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Netteach News, 1995-1996. INSTITUTION Netteach News DOCUMENT RESUME ED 395 574 IR 017 886 AUTHOR Rutkowski, Kathleen M., Ed. TITLE NetTeach News, 1995-1996. INSTITUTION NetTeach News. Herndon, VA. REPORT NO ISSN-1070-2954 PUB DATE 96 NOTE 164p. AVAILABLE FROMKathleen M. Rutkowski, 13102 Weather Vane Way, Herndon, VA 22071-2944; email: [email protected]. ASCII electronic text version via the Internet: $22 (global); HTML version: $40 (global); P rinted version via mail: $38 (U.S.), $45 (Canada/Mexico), $60 (outside North America). PUB TYPE Collected Works Serials (022) JOURNAL CIT NetTeach News; v3 n1-10 Apr/May 1995-Mar 28 1996 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Computer Networks; *Computer Uses in Education; Educational Change; Educational Methods; *Educational Resources; Educational Technology; Elementary Secondary Education; Equal Education; *Information Networks; *Internet; Learner Controlled Instruction; Newsletters; Teacher Attitudes IDENTIFIERS *Teacher Networks ABSTRACT This document consists of 10 issues (one year) of a newsletter intended for K-12 networking teachers. It provides a forum for the exchange of resources, applications to education, significant events, and major international, regional, and state programs and policies relevant to K-12 networking. Cover articles include: "To Liberate a Learner, Liberate a Teacher"; "Turning Swords and Plowshares into Webs, Moos, and Chats"; "The Art of Raising an Independent Learner"; "On Creating a Democratic Internet ARPANET--U.S. DoD (Department of Defense)-Sponsored Network"; "So What Do Jiminy Critket, Big Brother, Warning Labels, and Web Meltdowns Have to Do with Equity and Quality Learning on the Internet?"; "The Return of the Village Schoolmaster: Teachers Who Feel Good About Themselves and Who Speak Up, Speak Out, Speak Honestly, and Speak Wisely"; "The Interactive School: Visions of Teaching and Learning in the JAVA Age"; "The Coming Revolution in Education"; "On Creating a Democratic Internet: Commercialization (Part Three)"; and "A Networking Strategy for School Change." (AEF) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Net Teach News: Volume Three, 1995 - 1996 by Kathleen M. Rutkowski, Ed. U S. DEPARTMENT OF EDUCATION Office of Educafional Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Kathleen Rutkowski TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 2 Connecting Learners Around The G/obe _ APRIL/MAY 1995 VOLUME THREE,NUMBER ONE The Captured Mind skills rather than Most children come to the formal educationA society that values lifelong learning needs process as creative, curious, eager youngto take take a senous look lt the signals it is minds. There is nothing quite comparablesends to its youngest leams. Do we really to the unbounded energy of a little toddlerwant to send the message that the only Most boys or youths who exploring his world. The young child views learning that matters is formal learning and have had much knowl- the world as his laboratory, and everythingthat the only acceptable measurement of that learning is standardized assessments. edge drilled into them, including bugs, dried leaves, sticks, and mud are treasures to both behold and hold.Moreover, do we really want to send the have their mental capaci- message that their minds are sponges and it ties not strengthened, but Kindergarten and first grade are periods ofis society's task to fill that sponge with skillful overlaid by it. They are adjustment when the young unshackledinformation? crammed with mere facts, explorer must learn to confine his explo- and with the opinions or rations to a desk or classroom but there is If School's Out Is Learning In? still tolerance for wandering. By third and phrases of other people, fourth grade the child often sits in a coldThere is a growing movement to liberate and these are accepted asbrick building, staring out the window ot thelearners and to promote lifelong learning and a substitute for the power sunny world outside wishing he could getan end to the distinction between formal and to form opinions of their up and go outside. informal learning.Certainly Lewis Perel- own: and thus the sons of man's best selling book, School's Out has The resourceful creative child learns howpromoted the most radical paradigm in this eminent fathers, who haveto survive. As the teacher stands in theregard by essentially declaring the irrele- spamd no pains for their front of the room lecturing, as the mechani-vance of formal learning in schools. 