     [Page 13]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Questions for LAN vendors:      If the school has not yet purchased a Local Area Network (LAN),      ask the LAN vendor how the product will interact with TCP/IP.      (TCP/IP stands for Transmission Control Protocol/Internet      Protocol, the technology which forms the basis of the Internet.)      If necessary, arrange a meeting with the LAN vendor, the ISP, and      any consultants that may be involved.      Make a list of the school's requirements, including security, the      number of computers on the LAN which will have Internet access,      and the Internet services you want students and teachers to be      able to use. (SeeSection 5, "Questions About Using Internet      Services," for an introduction to the services.) Ask the vendors      if they can provide services that will meet your requirements.   Questions for Internet Service Providers:      In general, ask the ISP what services are included with your      purchase of Internet connectivity.      Will they terminate the circuit in a router and leave you to your      own resources to take care of the "LAN side" of the connection?      Will they provide a primary domain name server for you?      Will they register your domain name with the InterNIC?      Are they providing you with all the IP addresses you need?      Will they help you with security issues?      Do they provide a newsfeed or a newsreading service? (Do you know      the difference?)      If they agree to do some work on the LAN side, what is the extent      of that work? (Configure individual computers? Handle subnetting      and routing issues?)      Will they answer questions from your network administrator?      Will a dedicated computer be needed as an Internet server for such      things as domain name service, the World Wide Web, Gopher, and      FTP?      Do they provide any training sessions for your staff and are these      sessions included in the connectivity price?Sellers & Robichaux          Informational                     [Page 14]

RFC 1941         Frequently Asked Questions for Schools         May 1996      Do they offer any other classes or seminars and are these included      in the connectivity price?      Does the ISP do their own training or do they contract to someone      else, and if the latter, who is it? Check references on any      contractors.      Questions for Internet Service Providers furnishing dial-in      service:      There are some specific questions you should ask of an ISP who is      providing dial-in connections. (See Question 4.7 for a further      discussion on dialing in from home.)      What is the charge per minute for connectivity?      Is SLIP or PPP connectivity available?      Will the ISP be providing software which allows you to use      Internet services such as email and the World Wide Web or will      they help you obtain it?      Will they help you install it?      Ask for references of other clients using dial-in service and when      you check them, one of the questions to ask other customers is if      they encounter lots of busy signals. (You can also check this      yourself by trying the access provider's dial-in number at various      times during the day. Just dial it by phone and see how many busy      signals you get.)4.6  How many of our computers should have Internet access and where     in the school should they be located?   You should make Internet access possible for as many of your school's   computers as possible. Ideally, you have computers located throughout   the school - in classrooms, the library, and laboratories - and they   are all connected together with printers and other peripherals in one   or more LANs. In that case, you acquire one dedicated Internet   connection of 56 Kbs (Kilobits per second) or higher to serve the   whole school.   If your budget and existing computer equipment are both limited, you   can use a dial-up service and a modem to access the Internet, but in   most cases that will only be viable for one computer at a time. As   use of the Internet catches on in your school, it will eventually be   more effective for you to create the LAN with Internet access   mentioned above than to keep adding modems in classrooms.Sellers & Robichaux          Informational                     [Page 15]

RFC 1941         Frequently Asked Questions for Schools         May 1996   If you must choose between Internet access in one lab in the school   or Internet access for the same number of computers throughout the   school, in order to get teachers to use the access you must make it   available where they can most easily take advantage of it. This   usually means that you make access available throughout the school.   Although a computer lab is an easier maintenance set-up for the   person in charge of keeping the equipment running and allows each   individual (or pair) in an entire class to be using a computer at the   same time, a computer located in the classroom is more convenient for   both the teacher and the class. Internet resources can be more easily   integrated into a classroom lesson, and the emphasis remains on using   the Internet as an instructional tool. Since only one or two   computers can usually be placed in each classroom, teachers will   learn to allocate computer time creatively. And if you are able to   provide only a few computers throughout the school, make sure that at   least one of them is in the library where all students will have the   chance to be exposed to the Internet as a resource.   Networking all computers campus-wide can be expensive. You may want   to investigate initially giving one lab, the library, and a few   classrooms dial-up access, assuming phone lines are available. Even a   connection to only one classroom as a demonstration may help you to   garner more support for creating a campus-wide local area network   that is routed to the Internet through a dedicated line.4.7  Can people get on the Internet from home?   This depends on your network access provider. It is certainly a   possibility and is definitely desirable for the educators at your   school.  To make it possible for teachers and other staff to dial in   to the school network (and then out to the Internet) from home, you   will need to employ, at the least, multiple phone lines and modems.   Talk to your service provider about other technical requirements.   Many teachers like to be able to learn at home as well as on school   grounds, and having the ability to explore when they have the time is   invaluable. One school district we know of made low-interest loans   available to teachers so that they could buy home computers. When the   technology was later made available in their classrooms, they already   had some experience and were comfortable beginning to use it in day-   to-day instruction.   The question of whether or not to make the option to dial in from   home available to students is more difficult. On one hand, a school   may not be able to escape the idea that it is responsible for how   students use the Internet access it provides, even though the school   has no control over the home environment. On the other hand,   particularly in high school, much schoolwork is done at home. SinceSellers & Robichaux          Informational                     [Page 16]

RFC 1941         Frequently Asked Questions for Schools         May 1996   most classrooms don't have enough computers for all students to   access the Internet at once, it is even more likely that work will   not be completed during class time. Having Internet access from home   becomes more important.   Discussion of whether or not you want to make this option available   to students - even if it is technically possible - should involve as   many school partners as possible, including faculty, administration,   parents, and other community members. It might take place in a public   forum such as a school/community meeting.5.  Questions About Using Internet Services   The way to find people, information, software, and anything else on   the Internet is generally to use either printed or electronic guides   and Internet services. In this section we will concentrate on the   services.  (SeeSection 6, "Questions about Classroom Resources,   Projects, and Collaboration," for information on guides.) We answer   more questions about the World Wide Web than about other online   services for three reasons.  First, the World Wide Web is the   Internet tool coming into most prominence at the time of this   writing. Second, many (if not all) of the other services are included   seamlessly in the Web; that is, they're there, but you may or may not   realize you're using them. Third, making your way around the Internet   using the World Wide Web is easy; for people not interested in   computers, access to the Internet and has become less frustrating.   This is not to say that finding what you want is always simple. The   Internet is like a vast library without a comprehensive card catalog.   New ways to do indexing and searching are being devised and employed,   and you'll need some time to learn how to use them.5.1  What is the World Wide Web?   The World Wide Web (WWW) is a project initiated by the European   Laboratory for Particle Physics (CERN) located in Geneva, Switzerland   and currently driven by the World Wide Web Consortium. When exploring   the World Wide Web, users navigate through documents by selecting   highlighted text that leads to another document or location. The   highlighted text can be called a "pointer," a "link," or an "anchor."   This navigation results in a three-dimensional exploration of   documents instead of a flat text document. The World Wide Web   incorporates different media into its documents, including text,   sound, graphics, and moving images.   The World Wide Web presents either a graphical or a text interface to   numerous Internet resources. Not only can users access documents   specifically designed for the Web, they can also view documents onSellers & Robichaux          Informational                     [Page 17]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Gopher servers, use FTP to download files, and launch a telnet   session. Some World Wide Web clients also allow for the use of email   and Usenet news.  This is an easy-to-use, nonthreatening way to   approach the Internet, and does not require in-depth technical   knowledge. (See Question 5.5 for a discussion of these other   services.)5.2  How do I connect to the World Wide Web?   First, you will need at least a SLIP or PPP connection. (See Question   4.1 for more information; SLIP or PPP is the "advanced individual   user" solution described there.) Accessing the Web is like using any   other service on the Internet: you run a client on your computer   which accesses a server, in this case a Web server, running on   another computer. In Web terms, the client is called a browser. The   browser retrieves and reads documents from Web servers. Information   providers establish Web servers for use by network users, and when   you become proficient at using the Internet, you may want to become   exactly that kind of information provider.   Most Web browsers share common features. One feature is the hotlist,   or bookmark. This allows you to mark your favorite sites. Your   browser will store these sites and their addresses and allow you to   revisit them later by simply selecting the name of a site from a   menu. Another feature common to most browsers allows you to save the   current file to your local disk.  Some browsers keep a tally of the   sites you've visited recently and allow you to revisit them without   typing in the location again. Every browser is different, so it pays   to explore your own client software and learn its features through   practice. Most people, even those with little computer experience,   find that it's easy to learn to use a browser just by exploring on   their own.   Each document contained on Web servers across the Internet has a   unique address. This is called a URL, a uniform resource locator.   Browsers negotiate URLs just like mail software negotiates email   addresses. Users can type in the URL for the browser to access. URLs   are also embedded in a Web document's text, providing a seamless link   to another location or document.5.3  How is the World Wide Web linked?   The Web functions as a distributed hypermedia system. The purpose of   this system is to allow the exchange of information across the   Internet in the form of hypertext documents called Web pages or home   pages. Hypertext is text with pointers or links to further   information in various formats (text, graphic, video), allowing you   to branch off to another document for more information on a givenSellers & Robichaux          Informational                     [Page 18]

RFC 1941         Frequently Asked Questions for Schools         May 1996   topic, and then return to the same location in the original document   with ease. Pointers in a Web document are analogous to HyperCard   stacks or Microsoft help files in which you click on an option (a   pointer or a link) and the program moves you to another document, or   location.   Documents published on the Web are constructed in hypertext markup   language, or HTML. This is a simple language that allows you to   format text, insert images and sound, and create links in a document.   Tutorials on creating Web services are available at the NCSA Mosaic   Home Page, the automatic starting place for Web exploration when   using the Mosaic client.  There are also Web page creation resources   listed inSection 9, "Resources and Contacts."5.4  Where do I get a World Wide Web browser?   The two most common graphical Web browsers at the time of this   writing are Netscape and Mosaic. Netscape is a commercial product but   is currently free for educational use. Mosaic is free.  Both of these   packages are available for Macintosh, PC, and Unix platforms through   the Internet. SeeSection 9, "Resources and Contacts," for details.   For those users with lower-speed connections that cannot accommodate   full graphical browsers, there is a text-based browser available for   Unix systems called Lynx. A public-access Lynx client is accessible   through telnet at the server of the World Wide Web Consortium, which   is listed inSection 9, "Resources and Contacts."   Many commercial online services, such as CompuServe, Prodigy, and   America Online, include a Web browser as part of their offerings.   More and more often, Web browsers are being included as part of the   standard connection software provided by the Internet Service   Provider.5.5  What are the other services on the Internet?   There are a number of other services to help you get around on the   Internet. The most common ones are described here. For more   information, see "EFF's (Extended) Guide to the Internet" by the   Electronic Frontier Foundation, and "The Whole Internet User's Guide   and Catalog" by Ed Krol, both of which are listed inSection 8,   "Suggested Reading," in addition to the Glossary entries mentioned   for each tool.   Email.  Email is probably the most basic tool on the Internet. It is   short for electronic mail and may be used in a couple of ways. You   can send messages back and forth with just one person, or you can   participate with a group of people who discuss topics of commonSellers & Robichaux          Informational                     [Page 19]

