Using Computers in Environmental Education: Interactive Multimedia and On-Line Learning

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AUTHOR Rohwedder, W. J.; Alm, Andy TITLE Using Computers in Environmental Education: Interactive Multimedia and On-Line Learning. The Environmental Education Toolbox--EE Toolbox Workshop Resource Manual. INSTITUTION Michigan Univ., Ann Arbor. School of Natural Resources and Environment.; National Consortium for Environmental Education and Training. SPONS AGENCY Environmental Protection Agency, Washington, D. C. REPORT NO ISBN-1-884782-11-6 PUB DATE 94 CONTRACT EPA-G-NT901935-01-0 NOTE 79p. PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Classroom Techniques; *Computer Assisted Instruction; *Computer Uses in Education; Educational Resources; Educational Technology; Elementary Secondary Education; Environmental Education; *Inservice Teacher Education; Learning Activities; Multimedia Instruction; *Multimedia Materials; Online Systems; *Program Implementation; orkshops

ABSTRACT This manual provides teacher educators with a broad perspective on educational technology to ensure thatenvironmental education is enhanced not compromised by new information and communication tools. The manual puts technology problems andpromises in perspective and contains sections that revieweducational philosophy and instructional techniques related tointeractive multimedia and on-line learning. Handouts and overheads forteacher' workshops are provided. A resources section offersassistance to workshop participants and leaders. It contains referencesto over 100 resources in the following areas:educational technology journals and trade publications, organizations and institutions,books, multimedia and on-line learning resources, g.neral softwareand multimedia catalogs, environmental education software andmultimedia catalogs, network service providers, networked projects and resources, environmental database resources, product reviews, andthe greening of computers. A glossary of computing termsis provided. (LZ)

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EE Toolbox Workshop Resource Manual Using Computers inEnvironmental Education: Interactive Multimedia and On-Line Learning

W.J. "Rocky" Rohwedder, Ph.D. Department of Environmental Studies and Planning Sonoma State ('mersttv

Andy Alm Contributing Autbor ,On -Lute Learning) Institute tor Global Communications

This project has been funded by the United States Environmental Protection Agency under assistance agreement number EPA-GNT90193501-0 to the University of Michigan School of Natural Resources and Environment.

3 NCEET

School of Natural Resources and Environment University of Michigan Ann Arbor, MI48109-1115 313 998-6726

Workshop Resource Manual Managing Editors: Martha C. Monroe David Cappaert

ISBN 1.884782.11 6

The contents cf this document do not necessarily reflect tne views and policies of the United States Environmental Protection Agency. nor does mention of trade names or commercial products consti Lute endorsement or recom mendation for use.

Copyrignt 1994 by the Regents of the University of Michigan

Educators may photocopy these materials for the non commercial mow- I of educational advancers .1

Printed on paper contaii..ng 100% total recycled tiber,200/... post consumer fiber using soy based ink

Production Coordinator Joan Wolf Designed by Margaret Re Typeset in Sabon News Gothic and Franklin Gothic Number 2 4 Contents

Introduction

O Problems and Promises in Perspective 3 Problems: Technological Misapplication 4 Inequity of Access 5 Environmental Activity Substitution 5 Environmental Impact 6

Promises: New Definitions for Teacher and School 7 Technology Integration and Synergy 9 Introducing New Tools for Teaching EE 11

Interactive Multimedia 13 Where the Action Is 13 Do Your Own Thing 14 Storage Power' 14 CDROM vs. Laserdisc Multimedia 14 Why Bother? 15 Reasons to Use Multimedia in Education 16 But How Can We Really Use This Stuff? 16 Training Tips and Techniques 18

0 On-Line Learning 21 What Is OnLine Learning, 22 What On-Line Learning Is Not 24 Why Even Attempt It? 24 Telecommunications Hardware and Software 25 Choosing a Service Provider 25 Keys to On.Line Success 28 Continuity of Support 30 Training Techniques 31 Down the Gopher Hole 34 On-Line Projects 36 Interpersonal Exchanges 36 Information Collection and Exchange 37 Problem Solving 38 How to Seek On Line Partners 39 Summary 40