0 education, so often grow cal wall clock clicks down the interminable up mere parroters of what minutes in a controlled day, the child (Continued on page 3) they have learnt, inca- whose mind refuses to be captured, ex- plores the depths of his own imagination. pable of using their minds Every now and then he tunes in and be- except in the furrows comes a master of probability and predic- traced for them." Essen- tion. Inside tial Works John Stuart Mill Autobiography pp.27- The Adult Prisoner TRUE CONFESSIONS OR LIFE AFTER INTERNET ADDICTION 2 28. We teach our children that play is not learning, and that learning in school is real TEACHING TEACHERS learning while everything else isplay, TECHNOLOGY 4 homework, or a waste of time. We instruct A TOUR OF ONLINE COURSES children that a prerequisite to "successful" 5 learning is attentive listening to adults. We scold children for their inattentiveness and WEBS FOR KIDS AT HOME rarely award them for their creativity. 10 CANADIAN LEARNING WEBS When most children grow up, they hold on 11 to these beliefs. The only learning they un- derstand is formal, and they place little EDULISTS value on any knowledge or experience they 16 Exploratorium acquire informally. They learn to confine URL:http://www.exploratoriuntedu/ their imagination and they seek to acquire THE GLOBAL KIOSQUE 19 Copyright CIDS NetTEACH NEWS 13102 Weather Vane Herndon, VA 22071.2144 USA ISSN 1070-2154 2 May 24, 1995 Net TeachNews True Confessions or Life After Internet Addiction Clifford Stoll, a long time Internet traveler, has just re- wears their religion like a new suit of clothes, proudly leased his new book entitled, Silicon Snake Oil: Sec- and passionately. The long-term believer effuses a faith ond Thoughts on The Information Highway.Al- that is more like a patchwork quilt than a brand new gar- though I think Clifford has gone too far in his efforts to ment. admonish against the dangers of the Internet, I com- mend his honesty ane share at least one of his concerns True belief like true love is never quick or easy. We namely that we who use this medium can become ad- hear about the moment of religious awakening just like dicted to such an extent that we forget fundamental rela- we hear about °love at first sight" but life instructs the tionships and a basic need to live. However, unlike true believers that those moments of certainty are fol- Stoll, I hesitate to readily reject the medium for my lowed by minutes that turn into hours, days and years of somewhat irrational and compulsive use or misuse of struggle for what Henry James writes is "the realization the technology. of a definitive recognition and reconciliation.". Recently, I took some time away from the Internet, a Surely I am not suggesting that the Internet is any way, moratorium on e-mail, web surfing, and gophering to shape, or form comparable to God or love. The Internet spend more time with my family "living" a life off of cy- does impact on the lives of a growing number of people berspace. One evening I simply turned off my computer around the world and offers the possibility of significant and almost instantly felt °liberated".I enjoyed spending positive social and personal growth but only if men and time interacting with my children, mother and husband. women learn to use it reasonably and effectively in their I actually read entire books and started a stage play us- normal lives, and not lose sight of the bottomlines, be it ing a pen and a legal-sized tablet of paper. I took time to productive learning in a school, a full and satisfying life daydream and time to walk the dog. It was pleasant not for the individual, or collaborative and cooperative com- to be staring at a computer monitor and checking my munities of learners for the global society. many electronic mailboxes for the latest arriving mes- sages at 1 am.. In fact it was so pleasant to be away We cannot allow the technology to control our lives an.d from the onerous demands of cyberspactial interaction steal away our personal or societal souls but rather must that I almost considered pulling the plug permanently as individuals and as a society diligently team to use this like Clifford Stoll and creating a new clubCAAC technology to advance the value and belief systems we (Cyberspatial Addictu Against Cyberspace). hold sacrosanct. It is up to us as individuals and as a society to prioritize, delimit, and promote a responsible I realized, however, that I had real friends in cyberspace and rational use of this technology for the betterment of who I wanted to hear from and communicate with and ourselves and society as a whole. This is not a time for without the Internet my aoility to stay in touch would be second thoughts but a time to fully commit ourselves to compromised. I also realized that the Internet offered a lifelong struggle to achieve a vision with an under- me access to information and knowledge that I would standing that the technology is only a means to the end.
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