RFC 1941         Frequently Asked Questions for Schools         May 1996   interest. These groups are called mail lists. You join and leave the   lists by sending email to one address, and you post messages to all   the people on the list by sending email to a slightly different   address. Sometimes a human does the list registration and sometimes a   software program does it. For more information see the entries for   email and mailing lists in the Glossary.  A list of mail lists   related to primary and secondary education can be found inSection 9,   "Resources and Contacts."   Network News.  Also known as Usenet News or Net News. Reading news is   similar to joining an email list, but instead of the messages coming   to your mailbox, you use news reader software to read messages on a   computer where they are accumulated. For more information see the   entry for Usenet News in the Glossary.   FTP.  FTP stands for File Transfer Protocol, and just as the name   implies, it allows you to transfer files from one computer to   another. It is the name for both the protocol and the program. A   special kind of FTP, Anonymous FTP, allows you to access the many   public archives on the Internet. FTP is not used by itself as much as   it used to be, since people often use Web browsers and Gopher clients   which incorporate FTP when they want to retrieve files. For more   information see the entries for Anonymous FTP and FTP in the   Glossary.   Telnet.  Telnet allows you to log into a computer somewhere else on   the Internet and use the services there. For example, if you don't   have a Gopher client or a Web browser, there are some public access   sites that you can telnet to in order to use a Gopher client or a   text-based Web browser.   Gopher.  Gopher is a tool that lets you browse for information on the   Internet using menus. If you know what you're looking for and have an   idea about where to find it, Gopher can make your search easier. And   when you have located something of interest, whether it's a document,   a data set, or a picture, Gopher will retrieve it for you. For more   information see the entry for Gopher in the Glossary.   Searching and Indexing Tools.  Archie is a tool for searching FTP   sites; Veronica (Very Easy Rodent-Oriented Network Index to   Computerized Archives, which works the same way Archie does) is a   tool for searching Gopherspace; WAIS (Wide Area Information Service;   pronounced "wayz") is a tool for searching indexed databases, whether   the databases are full of numbers, text, or graphics files; and   Yahoo, Lycos, and WebCrawler are some of the many searching and   indexing tools available on and for the World Wide Web. For more   information see the entries for Archie, Gopher, WAIS, WWW, and   Veronica in the Glossary.Sellers & Robichaux          Informational                     [Page 20]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Videoconferencing. At the time of this writing, schools are beginning   to participate in conferences, meetings, and collaborative activities   via video. The two services or applications used are Multicast   Backbone (MBONE) and CU-SeeMe, both of which allow for desktop   videoconferencing, or videoconferencing via computer.   MBONE is an option for videoconferencing using several operating   systems at the time of this writing: Unix, Windows NT, Windows 95,   and Mac Operating System 7.5.2. It requires that your Internet   service provider be a part of the MBONE, which depends on a   specialized routing strategy.  Ask your service provider if they are   equipped to support MBONE traffic.  If so, you will need to work   fairly closely with your provider to establish working configurations   for your network. More information on MBONE is available at the MBONE   Information Web. (SeeSection 9, "Resources and Contacts.")   CU-SeeMe, developed by Cornell University, also presents conferencing   capabilities over an IP network. You may participate in a CU-SeeMe   videoconference as a sender, a recipient, or both. Through use of   reflectors, multiple sites may participate in any given conference.   For any of these activities, you'll need a PC or a Macintosh with a   connection to the Internet and CU-SeeMe software. Additionally, if   you'd like to send video and audio, you will need a video camera and   a video board in your computer. Full information on the hardware   requirements is available at the CU-SeeMe Web site; there is also a   mailing list for CU-SeeMe information. For guidance and discussion   about using CU-SeeMe as an instructional tool, the Global SchoolNet   Foundation hosts a mail list called cu-seeme-schools which announces   opportunities for participation in CU-SeeMe events. For information   on the Web site and mailing lists, seeSection 9, "Resources and   Contacts."6.  Questions About Classroom Resources, Projects, and Collaboration6.1  How can I find specific projects using the Internet that are     already developed?   When you have learned to use some of the Internet services discussed   inSection 5, "Questions About Using Internet Services," particularly   the search tools, you will be able to answer that question more fully   for yourself. In the meantime, since there are several resources on   the Internet that are directed specifically at the primary and   secondary school communities, here are some ideas to get you started.Sellers & Robichaux          Informational                     [Page 21]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Computer Information Servers:      Global SchoolNet.  The Global SchoolNet Foundation's World Wide      Web site contains a wealth of valuable information and materials,      including help setting up projects by learning what has worked      best based on others' experience. The GSN site also contains a      landmark registry of projects in which schools can participate.      EdWeb.  Andy Carvin's EdWeb is an excellent source of K-12      information.      CoSN.  The Consortium for School Networking maintains an Internet      server.      NASA.  NASA's Spacelink and Quest are directed at primary and      secondary school educators, and both house lesson plans,      Internet-based curriculum units, and interactive projects and      activities. Many NASA projects also maintain computer information      servers.      Empire Internet Schoolhouse.  The New York State Education and      Research Network (NYSERNet) hosts the Empire Internet Schoolhouse,      an extension of its Bridging the Gap program.      K-12 Schools on the Internet.  Gleason Sackman of North Dakota's      SENDIT network for K-12 educators maintains an active list of K-12      schools on the Internet.      National School Network Testbed.  The Bolt Beranek and Newman      (BBN) project called the National School Network Testbed provides      links to numerous schools and projects.      Internet School Networking.  The Web pages for the group which      brings you this paper contain a collection of documents and case      studies on projects.   Mail lists:      Many people on electronic mailing lists such as Ednet, Kidsphere,      and the Consortium for School Networking Discussion List post      their projects and ask for partners and collaborators.   News groups:      The K12 hierarchy of Usenet News has several groups where      educators post these invitations as well. For subscription to      these and other electronic lists and for names of news groups seeSection 9, "Resources and Contacts."Sellers & Robichaux          Informational                     [Page 22]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Conferences:      There are also a number of conferences worth looking in to. The      National Education Computing Conference (NECC) and Tel-Ed, both      held annually, are conferences sponsored by the International      Society for Technology in Education (ISTE). The Internet Society      (INET) conference is the annual conference for the Internet      Society. SeeSection 9, "Resources and Contacts" for contact      information for these organizations.      Specific computer information servers, mail lists, news groups,      and conference sponsors are listed inSection 9, "Resources and      Contacts."  A number of Web sites also provide favorite      "bookmarks," or lists of sites for educators. Bookmarks are not      included inSection 9, but you will quickly find them if you begin      at any of the Web server entry points listed here.6.2  What are some examples of how the Internet is being used in     classrooms now?   Projects which use the Internet sometimes request sites from all over   the world to contribute data from the local area then compile that   data for use by all. Weather patterns, pollutants in water or air,   and Monarch butterfly migration are some of the data that have been   collected over the Internet. InAppendix C, "Examples of Educational   Projects Using the Internet," you will find several examples   collected from various online servers and electronic mailing lists   pertaining to education, each from a different content area and   representing different ways of using the Internet. Some of the   projects require only that you be able to use email, some require   that you have access to the most advanced Internet services, and some   offer varying levels of participation.   There are a number of specific projects you may find interesting:   KIDS.  KIDS is a project managed by the nonprofit KIDLINK Society. It   includes discussion lists and services, some of them only for people   who are ten through fifteen years old.   Academy One. Academy One is part of the National Public Telecomputing   Network (NPTN) and usually has a number of projects running at a   time.   I*EARN.  The International Education and Research Network (I*EARN), a   project of the nonprofit Copen Family Fund, facilitates   telecommunications in schools around the world.Sellers & Robichaux          Informational                     [Page 23]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Chatback Trust.  Initiated to provide email for schools in the United   Kingdom and around the world with students who have mental or   physical difficulty with communicating, Chatback Trust and Chatback   International maintain a network server that you may want to   investigate.   ESP.  The European Schools Project (ESP) involves approximately 200   schools in 20 countries and has as its goal building a support system   for secondary school educators.   Electronic Field Trips.  The online interactive projects on NASA's   Quest server and the JASON Project are designed especially to provide   classroom contact with real science and scientists.   For contact information on these groups and computer information   servers refer toSection 9, "Resources and Contacts."6.3  Are there any guides to using the Internet in schools that list all     these resources in one place?   Printed guides to using the Internet in education are appearing along   with the new books on the Internet and you can expect to see more in   the near future. The problem with paper resource guides is that the   Internet is a changing environment so they become outdated quickly.   Most (like this document) try to list only the most stable resource   sites, and even if not everything you try is available, these guides   can be particularly helpful if you are new to the Internet. Try the   books entitled "Education on the Internet," "Teaching with the   Internet:  Putting Teachers Before Technology," and "Brave New   Schools" listed inSection 8, "Suggested Reading," for a sampling of   those available at the time of this writing.  Check bookstores,   libraries, and booksellers' catalogs for others.   One answer to the problem of printed Internet guides is the   newsletter.  Two we recommend are specifically for primary and   secondary school educators interested in networking and contain   information on new services on the Internet that are of interest to   educators, projects for collaboration, conferences, new books and   publications, essays, and practical tutorials on using network tools   and services. NetTeach News is published ten times a year and is   available both hardcopy and via email.  Classroom Connect is   published nine times a year. Information on subscribing and related   online services for both newsletters can be found inSection 9,   "Resources and Contacts."   Internet computers which act as guides to the Internet for educators   are, among others, BBN's Copernicus server, the Global SchoolNet   server, NASA's Quest server, the University of Illinois College ofSellers & Robichaux          Informational                     [Page 24]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Education's Learning Resource Server, and Web66. All are listed inSection 9, "Resources and Contacts."6.4  How can I add my own contributions to the Internet?   In addition to sharing your knowledge and expertise on the electronic   mail lists and news groups mentioned, as you gain experience you may   find you have the knowledge and inclination to put up a Web page for   your own site.  Many K-12 schools are maintaining Web pages, either   on Web servers they set up at the school or on a computer at another   site, to publish student projects and information about their   schools. Gleason Sackman's Hot List of K-12 Internet School Sites and   Web66 offer a comprehensive listing of these schools and provide   links to their home pages. These pages may give you ideas about ways   your school can use the World Wide Web to contribute to the K-12   Internet community. There are also a number of sites which give   instruction in how to publish on the Web and how to maintain Web   sites, including Web66, the National Center for Supercomputing   Applications (NCSA), and the Geometry Forum. For the Internet   locations of these resources seeSection 9, "Resources and Contacts."7.  Questions About Security and Ethics7.1  I've heard that there is a lot of objectionable material on the     Internet.  How do I deal with that problem?   Because sensational media accounts tend to downplay the educational   uses of the Internet in favor of the more controversial material   available, this will almost certainly be an issue raised when you   discuss getting an Internet connection in your school. Concerned   educators should learn more about this issue and formulate a strategy   for resolving problems before they arise. One important point to   realize early is that students do not accidentally bump into   objectionable material in the course of most educational   explorations. Although we are not suggesting that people never run   across objectionable material by chance, most find this material only   because they're looking for it.   At the time of this writing the most important and effective action   schools can take is to develop clear policies to guide students' use   of the Internet and establish rules - and consequences for breaking   them - that govern behavior on the Internet. These policies, called   Acceptable Use Policies (AUPs), work best when they are in line with   rules governing other behavior at school. Additionally, schools   should integrate issues around technology and ethics into the   curriculum [3]. Schools need to exercise reasonable oversight while   realizing that it is almost impossible to absolutely guarantee that   students will not be able to access objectionable material. It may beSellers & Robichaux          Informational                     [Page 25]