O Handouts and Overheads for Teacher Workshops 41

The File Folder 51 Computer Basics 52 Helpful Publications and Other Resources 54 Network Service Providers 59 Networked Projects and Resources 60 Environmental Database Resources 63 Product Reviews 64 The Greening of Computers 64 Glossary of Computing Terms 65 a

'Ibis unit provides teacher educators with ,1 broad perspective on educational technoloKv, one designed to. ensure that Avironmental education is enhanced not compromised --by nett' infimnation and commit- ' nication tools. Focusing on two of the most promising computer-based tools, interactive multimedia. and on-line.learning, this unit includes back-round and support for the timid be as well as coverage of the latest trends for vetenzns. Resources and activity ideas are included. Introduction

ELCOME TO THE COMMUNICATION AGE. Step rightahead into an era: full of expensive and potentially intimidating equipment; where most 13-year-olds know a lot more than their teachers abouttech- "Even if you're on the nological tools; right track, if you don't keep moving you'll get where few environmental educators understand the present and even fewer run over." have a clear view of the near future; Will Rogers that perhaps offers more potential and power than ever before to create aninspired, informed, and active environmental citizenry; of extreme excitement and uncertainty when environmental educators are just beginning to explore the problems and promises of computer-aided environmental education. There are several challenges for those of us who offer training in computer-aided environmental education (EE). First, we need to provide learners with a comprehensive, critical,and yet visionary analysis of the link between EEand educational technology. This analysis reminds us that technology is only a tool and a tool is only as good as the craftperson whowields it. Any introduction to this field must caution the audience about the natural tendency to let the lure of new technology override our otherwise deliberate choice of effective approaches to teaching and learning. After establishing a philosophical basis, we need to get down to the practical, nitty-gritty basics by providing the essential hands-on training teachers need in a new arena. Then we need to facilitate hassle-free access to tools educators can use now! And perhaps the greatest challenge is to accomplish all of this in a way that will lead to more smiles and nods of understanding than glazed-over eyes and looks of intimidation.

A regularly updated version of this unit is available on-line. Gopher to at:neeet.snre.umtch.edu" (see page 26 for more on Gopher). le World Wide Web address for FE-Link is: Intp://tamv.nceet.snre.ionteb.edu

.n!'-loutric Computer-aided EE is a field where keeping abreast of changes is a must. This document is intended as a point of departure. By the time it is in print, new computer resources will be available and some of what is described here may already be out of date. The landscape is changing daily. Will Rogers offered a bit of wisdom that applies to training in this field: "Even if you're on the right track, if you don't keep moving you'll get run over." Computer-aided EE was unimaginable when delegates at the 1977 United Nations Intergovernmental Conference in Tbilisi, Georgia, USSR, adopted a definition of environmental education. Since that time, the concept of enhanced personal productivity, based on desktop computers, has rapidly given way to metaphors of information highways and virtual communities. The arrival of palm-sized wireless devices, multimedia-capable laptops, virtual reality headsets, and voice-driven computingall in the last couple of years promises continuing waves of change in how we can teach and learn. So fasten your seat belt, turn on your hardware, dial into the Internet, double-click on a multimedia application, query your database, access that CD-ROM, hook up your fiber optics, and get ready for digital video satellite reception. The following pages provide a helpful roadmap for maneuvering your way on an environmental journey through the Communication Age.

8 Problems and Promises in Perspective O

NY TEACHER WORKSHOP on computer-aided environmentaledu- cation may be a somewhat schizophrenic experience. You need to communicate that on one hand, there are potentialproblems with using computer technology for EE. On the other hand, computer-aided EE promises to enhance the effectiveness and benefits of our field.

InTexas, middle school students in the Global Laboratory Project sampled their school's indoor air with a low-cost monitoring device, and communicated the results to scientists and student peers around the world using a computerand modem. When the students' extremely high carbon dioxide numbers arrived via electronic mail, their on-line mentors were convinced that the testing was done in- correctly. After a repeat sampling confirmed the result, state experts were sum moiled. With instruments costing thousands of dollars more, they got the same result, and immediately ordered repairs in a faulty ventilating system that had exposed all students and teachers at the school to potentiallydangerousconditions.