RFC 1941         Frequently Asked Questions for Schools         May 1996   wise to make this clear to parents and students before a student is   given access to the Internet. To limit a school's liability, some   systems obtain signed releases from students and parents stipulating   that they have read the AUP and that the student agrees to abide by   it.   Several commercial software products are available which attempt to   address the problem of access to objectionable material. They block   access to controversial sites, look for specific text in email   messages, or do both. Some can be configured in the home or school   and some block a preconfigured collection of sites which is   maintained and configured by the company.   Some success has been achieved through the use of proxy servers. A   school hooks up all its computers to a single computer that has full   Internet access. This computer server then becomes the gateway to the   Internet for all of the school computers. The server can be   configured to mask away sites that have objectionable material,   including Web pages, Gopher and FTP sites, and network news and WAIS   servers. One further step can be taken by also installing a caching   server on the gateway machine. A caching server can hold Web pages   locally after they have been retrieved from other sites. Once a page   has been loaded into the server it can thereafter be fetched from the   cache, useful if a set of Web pages needs to be accessed frequently   from a site that is usually busy.   Although proxy and caching servers are relatively easy to set up by a   system administrator, entering all the sites that are objectionable   and keeping the cache up to date can be time consuming. Also, this   method does not stop teachers and students from receiving and sending   objectionable material as email attachments.   The store-and-forward method is one way to filter information to   which students are exposed. Usenet News and email (both described inSection 5, "Questions About Using Internet Services") are "stored" on   a computer until the time appointed for that computer to contact the   next one along the path to the final destination, at which time it is   "forwarded" along its way. Most computers are set up to process   outgoing requests at least every 30 minutes. This method requires   quite a bit of management on the part of humans.   It is also possible to control the times and opportunities that   students have to access the Internet and only allow access under   supervision. Many teachers find that engaging their students in   meaningful, supervised learning activities operates as an effective   deterrent to unauthorized Internet exploration.Sellers & Robichaux          Informational                     [Page 26]

RFC 1941         Frequently Asked Questions for Schools         May 1996   At the time of this writing none of the technical solutions discussed   above has proven wholly successful in addressing the problem of   student access to controversial material. However, this area is   currently the focus of intense development efforts. In the mean time,   these solutions may be used in combination with clear policies and   consequences for breaking them to ensure the integrity of the school,   its students, and its educators. No matter what option or combination   of options you choose, teaching the ethics of Internet access as a   matter of course is imperative.   There are resources for further exploration of the issue of students   and objectionable material available on the Internet. The National   Center for Missing and Exploited Children has produced a sensible and   practical brochure entitled, "Child Safety on the Information   Highway," written by Los Angeles Times columnist Lawrence J. Magid.   It is available both online and hardcopy. Another good document,   "Internet Parental Control Frequently Asked Questions," describes the   tools available at the time of this writing to help with issues of   children using the Internet, from guidance by parents to government   restrictions to rating and filtering systems. It is produced by the   Voters Telecommunications Watch and is available on the Internet.   There is also at least one mailing list which you may want to join   called Children Accessing Controversial Information (CACI). For   information on all of these, please seeSection 8, "Suggested   Reading," andSection 9, "Resources and Contacts."7.2  How do we keep our own and other people's computers safe from     student "hackers"?   In the language of computer folks, a "hacker" is someone who is   excellent at understanding and manipulating computer systems. A   "cracker" is someone who maliciously and/or illegally enters or   attempts to enter someone else's computer system.   Computer security is unquestionably important, both in maintaining   the security of the school's computers and in ensuring the proper   behavior of the school's students (and others who use the network).   In this area, not only school policy, but also state and national   laws may apply. One source of information which you can read to help   you sort through security issues is the Site Security Handbook (FYI   8), which suggests to site computer administrators, Network   Information Centers, Network Operation Centers, and others how to set   up security policies and directs you to further information. A good   book available commercially is "Computer Security Basics" by Russell   and Gangemi. The full reference for these two sources of information   can be found inSection 8, "Suggested Reading."Sellers & Robichaux          Informational                     [Page 27]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Your school's AUP (see Question 7.4) should specify the consequences   for such activity, and it may also be prudent to require a signed   release from each student stating that he understands these   consequences and possible legal implications of intentional   exploitation of computer networks.   In the unlikely event that someone from outside your school breaks in   to a computer on your network, you should report the activity to the   CERT Coordination Center. Contact information for the center can be   found inSection 9, "Resources and Contacts."7.3  How do we keep viruses from attacking all of our computers if we     get connected to the Internet?   Even if you use the Internet to exchange only data (such as text or   pictures), virus infection can be a problem. This is because many   programs today allow data files to include commands which are run   when the data is loaded. Certainly when you download software   programs and run them on your own computer you should use caution.   Anything you download over the Internet or an electronic bulletin   board system could have a virus. For that matter, any program and   even some documents, whether on tape or a disk, including commercial   software still in its original packaging, might possibly have a   virus. Therefore there are two precautions you should take. First,   install virus protection software on all your computers.  Second, use   only trusted sources from which to download software and files. If   you are uncertain about whether to download something, ask someone   first.   Virus checking software is available free over the Internet via   Anonymous FTP from the CERT Coordination Center. Your hardware or   software vendor, your network access provider, your technical support   resources, or your colleagues on network mailing lists should be able   to provide more specific information applicable to your site. Contact   information for the CERT Coordination Center can be found inSection9, "Resources and Contacts."7.4  What are the rules for using the Internet?   When your Internet connection is established, your access provider   should acquaint you with their Acceptable Use Policy. This policy   explains acceptable and unacceptable uses for your connection. For   example, it is in all cases unacceptable to use the network for   illegal purposes. It may, in some cases, be unacceptable to use the   network for commercial purposes.  If such a policy is not mentioned,   ask for it. All users are expected to know what the acceptable and   unacceptable uses of their network are.Sellers & Robichaux          Informational                     [Page 28]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Remember that it is essential to establish a school-wide policy in   addition to the provider's AUP. A school's AUP is usually more   restrictive and specific than the one used by the service provider. A   repository of sample school AUPs can be found on the Armadillo Web   server, listed insection 9, "Resources and Contacts." As mentioned   earlier, some school systems have found it worthwhile to make   Internet access contingent upon a student's signed agreement to abide   by the school's AUP.   Beyond your service provider's AUP and the one you create for your   school, there are no overreaching rules for Internet use. There are,   however, community standards and conventions that should be observed.   You can review some generally agreed-upon guidelines at Arlene   Rinaldi's etiquette page and by reading FYI 28 (RFC 1855),   "Netiquette Guidelines." SeeSection 9, "Resources and Contacts," for   the location of the etiquette page, andAppendix B, "Ways to Get   RFCs" for instructions on obtaining FYI 28.8.  Suggested Reading   Those items marked with an asterisk (*) are available free online.   For information on retrieving RFCs and FYIs, seeAppendix B, "Ways to   Get RFCs."   * Connecting to the Future: A Guide For Building a Network     Infrastructure for Education. NASA IITA, Department of Education     NCES. 1995. Gopher: quest.arc.nasa.gov/How to Get Connected to and     How to Use the Internet  (Also available from NASA CORE with     accompanying video. See NASA Central Operation of Resources for     Educators inSection 9, "Resources and Contacts.")   * Conrad, L. B. "Getting US Educators Online"http://quest.arc.nasa.gov/online/table.html  (State-by-state     compilation of Internet service offerings especially for teachers.)   Cummins, J. and D. Sayers. Brave New Schools: Challenging Cultural     Illiteracy Through Global Learning Networks. New York: St. Martin's     Press, 1995.   Ellsworth, J. H.  Education on the Internet: A Hands-on Book of     Ideas, Resources, Projects, and Advice. Indianapolis, Indiana:     Sams Publishing, 1994.   * Electronic Frontier Foundation. EFF's (Extended) Guide to the     Internet.http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff     and from the EFF online archives at ftp.eff.org, gopher.eff.org,     AOL keyword EFF, CIS EFFSIG forum.Sellers & Robichaux          Informational                     [Page 29]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Estrada, S. Connecting to the Internet: An O'Reilly Buyer's Guide.     Sebastopol, California: O'Reilly and Associates, Inc., 1993.   * FYI 4  "FYI on Questions and Answers: Answers to Commonly asked     `New Internet User' Questions," Marine, A., J. Reynolds, and     G. Malkin. (fyi4.txt orrfc1594.txt)   * FYI 5  "Choosing a Name for Your Computer," Libes, D. (fyi5.txt orrfc1178.txt)   * FYI 8  "Site Security Handbook," Holbrook, J.P. and J.K. Reynolds.     (fyi8.txt orrfc1244.txt)   * FYI 18 "Internet Users' Glossary," Malkin, G. and T. LaQuey Parker.     (fyi18.txt orrfc1392.txt)   * FYI 20 "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt     orrfc1462.txt)   * FYI 26 "K-12 Internetworking Guidelines," J. Gargano, D. Wasley.     November 1994. (fyi26.txt orrfc1709.txt)   * FYI 28 "Netiquette Guidelines," Hambridge, S. (fyi28.txt orrfc1855.txt)   Giagnocavo, G., et. al. Educator's Internet Companion (with diskette     and video). Lancaster, Pennsylvania: Wentworth Worldwide Media,     1995.   Harris, J. Way of the Ferret: Finding and Using Educational Resources     on the Internet. Eugene, Oregon: International Society for     Technology in Education, 1995.   Krol, E. The Whole Internet User's Guide & Catalog, Second Edition.     Sebastopol, CA: O'Reilly & Associates, Inc., 1994. (Also available     in textbook version)   * National Center for Missing and Exploited Childrenhttp://www.missingkids.org/information_superhighway.html (Online     brochure "Child Safety on the Information Highway")     Also available from     National Center for Missing and Exploited Children     2101 Wilson Boulevard     Suite 550     Arlington, VA 22201-3052     1-800-THE-LOST (1-800-843-5678)   Protheroe, N. and E. Wilson. The Internet Handbook for School Users.Sellers & Robichaux          Informational                     [Page 30]

RFC 1941         Frequently Asked Questions for Schools         May 1996     Arlington, Virginia: Educational Research Service, 1994.   *RFC 1480  "The US Domain,"  Cooper, A. and J. Postel. June 1993.     (rfc1480.txt)     [This document will also be useful to people not in the United     States.  See the sites listed under the FYI documents for the     location nearest you from which to download the file.]   * Rinaldi, A. "The Net: User Guidelines and Netiquette,"http://rs6000.adm.fau.edu/rinaldi/netiquette.html   * Rogers, A. "Global Literacy in a Gutenberg Culture,"http://gsn.org/gsn/article.gutenberg.html   Russell, D., and G. T. Gangemi, Sr. Computer Security Basics.     Sebastopol, California: O'Reilly and Associates, 1991.   * Safdar, S. J. "Internet Parental Control Frequently Asked Questions,"     Voters Telecommunications Watch, 1995.http://www.vtw.org/pubs/ipcfaq, or email vtw@vtw.org and in the     subject line type "send ipcfaq" without the quotes   Steen, D.R., M.R. Roddy, D. Sheffield, and M.B. Stout. Teaching with     the Internet: Putting Teachers Before Technology. Bellevue,     Washington: Resolution Business Press, Inc., 1995.9.  Resources and Contacts   -----------   CONFERENCES   -----------   A list of other conferences, primarily in the United States, can be   found athttp://www.classroom.net/classroom/conf.htm   NECC and Tel-Ed      International Society for Technology in Education      1787 Agate Street      Eugene, Oregon  97403-1923      USA      Phone:  503-346-4414 or 1-800-336-5191      Fax:    503-346-5890      Email:  iste@oregon.uoregon.edu              (CompuServe:  70014,2117)              (AppleLink:  ISTE)   See also "Internet Computers" in this section.Sellers & Robichaux          Informational                     [Page 31]

RFC 1941         Frequently Asked Questions for Schools         May 1996   INET      Internet Society      12020 Sunrise Valley Dr.      Suite 210      Reston, Virginia  22091      USA      Phone:  703-648-9888      Fax:    703-620-0913      Email:  isoc@isoc.org   ---------------------   ELECTRONIC MAIL LISTS   ---------------------   Lists of electronic mail lists which you can search by category can   be found via the World Wide Web athttp://tile.net/listserv, athttp://k12.cnidr.org:90/lists.html, and athttp://catalog.com/vivian/interest-group-search.html.   Classroom Connect mailing list      To subscribe, send a message to...      crc-request@wentworth.com      Leave the Subject field blank and in the first line of the body      of the message enter...      subscribe   CACI (Children Accessing Controversial Information)      To subscribe, send a message to...      caci-request@cygnus.com      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe      To post, send a message to...      caci@cygnus.com   Cosndisc (Consortium for School Networking Discussion List)      To subscribe, send a message to...      listproc@list.cren.net      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe cosndisc YourFirstName YourLastName      To post, send a message to...      cosndisc@list.cren.netSellers & Robichaux          Informational                     [Page 32]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Cu-seeme-l (General CU-SeeMe discussion list)      To subscribe, send a message to...      listproc@cornell.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe cu-seeme-l YourFirstName YourLastName      To post, send a message to...      cu-seeme-l@cornell.edu   Cu-seeme-schools (Discussion about using CU-SeeMe as an instructional        tool)      To subscribe, send a message to...      majordomo@gsn.org      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe cu-seeme-schools      To post, send a message to...      cu-seeme-schools@gsn.org   Ednet      To subscribe, send a message to...      listproc@lists.umass.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe ednet YourFirstName YourLastName      To post, send a message to...      ednet@lists.umass.edu   Edtech (Educational Technology list)      To subscribe, send a message to...      listserv@msu.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe edtech YourFirstName YourLastName      To post, send a message to...      edtech@msu.edu   European Schools Project (ESP)      To subscribe, send a message to...      listproc@educ.uva.nlSellers & Robichaux          Informational                     [Page 33]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe bbs YourFirstName YourLastName      To post, send a message to...      bbs@educ.uva.nl   Internet School Networking (List for the working group which produced        this document)      To subscribe, send a message to...      listmanager@nasa.gov      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe isn-wg (NOTE: Do not add your name)      To post, send a message to...      isn-wg@nasa.gov   Kidsphere      To subscribe, send a message to...      kidsphere-request@vms.cis.pitt.edu      Type any message asking to subscribe.      To post, send a message to...      kidsphere@vms.cis.pitt.edu   KIDLINK (Also KIDS-96, KIDS-97, etc.)      KIDLINK operates 24 public mailing lists in English, Spanish,      Portuguese, Japanese, Hebrew, and Scandinavian languages, and      a private "chat" network for members.      To learn about KIDLINK projects, subscribe to the news service by      sending a message to...      listserv@vm1.nodak.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe KIDLINK YourFirstName YourLastName      To receive a file of general information on KIDLINK, send email to      the same listserv address, leave the Subject field blank, and in      the first line of the body of the message enter...      get kidlink generalSellers & Robichaux          Informational                     [Page 34]

RFC 1941         Frequently Asked Questions for Schools         May 1996   K12admin (A list for K-12 educators interested in educational      administration)      To subscribe, send a message to...      listserv@listserv.syr.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe k12admin YourFirstName YourLastName      To post, send a message to...      k12admin@listserv.syr.edu   LM_NET (A list for school library media specialists worldwide)      To subscribe, send a message to...      listserv@listserv.syr.edu      Leave the Subject field blank, and in the first line of the body      of the message enter...      subscribe LM_NET YourFirstName YourLastName      To post, send a message to...      LM_NET@listserv.syr.edu   NOVAE Group: Teachers Networking for the Future (Distribution list --         not discussion list -- of projects and happenings of interest         to educators)      To subscribe, send a message to...      listserv@idbsu.idbsu.edu      Leave the Subject field blank, and in the first line of      the body of the message, enter...      subscribe novae YourFirstName YourLastName   UK-schools (for teachers and others interested in the use of the         Internet in UK schools and for general discussion about         anything concerning international classroom connections)      To subscribe, send a message to...      mailbase@mailbase.ac.uk      Leave the Subject field blank, and in the first line of the body      of the message enter...      join uk-schools YourFirstName YourLastName      To post, send a message to...      uk-schools@mailbase.ac.ukSellers & Robichaux          Informational                     [Page 35]

RFC 1941         Frequently Asked Questions for Schools         May 1996   WWWedu (the World Wide Web in Education list; pronounced "we do")      To subscribe, send a message to...      listproc@educom.unc.edu      Leave the Subject field blank, and in the first line of      the body of the message, enter...      subscribe wwwedu YourFirstName YourLastName      To post, send a message to...      wwwedu@educom.unc.edu   ------------------   INTERNET COMPUTERS   ------------------   Academy One (National Public Telecomputing Network)      via WWW:http://www.nptn.org/cyber.serv/AOneP/index.html   Armadillo's WWW Server      via WWW:http://riceinfo.rice.edu:80/armadillo/   BBN National School Network Testbed      via Gopher:      copernicus.bbn.com      via WWW:http://copernicus.bbn.com:70/testbed/   Censorship/Freedom of Speech/Child Safety on the Internet Web page      via WWW:http://www.voicenet.com/~cranmer/censorship.html   Classroom Connect on the Net      via WWW:http://www.classroom.net/      via FTP:      ftp.classroom.net/wentworth/Classroom-Connect/aup-faq.txt (for an        FAQ document on Acceptable Use Policies)   Chatback Trust and Chatback International network server      via WWW:http://www.tcns.co.uk/chatback/welcome.htmlSellers & Robichaux          Informational                     [Page 36]

RFC 1941         Frequently Asked Questions for Schools         May 1996   CERT Coordination Center      via WWW:http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.htmlhttp://www.sei.cmu.edu/technology/trustworthy.html      via email:      cert@cert.org      via FTP: info.cert.org      cd pub/   Consortium for School Networking      via Gopher:      cosn.org      via WWW:http://cosn.org/   CU-SeeMe      via WWW:http://cu-seeme.cornell.edu/   Educational Resources Information Center (ERIC)      via WWW:http://ericir.syr.edu/      via Gopher:      ericir.syr.edu      via telnet:      telnet bbs.oit.unc.edu      login: launch        (Follow directions on screen for registration. At the main menu,        choose number 4, "Topical Document Search (WAIS)", and move to        eric-digests.  For help in WAIS, type a question mark.)      via email:      askeric@ericir.syr.edu        (In your message ask for the topic you're interested in. A human        will answer you.)   Empire Internet Schoolhouse      via Gopher:      nysernet.org (port 3000)   Electronic Frontier Foundation ("A non-profit civil liberties      organization working in the public interest to protect privacy,      free expression, and access to online resources and information.")Sellers & Robichaux          Informational                     [Page 37]

RFC 1941         Frequently Asked Questions for Schools         May 1996      via WWW:http://www.eff.org/      via email:      ask@eff.org      via snailmail, telephone, and fax:      The Electronic Frontier Foundation      1550 Bryant Street      San Francisco CA 94103 USA      +1 415 668 7171 (voice)      +1 415 668 7007 (fax)   EdWeb      via WWW:http://edweb.cnidr.org:90/   European Schools Project      via WWW:http://www.educ.uva.nl/ESP/   Foundation Center      via WWW:http://fdncenter.org/   Geometry Forum      via WWW:http://forum.swarthmore.edu/http://forum.swarthmore.edu/~steve/steve/wwwhtml.html ("Learning        to Use the Web and Create Web Pages")   Global SchoolNet Foundation      via WWW:http://gsn.org/http://gsn.org/gsn/article.connect.levels.html ("Internet        Connectivity Levels")http://gsn.org/gsn/article.design.project.html ("How to Design a        Successful Project")http://gsn.org/gsn/article.gutenberg.html ("Global Literacy in        a Gutenberg Culture")   Grants Web      via WWW:http://infoserv.rttonet.psu.edu/gweb.htm   Hot List of K-12 Internet School Sites (Gleason Sackman, SENDIT)      via WWW:http://www.sendit.nodak.edu/k12/Sellers & Robichaux          Informational                     [Page 38]