Students in Maryland participate in the Greenbrier Aquatic Studies Program, an educational endeavor that mixes low-tech field trips with high-tech analysis. Field trips to state parks include water tests and fishinglessons. Once the students return to the classroom, they sit down at computers to analyzedata and review information on topics like fish and water life using computer-aided multimedia software. Funded by the local utility, the Maryland Departmentof Natural Resources, and a local computing firm, this program that began with one classroom now includes more than 2,000 students.

A group of junior high students forms a campus ecology club. To share their interests and concerns, they create several interactive multimedia programs,blending images from a commercial laserdisc, digital snapshots they took in the local community, and images they downloaded from the Internet. The multimedia programs are shown to nearby elementary school classes as well as the PTA.

Decades of road building, farming, logging, and mining have taken their toll on watersheds throughout the United States. Facing the massive task of restoring water quality and fish habitat, scientists and land managers from federal and state agencies, corporations, schools, and citizen groups are sharing their knowledge and expertise in a national effort via an Environmental Protection Agency Non-Point Source computer bulletin hoard. Any individuals, groups, or schools now can tap this free collective resource togather ideas for developing effective water-quality strategies for their own watersheds. No doubt about it, the Communication Age has introduced significant new teaching tools as well as new twists to old tools. In spite of the fundamental problems, computer-aided EE presents a whole new set of extremely powerful ways of promoting, as perhaps never before, the goals and objectives of E.E. The new technology allows teachers, students, and in-service professionals to reach out to the wider world to research information, to collaborate with their peers (even internationally), and to analyze and present their information both for their own education and to create positive change. Descriptions of technology's new tools, models for their use, and references for further exploration are listed in later sections of this manual. But the reality of any "If technology is technological change in society is that the praises are often the answer,. what sung too loudly and there is often good reason to criticize was the question?" new technologies that come with scant proof that they can yield the wonders attributed to them. While there are many examples of successful and effective computer-aided EE, they must all be viewed in light of some fundamental questions about the impact of technology. These questions of technological misapplication, inequity of access, environmental substitution, and environmental impact lie at the heart of the emerging field of computer- aided EE. (See page 42 for a one-page summary of the following four "Problems in Perspective. ")

Technological Misapplication It was "Community Day" at a recent con- use it or that it is necessarily the best way ference of the American Association for the to educate and communicate. Just because Advancement of Science (AAAS), and hun- we have a new set of hammers, doesn't dreds of school kids had come to visit the mean that everything becomes a nail. conference display hall, replete with the We also have to remind ourselves latest high technology for teaching science. that "using" a computer is different from Millions of dollars worth of hardware and "learning" with a computer. We must not software was buzzing away, offering exhib- mistake interest in technology with learn- itors the latest tools to impress "the MTV ing and transferability. To date there has generation." In the same giant hall, a small been little critical thinking, complex deci- non-profit EE organization had a display sion-making, or evaluation in computer- with no whizbang gadgets, but one live aided instruction. It is not that there "non-releasable" hawk. The hawk display cannot be, it is rather that using computers was constantly surrounded by five times to encourage real thinking (instead of sim- as many kids as any of the others! ply providing answers) is a challenge we have not fully addressed, perhaps due to Although we are perhaps being unwittinglyenamoration with the technology. zapped into the Communicat...:n Age, it WHETHER we choose to use educa- doesn't mean we had to erase our logic andtional technology, HOW we use it, and memory banks along the way. We need to WHEN we use it, are critical decisions. Be- remind ourselves that just because a new fore wi. give way to the seemingly inevita- technology exists doesn't mean we must ble wave of computer-aided education, let's he sure that we are only willing to utilize