RFC 1941         Frequently Asked Questions for Schools         May 1996   International Education and Research Network (I*EARN)      via WWW:      http:// www.iearn.org/iearn/      via Gopher:      gopher.iearn.org (port 7008)      via email:      iearn@iearn.org   Internet School Networking (ISN) working group home page (publishers        of this document)      via WWW:http://spider.lloyd.com/isn/index.html   International Society for Technology in Education (ISTE)      via WWW:http://isteonline.uoregon.edu/      via Gopher:      isteonline.uoregon.edu   KIDLINK      via WWW:http://www.kidlink.org/      via Gopher:      gopher.kidlink.org   Learning Resource Server, University of Illinois College of Education      via WWW:http://www.ed.uiuc.edu/http://www.ed.uiuc.edu/Activity-Structures/ (Judi Harris' Network-         Based Educational Activity Collection)      via Gopher:      gopher.ed.uiuc.edu   MBONE (Multicast Backbone)      via WWW:http://www.mbone.com/techinfo/   NASA Jason Project      via WWW:http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.htmlSellers & Robichaux          Informational                     [Page 39]

RFC 1941         Frequently Asked Questions for Schools         May 1996   NASA Online Educational Resources      via WWW:http://quest.arc.nasa.gov/OER/   NASA Quest      via WWW:http://quest.arc.nasa.gov/http://quest.arc.nasa.gov/essay/essay-index.html ("Networks, Where         Have You Been All My Life" student essay contest winners)      via Gopher:      quest.arc.nasa.gov (port 70)      via FTP:      ftp quest.arc.nasa.gov   NASA Spacelink      via WWW:http://spacelink.msfc.nasa.gov/      via Gopher:      spacelink.msfc.nasa.gov   via telnet:      telnet spacelink.msfc.nasa.gov      login: guest      via FTP:      ftp spacelink.msfc.nasa.gov   To find information on the NASA Teacher Resource Center Network,   choose "Educational Services," then "Teacher Resource Center Network."   For television schedules, follow the menu for "Educational Service"   to nthe menu option, "Technology."   National Center for Missing and Exploited Children      via WWW:http://www.missingkids.org/http://www.missingkids.org/information_superhighway.html (Online         brochure "Child Safety on the Information Highway)   National Center for Supercomputing Applications (NCSA)      via WWW:http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html         (Mosaic Home Page)http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html         (A Beginner's Guide to HTML)Sellers & Robichaux          Informational                     [Page 40]

RFC 1941         Frequently Asked Questions for Schools         May 1996      via FTP:      ftp ftp.ncsa.uiuc.edu (to download the Mosaic WWW browser)   National Center for Technology Planning      via Gopher:      gopher.msstate.edu   Choose "Resources Maintained at MS State University," then select   "National Center for Technology Planning."   National Science Foundation's (United States) Science and Technology   Information System (STIS)      via WWW:http://stis.nsf.gov/      via Gopher:      stis.nsf.gov      via telnet:      telnet stis.nsf.gov      login:  public      Follow instructions on screen.   Netscape Communications      via WWW:http://www.netscape.com/      via FTP:      ftp ftp.netscape.com   Netscape's WWW browser can be downloaded from Netscape's FTP sites at   ftp.netscape.com, ftp2.netscape.com, ftp3.netscape.com...through   ftp7.netscape.com.   Office of Educational Research and Improvement (U.S. Department of   nEducation)      via WWW:http://oeri.ed.gov/       via Gopher:       gopher.ed.govSellers & Robichaux          Informational                     [Page 41]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Providers of Commercial Internet Access (for a list of Internet   Service Providers)      via WWW:http://www.celestin.com/pocia/   THE LIST (for a list of Internet Service Providers)      via WWW:http://thelist.com   Voters Telecommunications Watch      via WWW:http://www.vtw.org/http://www.vtw.org/pubs/ipcfaq [Internet Parental Control         Frequently Asked Questions (FAQ) by Shabbir J. Safdar]   World Wide Web Consortium      via WWW:http://www.w3.org/pub/WWW/      via telnet:      telnet telnet.w3.org (public access Lynx client. Use "lynx"         without the quotes if a login is requested.)   Web66      via WWW:http://web66.coled.umn.edu/http://web66.coled.umn.edu/schools.html (International WWW Schools         Registry)http://web66.coled.umn.edu/Cookbook/contents.html (Classroom         Internet Server Cookbook)   -----------   NEWS GROUPS   -----------      alt.algebra.help      alt.comp.shareware.for-kids      alt.education.distance      alt.kids-talk      bit.listserv.edtech      comp.security.announce      k12.chat.elementary      k12.chat.junior      k12.chat.senior      k12.chat.teacher      k12.ed.art      k12.ed.businessSellers & Robichaux          Informational                     [Page 42]

RFC 1941         Frequently Asked Questions for Schools         May 1996      k12.ed.comp.literacy      k12.ed.health-pe      k12.ed.life-skills      k12.ed.math      k12.ed.music      k12.ed.science      k12.ed.soc-studies      k12.ed.special      k12.ed.tag      k12.ed.tech      k12.edu.life-skills (especially for school counselors)      k12.euro.teachers (in Europe)      k12.lang.art      k12.lang.deutsch-eng      k12.lang.esp-eng      k12.lang.francais      k12.lang.russian      k12.library      k12.news      k12.sys.projects      misc.education      misc.education.language.english      misc.education.multimedia      misc.kids      misc.kids.computer      news.announce.newusers      uk.education.misc      uk.education.teachers   ------------------------   NEWSLETTERS and JOURNALS   ------------------------   Classroom Connect      Published monthly during the school year, a subscription currently      costs U.S. $39.00.      Wentworth Worldwide Media      1866 Colonial Village Lane      P.O. Box 10488      Lancaster, PA 17605-0488      USA      Phone:  1-717-393-1000              1-800-638-1639      Fax:    1-717-390-4378      Email:  connect@wentworth.comSellers & Robichaux          Informational                     [Page 43]

RFC 1941         Frequently Asked Questions for Schools         May 1996      via WWW:http://www.wentworth.com/classroom/crcpub.htm (Classroom Connect         homen page)http://www.wentworth.com/classroom/orderform.htm (order form for         Classroom Connect Newsletter, books, software, and videos about         the Internet for educators)   Electronic Learning      Published eight times per year, a current subscription to this      magazine for technology and school change costs $23.95.      Scholastic, Inc.      2931 East McCarty Street      P.O. Box 3710      Jefferson City, MO  65102-3710   Learning and Leading with Technology (Formerly "The Computing   Teacher")      Published monthly, the current U.S. $61.00 ISTE membership fee      includes $36.00 for this journal.      ISTE (International Society for Technology in Education)      1787 Agate Street      Eugene, OR  97403      Phone:  1-503-346-4414   MultiMedia Schools      Published five times a year, a subscription currently costs      U.S. $38.00.      Online, Inc.      462 Danbury Road      Wilton, CT  06897-2126      USA      Phone:  1-800-222-3766   NetTeach News      Published ten times a year, subscription prices are as follows.      Annual hardcopy subscription cost:      U.S. $38.00  for individual subscriptions in the U.S.      U.S. $45.00  for individual subscriptions in Canada and Mexico      U.S. $60.00  for individual subscriptions outside North AmericaSellers & Robichaux          Informational                     [Page 44]

RFC 1941         Frequently Asked Questions for Schools         May 1996      Annual ASCII electronic copy cost:      U.S. $22.00  for individual subscriptions worldwide      Site licenses are available for the electronic version.      Discounts are available for ten or more orders of the printed      version for educational institutions.      For subscription questions and submissions contact:      Kathleen M. Rutkowski, Editor      Chaos Publications      13102 Weather Vane Way      Herndon, VA  22071      USA      Phone:  1-703-471-0593      Fax:    1-703-471-0596      Email:  netteach@chaos.com      via WWW:http://www.chaos.com/netteach   -------------   ORGANIZATIONS   -------------   Asia Pacific Network Information Center      c/o The United Nations University      53-70 Jingumae 5-Chome      Shibuya-ku, Tokyo 150      Japan      Phone:  +81-3-5467-7014      Fax:    +81-3-5467-7015      Email:  hostmaster@apnic.net      WWW:http://www.apnic.net   AskERIC Project      ERIC Clearinghouse on Information Resources      Syracuse University      4-194 Center for Science & Technology      Syracuse, New York 13244-4100      Phone:  315-443-3640      Fax:    315-443-5448      Email:  AskERIC@ericir.syr.edu   See also "Internet Computers" above.Sellers & Robichaux          Informational                     [Page 45]

RFC 1941         Frequently Asked Questions for Schools         May 1996   CERT Coordination Center (Formerly CERT, Computer Emergency Response   Team)      Software Engineering Institute      Carnegie Mellon University      Pittsburgh, PA 15313-3890      USA      Phone:  412-268-7090      Fax:    412-268-6989      Email:  cert@cert.org   See also "Internet Computers" above.   Chatback International      Dr. R. Zenhausern, Executive Director      Psychology Department      St. Johns University      SB 15, Marillac      Jamaica, NY  11439      USA      Phone:  718-990-6447      Fax:    718-990-6705      Email:  drz@sjuvm.stjohns.edu   The Chatback Trust      Tom Holloway, UK Director      6 St. Mary's Crescent      Royal Leamington Spa      Warwickshire, 1JL      Phone:  +44-926-888333      Fax:    +44-926-420204      Email:  t.holloway@warwick.ac.uk   See also "Internet Computers" above.   Consortium for School Networking      P.O. Box 65193      Washington, DC  20035-5193      USA      Phone:  202-466-6296      Fax:    202-872-4318      Email:  info@cosn.org   See also "Internet Computers" above.Sellers & Robichaux          Informational                     [Page 46]

RFC 1941         Frequently Asked Questions for Schools         May 1996   European Schools Project ("...a support system for secondary schools         to explore applications of educational telematics.")      University of Amsterdam      Centre for Tele-Learning      Wibautstraat 4      1091 GM Amsterdam      The Netherlands      Contact: Dr. Pauline Meijer or Dr. Henk Sligte      Phone:   +31-20-5251248      Fax:     +31-20-5251211      Email:   risc@esp.educ.uva.nl      WWW:http://www.educ.uva.nl/ESP   FidoNet      1151 SW Vermont Street      Portland, OR 97219      USA      Contact: Janet Murray      Phone:   1-503-280-5280      Email:   jmurray@psg.com      WWW:http://bbs.owls.com/~jerrys/fidonet.html (A Fidonet Primer)   Global SchoolNet Foundation (formerly FrEdMail)      P.O. Box 243,      Bonita, CA 91908      USA      Phone: (619) 475-4852      Fax: (619) 472-0735      Email:  info@gsn.org   See also "Internet Computers" above.   International Education and Research Network (I*EARN)      c/o Copen Family Fund      345 Kear Street      Yorktown Heights, NY 10598      USA      Contact: Dr. Edwin H. Gragert      Phone:   914-962-5864      Fax:     914-962-6472      Email: iearn@iearn.org   See also "Internet Computers" above.Sellers & Robichaux          Informational                     [Page 47]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Internet Society      12020 Sunrise Valley Dr.      Suite 210      Reston, Virginia  22091      USA      Phone:  703-648-9888      Fax:    703-620-0913      Email:  isoc@isoc.org      WWW:http://www.isoc.org/home.html   KIDLINK Society      4815 Saltrod      Norway      Phone:   +47-370-31204      Fax:     +47-370-27111      Email:   kidlink-info@kidlink.org   See also "Internet Computers" and "Electronic Mail Lists" above.   K12Net      1151 SW Vermont Street      Portland, OR 97219      USA      Phone:   503-280-5280      Contact: Janet Murray      Email:   jmurray@psg.com      Gopher:  gopher.psg.com      WWW:http://arlo.wilsonhs.pps.k12.or.us/k12.html   Reseaux IP Europeens Network Coordination Centre (RIPE NCC)      Kruislaan 409      NL-1098 SJ  Amsterdam      The Netherlands      Phone: +31 20 592 5065      Fax:   +31 20 592 5090      Email: ncc@ripe.net      WWW:http://www.ripe.net/ripe/default.htmlSellers & Robichaux          Informational                     [Page 48]