10 .4,f,)rs,c^OL) Rt. SOU% p :+Y1(1,1 these new tools as a means to achieve the Environmental guiding principles of EE. The best computer- Activity Substitution aided environmental education is achieved when we do not allow the misapplication or Conversation recently oierhead in a teach- inherent limits of technology to compromise ers' lounge... what we know about how people learn best. Of you need a reminder of the principles, see Chris: "Hey Robin, when should we plan page 6 of "Defining Environmental Educa- to take our students on our annual field non" in the WorkshopResource Manual.) trip to the wetlands? We've got to schedule the car pools, gather up a bunch of binoc- ulars and water test kits, and oh yeah, are Inequity of Access you still willing to borrow yourneighbor's In the technology center of a well-to-do canoe?" suburb of San Francisco, students sit dowry at one of the school's 3o computers or plug in a laptop computer brought from home. The teacher, using a color 1 -CD display connected to her computer, projects on a large screen the options from it'hich students can choose. Using the school's integrated Inequity of access is a critical network, they can choose to 11 connect problem that must be addres- to one of the newCD-ROMor laserdisc players to explore the latest products in sed as we move forward into the school's em,ironmental multimedia the Communication Age. For library, 2) connect by high-speed modem computer-aided environmental to the Internet and search databases related to their term paper topics, Or 3) use a education to be effective, it must scanner to digitize graphic images that can be affordable and accessible be used later when they desktop publish to all. their term papers. In another classroom across the San Francisco Bay, students sit down to desks that wobble and creak, scrounge for slips Robin: "Gee Chris, I'm really not into of paper to write on, and share a stubby a wetlands field trip anymore. Not since pencil with no eraser. The teacher uses the our school got that great new interactive last piece of chalk from a box she had to laserdisc on wetlands. It shows a lot more buy with her own money because the dis- birds than we ever saw. It even plays bird trict materials budget is once again "run- calls and shows those weird bottom- ning in the red." dwelling insects we could never seem to find! And, hey, no more muddy boots Access to new educational technologies orwet clothes. I hear there is a nP,,, tide- is increasing rapidly, but not for everyone. pool CD-ROM being developed too. While the average number of computers ['in hoping I can use it as a substitute per classroom continues to skyrocket and for our annual beach trip." today there is a 12:1 student-to-computer ratio in U.S. schools, the ratios are much Computer-aided EE could be viewed as a worse in areas where educational programs cost-effective, time-saving, and academically are poorly funded (Anderson, 1993). Lim- sound replacement for direct contact with ited availability of training and technical the biophysical environment. Why take a support for teaching staff can further field trip to the wetlands when you can use impede computer-aided education. an interactive software program onwetlands? in light of those barriers, who can Why gather first-hand data on climate or afford to participate? Will computer-aided water quality when you can get it through education widen the gap in the quality of an on-line database? Why gobird watching educational services accessible to students when you can access a laserdisc of 50,000 and teachers in districts with different color slides of birds, cross referenced and economic status? selected at the push of a button?

11 How to Make Compu-Stew In a very large bowl, mash up what is probably the largest single source of chlorofluorocarbons: throw in reams and reams of wasted paper; chop up a bunch of quickly cbsolescent machines for added crunch; add the fastest-growing source of electrical energy consumption; spice with a few zillion batteries full of lead, cadmium, and mercury. Oh yeah, be careful when stirring your stew, because the production of high-technology components makes useof toxic gases, solvents, heavy metals, and volatile organic compounds that can harm workers, communities, and the environment.

Stratospheric ozonedestroying chlorofluorocarbons (CFCs), used as a solvent to wash residue from printed circuit boards, are being rapidly phased out (better late than never). Apple, Com- paq, DEC, Fujitsu, IBM, and Intel all are eliminating CFCs and in the process saving millions because they are avoiding the costly purchase and disposal costs of chemicals.

While the reduction, reuse and recycling of paper is perhaps the easiest environmental rob. lem to address, the quantity of paper use in the United States has doubled since 1976, t. le year the Apple II was intr;i:!..iced. In 1994 we still are recycling only about 15.20% c... Aice paper waste, according to thk. I.. Conference of Mayors' National Office Paper Recycling Project. One disincentive to paper recycling is the fact that paper run through a laser printer is worth 10.25% of plain paper that has been through an impact printer because the laser toner is so difficult to remove. Rumor has it that new processes to de-ink the 60% of office paper now laser printed are on the horizon.

Better progress has been made in recycling the components of obsolete machines. According to Ethan Seidman, a researcher for Garbage magazine, when a computer enters the waste processing stream, it is usually stripped of all salvageable or recycled parts so that "nothing is left when the crows are done picking." One exception is the picture tube in monitors which must be disposed of as an expensive hazardous waste. Printer cartridges now are recycled routinely.

Environmental Impact As environmental educators we We mast be realistic about the impact must undertake an especially of high-technology processes and products critical and comprehensive on the environment. While computers are often touted as a "clean" industry, a com- environmental impact analysis prehensive cradle-to-grave view of their of these educational technolo- impact can he a sobering experience for gies. Oncr) we do, we'll realize computer users who see themselves as "gieen." The good news is that significant progress that only judicious use can has been made in recent years, primarily result in a positive net impact because both vendors and consumers are on the biophysical environment. finding that environmentally sound computing pay.. (A one-page summary sheet, "Anatomy of a Green Computer User" can be found on page 44.) The more time we spend at a computer, Computing is not as "clean and green" the less time we may spend interacting as we might initially believe (see box with other people and/or the biophysical above, "How to Make Compu-Stew"I. environment. At what point does increased While there are serious environmental computer use become an artificial and problems associated with these technologies, unproductive substitute for interaction recent advances and an aggressive stance between people and the natural world? on the part of most manufacturers hold promise for significant improvement.

12 nelp While many arguments can be made about how computers save energy (fossil fuels used in transportation are saved by telecommuting, microprocessor energy management systems save heating and 'tooling energy in buildings, tiny compu+ers save gasoline in newautomobiles), the rapidly increasing number of computers and printers exerts a huge new demand on energy resources. Scientists at Lawrence Berkeley Laboratory estimate power consumptionfrom typical office computing to equal the demand of lighting, which historically. has been the largest single consumer of electricity. Add to this the increased costs of cooling the building in which the computers are located.

Fortunately. new technologies can radically reduce the electrical demand associated with computing. The U.S. Environmental Protection Agency's "Energy Star" program identifies desktop computers that incorporate a sleepmode capacity which when compared to a typical computer lowers total p er consumption uy 70%! If you use a similarly equipped laptop computer with an activematrix color screen, you've reduced your consumption by 93%! By the way, inkjet printers, while slower than la iers, use 80% less standby energy and 07% less in printing energy than laser printers!

Finally, there are those lowly batteries. Most desktop personal computers. use a battery to back up system memory, and nearly all batterypowered pc rt:ibles and notebooks use rechargeable nickelcadmium batteries for system power. They may not seem like much, but batteries alone constitute about 20% of the hazardous waste generated by U.S. house holds and offices. Some computer vendors are now offering a battery recovery program for their portables and notebooNs where they accept used batteries at their service providers and then pay the full cost of recycling or "proper" disposal. The long-term solution is to use newer battery types that don't contain cadmium.

New technology has the potential to change the ways that information is discovered, shared, and processed. We have reviewed Teachers can move from being several problems with using computers in education, but computer-aided education "sages on the stage" to also offers unique opportunities.Computers "guides by their side," becom- can help redefine the interaction between ing managers and facilitators students and teachers, give students alternative modes of expression, and give users who can spend more time greater access to the world. See page 43 for engaged in creative, individual- a summary, "Promises in Perspective." ized instruction. New Definitions for "Teacher" and 'School" Ata recent National Science Foundation conference on the use of Geographic tion gatherers. First she had to acknowledge Information Systems in education, a teacherthat some of her students were more com- from Thomas Jefferson High School in puter literate than she was and learn to rely Alexandria, Virginia described bow much on them. Second she had to acknowledge guts it took to change from a traditional that there u.as a lot more information in provider of information and a gatekeeper "cyberspace" than she could put a fence of wisdom to a facilitator among mforma- around, and that her students could access

13 OCCT iADVALUAtuatrir Changes Underlying Educational Reform and Technological Utilization

Instruction Construction Classroom Activity TeacherCentered LearnerCentered Didactic Interactive

Teacher Role Fact Teller Collaborator Always Expert Sometimes Learner

Student Role Listener Collaborator Always Learner Sometimes Expert

Instructional Emphasis Facts Relationships Memorization Inquiry and Invention

Concept of Knowledge Accumulation of FactsTransformation of Facts

Demonstration of SuccessQuantity Quality

Assessment NormReferenced CriterionReferenced MultipleChoice Items Portfolios and Performances

Technology Use Drill and Practice Communication, Collaboration, Information Access, Expression