RFC 1941         Frequently Asked Questions for Schools         May 1996   ------   VIDEOS   ------   Master Communications Group      7322 Ohms Lane      Minneapolis, MN  55439      Phone:  1-800-862-6164      Fax:    1-612-835-9573   Titles:      Experience the Power: Network Technology for Education (produced        by the National Center for Education Statistics)      Future Schools: Connected to the World (produced by MIT)   NASA Central Operation of Resources for Educators (CORE)      Lorain County Joint Vocational School      15181 Route 58 South      Oberlin, OH  44074      USA      Phone:   1-216-774-1051, x293/294      Fax:     1-216-774-2144      Email: video-info@quest.arc.nasa.gov   Titles:      Global Quest: The Internet in the Classroom      Connecting to the Future: A Guide for Building a Network         Infrastructure for Education      Global Quest II: The Internet in the Curriculum      Others   The fee for the videos is cost plus shipping and handling.  You may   also make a copy yourself by taking a blank copy to the nearest NASA   Teacher Resource Center. For information on the NASA Teacher Resource   Center Network or on NASA Select, contact your nearest NASA facility   or consult NASA Spacelink, listed above in "Internet Computers."Sellers & Robichaux          Informational                     [Page 49]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Wentworth Worldwide Media      1866 Colonial Village Lane      P.O. Box 10488      Lancaster, PA 17605-0488      USA      Phone:  1-717-393-1000              1-800-638-1639      Fax:    1-717-390-4378   Titles:      The Amazing Internet      Internet Email      Searching the Internet      Discovering the World Wide Web      Others10.  References   [1] "Internet Domain Survey, January 1995," Network Wizardshttp://www.nw.com/zone/WWW/report.html   [2] "Restructuring Schools: A Systematic View," Action Line, the       newsletter of the Maryland State Teachers Association, a National       Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June,       1993.   [3] Sivin, J. P. and E. R. Bialo, "Ethical Uses of Information       Technologies in Education." Washington, D.C.: U.S. Department of       Justice, Office of Justice Programs, National Institute of       Justice. 1992.Sellers & Robichaux          Informational                     [Page 50]

RFC 1941         Frequently Asked Questions for Schools         May 199611.  Security Considerations   General security considerations are discussed inSection 7 of this   document.12.  Authors' Addresses   Julie Robichaux   InterNIC   505 Huntmar Park Dr.   Herndon, VA  22070   Phone: 703-742-4839   EMail: julier@internic.net   Jennifer Sellers   Sterling Software/NASA IITA   700 13th Street, NW   Suite 950   Washington, DC  20005   Phone:  202-434-8954   EMail:  sellers@quest.arc.nasa.govSellers & Robichaux          Informational                     [Page 51]

RFC 1941         Frequently Asked Questions for Schools         May 1996APPENDIX A:  GLOSSARY OF TERMS USED IN THIS DOCUMENT   The following is a short glossary of terms used in this document. For   a more complete glossary of Internet terms, refer to FYI 18,   "Internet Users' Glossary." These definitions are largely excerpted   from that glossary. (SeeSection 8, "Suggested Reading," above for   complete reference information.)   Acceptable Use Policy (AUP)   The policy which defines the uses of the network that the network's   administrators consider appropriate. Enforcement of AUPs varies with   the network.   Anonymous FTP   Accessing data via the File Transfer Protocol using the special   username "anonymous." This was devised as a method to provide a   relatively secure way of providing restricted access to public data.   Users who wish to acquire data from a public source may use FTP to   connect to the source, then use the special username "anonymous" and   their email address as the password to log into a public data area.   Archie   A system to automatically gather, index and serve information on the   Internet. The initial implementation of Archie provided an indexed   directory of filenames from all anonymous FTP archives on the   Internet.  Later versions provide other collections of information.   Client   An application which requests information from, or requests a service   of, a shared resource (a computer or "server"). See also Server.   Cracker   A person who uses computer knowledge to attempt to gain access to   computer systems and/or maliciously damage those systems or data.   Dial-in (also dial-up)   A connection, usually made via modems, between two computers (or   servers) over standard voice grade telephone lines.Sellers & Robichaux          Informational                     [Page 52]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Download   To copy data from a remote computer to a local computer. The opposite   of upload.   DSU/CSU (Data Service Unit/Channel Service Unit)   The digital equivalent of a modem. A Channel Service Unit connects to   a telephone company-provided digital data circuit, and a Data Service   Unit provides the electronics required to connect digital equipment   to the CSU.  Paired together a DSU/CSU allows computer equipment to   be connected into the telephone digital service for highly   conditioned, high speed data communications.   Electronic Bulletin Board System (BBS)   A computer, and associated software, which typically provides   electronic messaging services, archives of files, and any other   services or activities of interest to the bulletin board system's   operator. Although BBSs have traditionally been the domain of   hobbyists, an increasing number of BBSs are connected directly to the   Internet, and many BBSs are currently operated by government,   educational, and research institutions.   Email (Electronic Mail)   A system whereby a computer user can exchange messages with other   computer users (or groups of users) via a communications network.   FidoNet   A network of computers interconnected using the FIDO dial-up   protocols.  The FIDO protocol provides a means of "store and forward"   file transfer similar to UUCP.   FTP (File Transfer Protocol)   A protocol which allows a user on one host to access, and transfer   files to and from, another host over a network.  Also, FTP is usually   the name of the program the user invokes to execute the protocol.   FYI (For Your Information)   A subseries of RFCs that are not technical standards or descriptions   of protocols.  FYIs convey general information about topics related   to TCP/IP or the Internet. See also RFC (Request for Comments).Sellers & Robichaux          Informational                     [Page 53]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Gopher   A distributed information service that makes available hierarchical   collections of information across the Internet. Gopher uses a simple   protocol that allows a single Gopher client to access information   from any accessible Gopher server, providing the user with a single   "Gopher space" of information. Public domain versions of the client   and server are available   Hacker   A person who delights in having an intimate understanding of the   internal workings of a system, computers and computer networks in   particular. The popular media has corrupted this term to give it the   pejorative connotation of a person who maliciously uses computer   knowledge to cause damage to computers and data. The proper term for   this type of person is "cracker."   Home page   A form of Web page that serves as the introductory or main page for a   subject. The home page generally contains basic information about a   subject and hypertext links to other pages which contain more   detailed information. See also WWW and Web page.   Internet Engineering Task Force (IETF)   The IETF is a large, open community of network designers, operators,   vendors, and researchers whose purpose is to coordinate the   operation, management and evolution of the Internet, and to resolve   short-range and mid-range protocol and architectural issues. It is a   major source of protocol proposals and standards.   Internet Service Provider (ISP)   See Network Access Provider.   InterNIC   A Network Information Center (NIC), funded by the National Science   foundation, that provides information about the Internet. The   InterNIC offers support in the areas of Information Services (the   task most often cited in this document), Registration Services, and   Directory and Database Services.Sellers & Robichaux          Informational                     [Page 54]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Kbs (Kilo-Bits per Second)   A data transmission rate expressed in 1000 bit per second units. For   example, 56 Kbs is 56*1000 = 56,000 bits per second.   LAN (Local Area Network)   A data network intended to serve an area of only a few square   kilometers or less. Since such networks are relatively small, they   can usually be directly controlled by the users and operate at   relatively high speeds (up to 100 Mbs [10 million bits per second])   over inexpensive wiring.   Leased line   A leased line is a special phone company permanent connection between   two locations. Leased lines are generally used where high-speed data   (usually 960 characters per second and higher) is continually   exchanged between two computers (in the Internet, generally between   routers). A leased line is billed at the same rate per month   independent of how much the line is used and can be cheaper than   using dial modems depending on the usage.  Leased lines may also be   used where higher data rates are needed beyond what a dial modem can   provide.   Listserv (mailing list server)   An automated program that accepts mail messages from users and   performs basic operations on mailing lists for those users. In the   Internet, listservs are usually accessed as "listname@host." For   example, the list server for the hypothetical list   "newsreports@acme.org" would be called "listserv@acme.org." Sending   email to "newsreports@acme.org" causes the message to be sent to all   the list subscribers, while sending a message (to subscribe or   unsubscribe, for example) to "listserv@acme.org" sends the message   only to the list server program. Not all mailing lists use list   servers to handle list administration duties. More than one automated   mailing program exists on the Internet, although the term "listserv"   is sometimes confusingly used to refer to any such program.   Mailing Lists   A list of email addresses.  Generally, a mailing list is used to   discuss a certain set of topics, and different mailing lists discuss   different topics.  A mailing list may be moderated. That is, messages   sent to the list are actually sent to a moderator who determines   whether or not to send the messages on to everyone else.  Many   mailing lists are maintained by mail handling software such asSellers & Robichaux          Informational                     [Page 55]