(Dwyer, 1994)

this information without her. Third, she had Granted, a growing number of teachers to redefine her role to encourage her students follow this philosophy with or without to explore, guiding them to find productive computers. Others may discover that once pathways, and helping them analyze and they start experimenting with computer- understand what they discovered. aided EE, they may find it difficult to stay strictly with old models of instruction. When a classroom is restructured to harness A recent industry-funded study involving the potential contributions of technology, dozens of teachers and hundreds of students, whole-group, lecture-style, "sit and get" representing a cross section of America's K- instruction can yield to small-group, learner- 12 schools, found that their technologically centered, cooperative learning. Teachers integrated classroom: can move from being "sages on the stage" encourages fundamentally different to "guides by their side,"becoming managers forms of interactions among students and facilitators who can spend more time and between students and teachers; engaged in creative, individualized instruction.Terms like "coach," "guide," "organiz- engages students systematically er,""initiator," "diagnostician," and the like in higher-order cognitive tasks; appear frequently in literature describing prompts teachers to question old the technology-oriented teacher's new role assumptions about instruction and (Hannafin and Savenve, 1994). learning (Dwyer, 19941.

14 ,York,Mon ,;(.source Manuat The greatest student advances occurred or educational center would have a "tech- in classes where teachers combined technol- nological toolbox" or "learning center" ogy with what we know to be the essence from which teachers and students choose of effective EE. These classrooms achieved the appropriate combination of tools to a balance between the appropriate use of match their educational objectives and direct instructional strategies and collabora- learning environments. (See page 45 for tive, inquiry-driven knowledge-construction a sample technological learning center.) strategies. Students were seen as learners Consider, for example, the following and as expert resources. Students were chal- utilization of a suite of technological tools lenged by problems that were complex and where a pair of middle-school classrooms open-ended. In assessing students' work, participate in a computer-aided environ- teachers looked for evidence of deeper un- mental education experience related to derstandingstatements of relationships, wetlands. While in this example the tools synthesis, and generalization of ideas to are listed in a particular order, the process new domains. would more likely consist of cycles and in- The latest educational reform efforts teractive patterns of technological utiliza- promoting interactive learning environments tion. Some adaptations would need to he often point to the critical role of technology made to accommodate age levels and avail- (Pearlman, 1992). In addition, new technol- ability of technologies. ogies can serve as catalysts for educational reform, guiding teachers and educational In the classroom .. inscitutions toward what has been labeled Students view an interactive videodisc the "constructivist" view (Duffy and Jonas- on wetlands to learn basic background, sen, 1992; Yeager, 1991). This constructiv- explore interrelationships and issues, ist view is in many ways highly consistent and develop questions for further inves- with the well-established Guiding Principles tigation and research. of Environmental Education (UNESCO, 1978) and levels of environmental literacy Students access on-line Gopher or (Hungerford, Peyton and Wilke, 1980). World Wide Web sites to see informa- Technology also can shatter the tion or images available on wetlands in boundaries of what we label "school." their area and around the world. With the aid of on-line learning networks, the learning environment (or "school") can In the field... explore new dimensions and places. Students Students use palm-sized digital measure- are able to communicate and interact with ment and monitoring tools to collect peers and experts in other states and nations, data on a local wetland, such as water without leaving their "classrooms." Computer quality and temperature, which are fed networking broadens the dimensions of directly into a more powerful computer school from a four-walled building to the for statistical analysis. "global electronic village." Students record direct observations into Technology Integration a spreadsheet on a portable computer for immediate analysis. Charts and and Synergy graphs can he generated. While each new technology offers signifi- Students use a word processor to write cant teaching and learning opportunities, up their observations and data analysis. weaving together a variety of technologies can show teachers and students that the Students use a video camera and capture whole is greater than the sum of its parts. a visual inventory of their local wetland When used in combination, computer-aided and pictures of themselves learning tools including environmental monitoring about this environment. They mail a devices, video cameras, audio conferencing copy of the videotape to their partner speakers, databases and spreadsheets, elec- classroom (across the nation or in tronic mail networks, and tax machines another country(. can create a powerful and exciting learning environment. Ideally a classroom, school,

15 Additional Tools for Computer-Aided Education All of the developments in computer-aided education will not be covered here. We have not, for example, directly addressed the utilization of some of the fundamental computer tools such as spreadsheets, databases, and measurement and monitoring devices. - Spreadsheets and databasesprovide a powerful system for students to organize and query their data. Numerous curriculum guides and workbooks offer activities for utilizing spreadsheets and databases. One that may be especially helpful to environmental educators is the "Computer-Integrated Inservice Notebook: Secondary Science" (published by the International Society for Technology in Education, University of Oregon, 1787 Agate St., Eugene, OR 97403. 9905).

- Microcomputer-basedmeasurement and monitoring devices are valuable tools for collecting and analyzing data in the lab and in the field. With a laptop computer and a set of monitoring devices, students can do extensive fiti-based data gathering and analysis. They can record and graph their data r1ght on the spot. More in-depth analysis and descriptions can occur back at the school site. This can be an extremely engaging and effective way to use simple microprocessor technology and iF, an example of an authentic-based task. Miniature, inexpensive data loggers are now available for temperature, relative humidity, light intensity, pressure, and voltage. (Onset Instruments, P.O. Box 3450, Pocasset, MA 02559 Phone: (508) 563-9000) - In addition, this unit does notaddress the rapidly unfolding utilization of the Geographic Information Systems (GIS) and how it can be used to enhance EE. The exploding availability of scientific images as well as the increasing storage and processing capabilities of computers allow for far greater utilization of this information than has been true in the recent past. Educators interested in this area may want to keep in touch with geographers and planners working in local resource agencies who may use GIS and be willing to demonstrate it .to students.

Back in the classroom... - After viewing the tapeof their partner Students create a multimedia presenta- classroom's wetland, the whole class tion with graphics, video footage, digital telephones their partner classroom and photographs, music, and text which uses an audio conferencing speaker they use to accompany their talks to phone to ask and respond to a series parent groups, local business groups, of agreed-upon initial questions about and policy makers. their wetland. (More affordable video - Students send afax to their national conferencing is soon to come.) representatives and media sources - Students choose an"electronic penpal- outlining their discoveries and recom- and follow up the audio (or video) con- mendations (some students might send ference by sharing data, asking questions, e-mail to the White House!). and comparing/contrasting their wetlands via e-mail.

BEST COPY AVAILABLE

ww, ..1.4". 7, *MO Explore the Role of Technology in EE Start a Local Discussion Group! Environmental educators and trainers who would like to begin exploring the role of technology in EE might want start a local discussion group. One forum that might help is a guided seminar called "Tapping the Power of Today's Technology," offered through the University of Connecticut and Technology and Learning magazine. You organize a group of three or more colleagues in your own center, school, or district, choosing meeting times and locations. The group must meet for five two-hour sessions over a five-month period. Materials, including subscriptions to Technology and Learning for each participant, are provided. Group leaders receive a leader's guide with suggestions for activities and discussion questions. For more information, write Technology and Learning Professional Development Institute 330 Progress Road Dayton, OH

Introducing New Tools for Teaching EE While good teaching has long been charac- array of computer-aided education tools terized by individualized instruction, stand- are covered under "Computer Basics" on bys such as standardized tests, the chalk- page 52. board, films, and videos have provided few In the technologically integrated class- opportunities for matching the educational room, eitvironmental educators can use experience to the needs of individual learn- computers to tap ;nto a pool of information ers. Think of new technologies as poten- from National Geographic film footage tially faster, easier, and sometimes more to data on ozone depletion instantly accessible ways of using proven teaching In the school or education center, materials methods. may be stored on a central computer or It's very time-consuming just to stay on computer diskettes, CD-ROM, or laser- abreast of educational-technology develop- discs. Remote materials may be accessed ments, let alone carefully experiment with via local electronic bulletin boards or inter- and assess the potential application of these national computer networks such as the technologies. Teachers will need ongoing Internet. In the near future, access to environ- training (beyond one-shot programs) and mental resources will explode with the avail- we all must be cautious, patient. ability of fiber-optic pathways or wireless and open to change when teaching and digital satellite transmission. Served to learning with new technologies. students on their computer screens in the The pages ahead will explore the impli- classroom, in the field, or at home, these cations of two "new tools" that deserve colorful visuals, dynamic presentations, our serious attention interactive multi- and encyclopedic environmental resources media and on-line learning. For those of can stimulate sustained exploration of vou just entering technoland, don't worry, environmental content, problem-solving the basic definitions and uses of the full skills, and citizen action.