RFC 1941         Frequently Asked Questions for Schools         May 1996   listserv, majordomo, or listproc, which are programs that   automatically handle operations such as adding new people to the   list.  (See above.) In the Internet, for those mailing lists   maintained by a human, rather than by a program, you can generally   subscribe to a list by sending a mail message to: "listname-   REQUEST@host" and in the body of the message enter a request to   subscribe.  To send messages to other subscribers, you will then use   the address "listname@host."   Modem (MODulator/DEModulator)   A device that converts the digital signals used by computers into   analog signals needed by voice telephone systems.   Network Access Provider (Network Service Provider, Internet Service   Provider)   Any organization that provides network connectivity or dial-up   access.  Service providers may be corporations, government agencies,   universities, or other organizations.   Network News   Another name for "Usenet News."   NIC (Network Information Center)   A central place where information about a network within the Internet   is maintained. Usually NICs are staffed by personnel who answer user   telephone calls and electronic mail, and provide general network   usage information and referrals, among other possible tasks. Most   network service providers also provide a NIC for their users.   Port   A specific access point on an Internet computer, designated by a   number.  Most common Internet services, such as the World Wide Web,   have specific port numbers associated with them, which makes it   easier for applications on the Internet to interact. Human users of   the Intern et normally do not need to worry about port numbers.   PPP (Point to Point Protocol)   A protocol used to establish TCP/IP connections using serial lines   such as dial-up telephone lines. Similar to SLIP (see below), PPP is   a later standard that includes features such as demand dial-up,   compression, and better flow control.Sellers & Robichaux          Informational                     [Page 56]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Protocol   A formal description of message formats and the rules two computers   must follow to exchange those messages. Protocols can describe low-   level details of machine-to-machine interfaces (e.g., the order in   which bits and bytes are sent across a wire) or high-level exchanges   between allocation programs (e.g., the way in which two programs   transfer a file across the Internet).   Protocol Stack   A series of protocols linked together to provide an end-to-end   service.  For example, the File Transfer Protocol uses the   Transmission Control Protocol, which uses the Internet Protocol,   which may use the Point to Point protocol, to transfer a file from   one computer to another. The series FTP->TCP->IP->PPP is called a   protocol stack.   RFC (Request for Comments)   The document series, begun in 1969, which describes the Internet   suite of protocols and related experiments. Not all (in fact very   few) RFCs describe Internet standards, but all Internet standards are   written up as RFCs. The RFCs include the documentary record of the   Internet standards process.   Router   A computer which forwards traffic between networks. The forwarding   decision is based on network layer information and routing tables,   often constructed by routing protocols.   Server   A shared resource which provides information or services to user   applications or clients. See also Client.   SLIP (Serial Line Internet Protocol)   A protocol used to establish TCP/IP connections using serial lines   such as dial-up telephone lines. Small computers, such as PCs and   Macintoshes, can use SLIP to dial up to servers, which then allow the   computer to act as a full Internet node. SLIP is generally used at   sites with a few users as a cheaper alternative than a full Internet   connection. SLIP is being replaced by PPP at many sites.Sellers & Robichaux          Informational                     [Page 57]

RFC 1941         Frequently Asked Questions for Schools         May 1996   TCP/IP (Transmission Control Protocol/Internet Protocol)   TCP/IP is named for two of the major communications protocols used   within the Internet (TCP and IP). These protocols (along with several   others) provide the basic foundation for communications between hosts   in the Internet. All of the service protocols, such as FTP, Telnet,   and Gopher, use TCP/IP to transfer information.   Telnet   Telnet is the Internet standard protocol for remote terminal   connection service. The name "telnet" also is used to refer to   programs that allow interactive access to remote computers, as well   as the action of using said programs. For example, the phrase "Telnet   to host xyzzy" means to interactively log into host "xyzzy" from some   other host in the Internet.   Upload   To copy data from a local computer to a remote computer. The opposite   of download.   Usenet News   An electronic bulletin board system created originally by the Unix   community and which is accessible via the Internet. Usenet News forms   a discussion forum accessible by millions of users in almost every   country in the world. Usenet News consists of thousands of topics   arranged in a hierarchical form. Major topics include "comp" for   computer topics, "rec" for recreational topics, "soc" for social   topics, "sci" for science topics, etc. Within the major topics are   subtopics, such as "rec.music.classical" for classical music, or   "sci.med.physics" for discussions relating to the physics of medical   science.   UUCP (Unix-to-Unix CoPy)   This was initially a program run under the Unix operating system that   allowed one Unix system to send files to another Unix system via   dial-up phone lines. Today, the term is more commonly used to   describe the large international network which uses the UUCP protocol   to pass news and electronic mail.   Veronica (Very Easy Rodent-Oriented Network Index to Computerized   Archives)   A utility which searches Gopher servers based on a user's list of   keywords.Sellers & Robichaux          Informational                     [Page 58]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Virus   A program which replicates itself on computer systems by   incorporating itself into other programs which are shared among   computer systems. The term virus is also often used more generally to   refer to any unauthorized software intrusion into a computer, no   matter the type or behavior of the program.   Web   See WWW.   Web page   A document, usually containing hypertext links, which is available   through the World Wide Web. Web pages are composed in a special   language called Hypertext Markup Language (HTML), which allows basic   formatting such as font sizes, bold, underline, blinking text, and   inclusion of graphics images. Web pages usually contain hypertext   links to other Web pages. See also WWW and Home page.   WAIS (Wide Area Information Server)   A distributed information service which offers simple natural   language input, indexed searching for fast retrieval, and a   "relevance feedback" mechanism which allows the results of initial   searches to influence future searches. Public domain implementations   are available.   WWW (World Wide Web)   A hypertext-based, distributed information system created by   researchers at the European Laboratory for Particle Physics (CERN) in   Switzerland.  The Web information system may be used to create, edit,   or browse hypertext documents. The Web protocol interlinks   information in such a way that a user can traverse the Web from any   starting point. The protocol also interacts with many other Internet   services, such as Gopher, to provide one consistent, transparent user   interface to the Internet. Client and server software is widely   available via a number of methods: as free software, as client   software often included as part of an Internet connection package, or   as a commercial product.Sellers & Robichaux          Informational                     [Page 59]

RFC 1941         Frequently Asked Questions for Schools         May 1996APPENDIX B:  WAYS TO GET RFCs   FYI documents such as the one your are reading are a subset of the   Internet Engineering Task Force's RFC documents.   Note that the latest version of the following file may be found on   the World Wide Web athttp://www.isi.edu/in-notes/rfc-editor/rfc-info   For more information on Internet Engineering Task Force publications,   visit the RFC Editor's home page on the World Wide Web athttp://www.isi.edu:80/rfc-editor/rfc-sources.html   RFC-Info Simplified Help   ------------------------   Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU.   1.  To get a specific RFC send a message with text as follows:           Retrieve: RFC            Doc-ID:RFC1500   This getsRFC 1500.  All RFC numbers in the Doc-Id are 4 digits (RFC791 would be Doc-ID:RFC0791).   2.  To get a specific FYI send a message with text as follows:           Retrieve: FYI            Doc-ID: FYI0004   3.  To get a list of available RFCs that match a certain criteria:           LIST: RFC            Keywords: Gateway   Returns a list of RFCs with the word Gateway in the title or specified   as a keyword.   4.  To get the Index of all RFCs published:           HELP: rfc_index   5.  To get information about other ways to get RFCs, FYIs, STDs, or       IMRs.           HELP: ways_to_get_rfcs           HELP: ways_to_get_fyis           HELP: ways_to_get_stdsSellers & Robichaux          Informational                     [Page 60]

RFC 1941         Frequently Asked Questions for Schools         May 1996           HELP: ways_to_get_imrs   6.  To get help about using RFC-Info:           HELP: help       or           HELP: topicsAPPENDIX C:  EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET   The following examples of projects using the Internet appeared on   various online computers and electronic mailing lists pertaining to   education during the 1995-96 school year. The messages have been   edited in the interest of space and because many of the details about   how to participate will become dated, but the information presented   can give you a feel for the types and range of projects that are   happening at the time of this writing.   A good source for project examples is "Judi Harris' Network-Based   Educational Activity Collection" and other World Wide Web sites   listed above inSection 9, "Resources and Contacts."   ------------------------------------------   Example One: Interdisciplinary, Grades 2-4   ------------------------------------------   From> KIDSPHERE Mailing List <kidsphere@vms.cis.pitt.edu>   Subject> interdisciplinary project - grades 2-4   Project description: This interdisciplinary data collection activity   will enable students to answer the question: Does our community size   and location affect the types and numbers of pets we own?   For grades 2,3,4   Timeline:  January 29-March 4   Our classes will collect and share information about our communities   and will then collect and share data about the types and numbers of   pets we own.  Students will be able to use the collected information   to draw conclusions.   To participate, please send me your:   Name and grade level   School address   community size generalization:  rural, urban or suburbanSellers & Robichaux          Informational                     [Page 61]

RFC 1941         Frequently Asked Questions for Schools         May 1996   -----------------------------------------------------------   Example Two: Science, Engineering, and Careers, Levels K-12   -----------------------------------------------------------   NASA is pleased to announce another exciting opportunity for K-12   classrooms to interact with our scientists, engineers and support   staff.   This time, the men and women of the Galileo project will provide a   behind-the-scenes look at what it's like to be part of the flight team   on a pioneering interplanetary expedition through the ONLINE FROM   JUPITER project.   Galileo scientists and mission engineers are opening their notebooks   to classrooms, museums and the public via the Internet to share their   observations and experiences working on the NASA spacecraft mission to   Jupiter.   From now through January 1996, members of the flight team will write   brief field journal entries describing the scientific puzzles,   engineering challenges and excitement of discovery as the Galileo   orbiter and atmospheric entry probe begin their scientific   investigation of Jupiter.  The atmospheric probe is set to descend   into Jupiter's atmosphere on Dec.  7, the same day the Galileo orbiter   begins circling the giant planet for a two-year mission.   "For the first time, we're providing a window on the inner workings   and interactions of a scientific deep space mission," said Dr. Jo   Pitesky, member of the Galileo Mission Planning Office.  "In sharing   the journal entries, we hope to give readers, particularly students,   an idea of the tremendous efforts that go into controlling and   collecting data from a robot spacecraft a half-billion miles away."   After reading background material and the journals, kindergarten   through 12th grade students and their teachers can ask project members   questions -- via E-mail -- starting in late November and running   through January 1996.  They will receive personal responses,   corresponding with experts on subjects ranging from atmospheric   science to spacecraft systems. An archive of all questions and answers   will be available online.   In addition, students will be able to take part in online experiments   that will use actual probe data. Another activity will challenge   students to predict the exact timing of the Galileo probe's first-ever   plunge into the Jovian atmosphere. Additionally, students will be   invited to create Stumpers (riddles and puzzles) to share with one   another. Other curriculum resources will help teachers integrate the   Galileo project into their classrooms. As well, mechanisms will beSellers & Robichaux          Informational                     [Page 62]

RFC 1941         Frequently Asked Questions for Schools         May 1996   provided to help like-minded teachers connect with each another to   pursue collaborative projects of their own.   Other than your own time, there is no cost to get involved. Please   consider joining us on this learning adventure. To participate, you   must sign up for the ONLINE FROM JUPITER maillist. To do this, send an   email message to listmanager@quest.arc.nasa.gov. In the message body,   write only these words: subscribe updates-jup   For more information, make a webstop at our "continuous construction"   site:http://quest.arc.nasa.gov/jupiter.html   These projects are part of the "Sharing NASA with the Classroom"   series.  They are made possible by funding from the NASA Information   Infrastructure Technology and Applications (IITA) program. IITA is   part of the High Performance Computing and Communications program   authorized by Federal legislation passed in December 1991.   ------------------------------------------------------   Example Three: MathMagic; Math at Various Grade Levels   ------------------------------------------------------   [Note: The MathMagic World Wide Web home page is located athttp://forum.swarthmore.edu/mathmagic/]   What is MathMagic?   MathMagic is a K-12 telecommunications project developed in El Paso,   Texas. It provides strong motivation for students to use computer   technology while increasing problem-solving strategies and   communications skills. MathMagic posts challenges in each of four   categories (k-3, 4-6, 7-9 and 10-12) to trigger each registered team   to pair up with another team and engage in a problem-solving dialog.   When an agreement has been reached, one solution is posted for every   pair.   MathMagic has received wide ideological acceptance by hundreds of past   FidoNet users because it addresses most of the National Council of   Teachers of Mathematics standards. A modified format has now expanded   into the Internet and is available via regular e-mail or via the World   Wide Web (WWW).   Who can participate?   K-12 teachers and students, but higher education teachers, librarians,   technology coordinators, computer teachers, and even home-schoolers   are joining to act as facilitators.Sellers & Robichaux          Informational                     [Page 63]

RFC 1941         Frequently Asked Questions for Schools         May 1996   What is needed?   Any teacher with access to electronic mail via the Internet can   participate. Several net service providers and most of the commercial   boards (America Online, Genie, CompuServe, Delphi, The Well, etc.) now   offer e-mail gateways and other Internet services. MathMagic is best   suited to schools that use computers with modems and have direct   Internet access.   In some areas, a local Bulletin Board System (BBS) or a Net user (such   as a parent with net access) may have to act as a go-between. Please   ask about special arrangements.   [Example challenge for grades 10-12:]   ***************************************   MathMagic Cycle 18: Level 10-12 Regular   ***************************************   Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31   day calendar for the month of October?  You can use addition (+),   subtraction (-), multiplication (*), division (/) exponents (^)   factorial (!) square root (sqrt) and, naturally, parenthesis ( ).   Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?)   (Notice that the numbers appear in the "locked" sequence)   ****************************************   MathMagic Cycle 18: Level 10-12 Advanced   ****************************************   What 6 digit number, with 6 different digits, when multiplied by all   integers up to 6, circulates its digits through all 6 possible   positions, as follows:                           ABCDEF * 1 - ABCDEF                           ABCDEF * 3 - BCDEFA                           ABCDEF * 2 - CDEFAB                           ABCDEF * 6 - DEFABC                           ABCDEF * 4 - EFABCD                           ABCDEF * 5 - FABCDESellers & Robichaux          Informational                     [Page 64]

RFC 1941         Frequently Asked Questions for Schools         May 1996   *********   Good luck   MrH   [Example challenges for grades K-3:]   *************************************   MathMagic Cycle 16: Level K-3 Regular   *************************************   When two straight lines meet, they form an angle. Some angles are easy   to recognize. For instance, a RIGHT ANGLE is any of the four angles   formed by a piece of paper (like typing or computer paper) that has   sharp corners.   Using a clock and "talking" with your partners, try to figure out how   many times in a day (24 hours) the hour hand and the minute hand form   a right angle. You may want to do a chart and watch the hour hand move   between the numbers, as you move the minute hand...   **************************************   MathMagic Cycle 16: Level K-3 Advanced   **************************************   One of the better known works of architecture of the Roman Empire was   the Coliseum. For a few months, at its maximum splendor (before the   senate began cutting its funding... yes, old problem) there stood an   Imperial Roman Guard in each of its 1000 arches. Imagine the splendor!   (Not too cool if you were the entertainment.)   The first budget conscious cut called for the removal of every other   Imperial Guard. Imagine, one stayed, the next went. The second senate   cut called for the removal of every third guard (from the original   count). So, the order went out that guards of gate 1 and gate 2 (if   there was one) could stay, while guard of gate 3 (and every other   third one) had to go...  Naturally, what the senate was doing was   getting rid of some guards, but also getting the credit for a lot of   "cuts" of gates that had no guard.   The "cuts" continued number after number, until a diligent member of   the opposition party cried foul. He said, "Only some of the cuts are   actually getting rid of guards. A lot of them are not!" Can you build   an argument for this senator?Sellers & Robichaux          Informational                     [Page 65]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Also, if you were a Roman Imperial Guard that every week had to choose   a different gate you had to look after (and run the risk of loosing   your job), which gates would be your choice?   ------------------   Good luck MrH   ------------------------------------------------------------   Example Four: Various Projects Announced by Global SchoolNet   ------------------------------------------------------------   Hi,   Our teachers have been doing K12 projects over the Internet for the   past 12 years.   There is NO CHARGE for schools to participate in the projects. Global   SchoolNet organizes, manages, and facilitates collaborative learning   projects for schools with any level of connectivity . . . from email   only . . . to desktop videoconferencing.   To access these projects go to:http://gsn.org/gsn/gsn.projects.html   Sample of Projects you will find   ---------------------------------   The Global Schoolhouse (Featuring Desktop Video-Conferencing)   Today's "school of the future" uses the most powerful Internet tools,   including live video, to link K12 classrooms to their communities and   to other children around the world.   CALREN: Building the California Global Schoolhouse   Education leader (Global SchoolNet) partners with business leader   (Aldea Communications) to discover and document how schools,   businesses, and the community can network to share resources.   CyberStars: Number Ones of Tomorrow   For the first time ever, children around the globe can share their   musical talents with the world via the Internet.   PAACE: Personal Achievement And Career Awareness   Students learn and practice important career skills, including those   dealing with education, attitude, manners, grooming, and fashion.Sellers & Robichaux          Informational                     [Page 66]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Scientist-on-Tap   Scientists from the Jet Propulsion Laboratory demonstrate the power of   distance learning, by interacting with students around world, from the   comfort of their own offices!   Projects that Require Email Access Only   --------------------------------------   Ask a Geologist (AAG)   Have you ever wondered about why California has so many earthquakes   and New York does not? Why is there so much oil in Texas but not in   Wisconsin?  What are the deepest canyons in the United States? (The   answer might surprise you!) While the answers to many of these   questions might be as close as an encyclopedia, some questions are   difficult to answer without checking many sources. Beginning Monday,   October 3, 1994, the USGS will offer a new, experimental Internet   service - Ask-A-Geologist.  General questions on earth sciences may be   sent by electronic mail   Family Tree-Mail: Language Translation   In this pilot project, children use Globalink's language translation   software to share family histories via email in their native languages   of Spanish, French, German, and Italian.   Field Trips   Join other classes on their live field trips. In turn, you take other   classes with you when you visit local places of interest. Our   FIELDTRIPS-L mailing list manages this "exchange" of classroom field   trips and excursions.   Geogame   This perennially favorite project will excite your students as they   immerse themselves in atlases, maps, almanacs, and other references in   order to solve a geography puzzle. Your students help create the   puzzle by answering 8 questions about your community: latitude,   typical weather, land formations, time zone, points of interest, etc.   We combine their responses with other classes to create a geography   puzzle your students will love to solve. A simple first project for   beginning telecommunicators.Sellers & Robichaux          Informational                     [Page 67]

RFC 1941         Frequently Asked Questions for Schools         May 1996   Global Grocery List   Your students visit their local grocery stores and record the prices   of items on the grocery list, then share their prices with other   participating classes all over the world. The result is a growing   table of current, peer-collected data that can be used in math, social   studies, science, and health classes (and others). This project is   especially good for telecomputing beginners: it has very little   structure and no timeline.   Jane Goodall Institute   Students learn about the interconnectedness of all life on earth as   they observe the world around them and become involved in   environmental and humanitarian issues. Explore Gombe and Kibira   National Parks, ChimpanZoo, and the Roots & Shoots Program.   The Jason Project   The Jason Project brings the thrill of exploration and discovery live   to students around the world as they participate in an amazing   electronic field trip. In 1995 they trekked to Hawaii to study   volcanoes. The Global SchoolNet Foundation manages the Jason Project   Listservs and features them in our Global SCHLnet Newsgroup Service.   LOGO Foundation   The Logo Foundation, in cooperation with the Global SchoolNet   Foundation, is now managing a Logo listserv discussion group available   to anybody on the Internet.   Newsday   Your students write articles and post them on the Newsday Newswire for   the whole world to see! Then they read and choose articles from other   schools to download and include in their own newspaper! Finally... you   share your newspaper with other classes... and they in turn share   theirs with you.  Your students' reading and writing skills will   improve while they learn about current local, national, and global   issues.   Where on the Globe is Roger?   Children are invited to learn about history, culture, geography, and   the environment, while they electronically travel around the world   with Roger Williams - in his quest to promote world peace!Sellers & Robichaux          Informational                     [Page 68]

RFC 1941         Frequently Asked Questions for Schools         May 1996   --------------------------------------   Example Five: Professional Development   --------------------------------------          THE WEATHER UNDERGROUND ANNOUNCES "DISASTER IN THE CLASSROOM"          A *LIVE* TELEVISION PROGRAM TO ILLUSTRATE USES OF REAL-TIME          WEATHER AND ENVIRONMENTAL IMAGERY IN K-12 EDUCATION   Beginning in September 1995, Professor Perry Samson, University of   Michigan professor and Director of the Weather Underground, will host   an innovative, biweekly series of live, interactive, television shows   aimed at teachers, administrators, and parents interested in K-12   education, Internet resources, and the use of real-time weather   information in science.  Aimed specifically at the professional   development of teachers, the programs create a model for teachers to   carry back into their classroom, a model that promotes project-based   student centered learning environments using new technology and   science ideas creatively.   The programs, interactive in design, allow participants to ask   questions and respond to information through a simultaneous e-mail   dialogue. A strength in the design of this series is its ability to   allow an interactive discussion of environmental issues (severe   weather, snowstorms, droughts, earthquakes, volcanic activity , El   Nino, etc.) in a timely manner, matching current news items to   science activities. The programs in the virtual classroom series are   uplinked to a satellite from the University of Michigan.  Teachers,   administrators, parents or students can view the class either on   their own or in groups.  Participants will be encouraged to use their   computer and modem to log into our server during the show.  This   interactive virtual classroom will allow participants to pose or   answer questions live (or after the show).   Navigation on the Internet and pointers to information specific to   the science curriculum ideas presented on the show are emphasized and   made available to teachers for use in their classrooms.  Participants   are shown where on the Internet to find imagery and activities   relevant to the topics discussed and are lead through a discussion of   new methods to utilize these data in their classroom activities.   Example activities utilizing current weather, climate and   environmental conditions are demonstrated.Sellers & Robichaux          Informational                     [Page 69]

RFC 1941         Frequently Asked Questions for Schools         May 1996   If you are interested in participating in this series from your home   or school and would like to receive graduate credit for it, please   contact:           The Weather Underground   URL:http://groundhog.sprl.umich.edu   [other contact information deleted]   First show is Sept. 18, contact us or look to URL above for more   information soon!!!!!!Sellers & Robichaux          Informational                     [Page 70]