I 17 Workshop Activities

The Case of Computer-Aided Environmental Education Make time early in the agenda to engage participants in a debate about the merits and pitfalls of computeraided environmental education. Ask half of the workshop participants to present the advantages of using educational technology to meet the goals of EE and the other half to present disadvan- tages. After a rebuttal and discussion period, ask each member to vote by secret ballot .;or or against using computer for EE, and to list the primary factors influencIng their vote. You might consider keeping the votes private and having :articipants return to their ballot at the end of the workshop to review their vote and reasons for their decision to see if they've now been refined or changed. The handouts "Problems in Perspective" and "Promises in Perspective" in Section IV, may be helpful in your summary discussions.

Computer Language Lesson Distribute a copy of the Glossary (pages 65.72) to your workshop participants and then divide into teams. Challenge each team to come up with a meaningful sentence of which at least half of the words are from the glossary, with the objective of stumping the other teams' ability toaccurately ex plain what the sentence means. Points are awarded to teams that correctly decipher the most sentences.

.-, I

'N.'.;;'8 '4 LITERATURE CITED

Anderson, Ronald E. (ed) 1993.Computers Hungerford, Harold R.. R. Ben Peyton, 1992: An Overview. and Richard Wilke. 1980. "Goals .; ,18 t,i,. in American Schools, . .1 Minneapolis. MN: University of Minnesota. for Curriculum Development in Environ- I . Journal of Environ- .4; .; mental Education, ', Duffy, T. M. and D.H. Jonassen, 1992. mental Education I(3):42-47. Construct:I.:sin and the Technology Pearlman. L. 1992. School's Out:Hyper / of Instruction:AConversation.Hillsdale. I-a NJ: Lawrence Erlhaum Publishing. Learning, the New Technolory, and the I / 4 :' , End of Education.New York: William Dwyer, David. 1994. "Apple Classrooms Morrow. .7*-,s of Tomorrow: What We've Learned," Educational Leadership51 (7): 4-10. United Nations Educational. Scientific 47". and Cultural Organization .. I lannafin, Robert D. and \X'ilhelmina (UNESCO). 1978."FinalReport,Inter- C. Savenyc. 1993. "Technology in the governmental Conference on Em,ironment ", t Classroom: The Teacher's New Role tal Education,-Tbilisi. USSR. _ and Resistance to It,"Educational 12 (5): 26-31. Yeager, Robert E. 1991. "The Constructivist - . Tchnoloc,r Learning Model,"The .Scrence Teacher.

-1 September 1991:52-5 . ""' 18 At' . : t.

11111.1PRRTPM, Interactive Multimedia

yoU MAY HEAR IT CALLED "new media," "hypermedia," "integrated media," or more commonly "interactive multimedia," but whatever you call it, it's the next giant step in classroom technology and potentially a powerful tool for environmental education. The term "interactive multimedia" covers a lot of territory. "Interactive" means that this new tool offers Beyond assembling multiple choices or scenarios, and as the program unfolds, pieces in an electronic the viewer chooses which sequences or subjects to explore. version of cut-and-paste, The presentation "interacts" with the viewer by respond- multimedia tools can ing to these choices. " Multimedia "means graphics, music, provide tremendous sound effects, voice, video, and animation, in any combi- stimulation and resources nation, in the same program or presentation. These for development of various media are the building blocks of a multimedia critical thinking and product or presentation, but the cornerstone is the stu- problem solving skills. dent's ability to interact spontaneously with the information or images by using the computer. Where the Action Is Keep it mind that many multimedia productsdynamic, media-rich environment provides arc nothing more than electronic books or a potent way to reach students, laying the glorified page-turners. Instead of presentingpathway for truly investigative learning. kids with simple words and numbers, we've At its simplest, multimedia can mean added pictures and sound. They can be slowprogramming one computer to play selected and boring. The value of this technology onlyportions of compact discs or laserdiscs on comes when we empower the student to a classroom television monitor orprojection take amore proactive role in theacquisition device for the whole class to view. However, and analysis of information. for the full-scale multimedia experience, Interactivity, therefore, is the potential environmental educators can turn to a grow- of this medium that distinguishes it from ing field of interdisciplinary programs that earlier instructional technology innovationscan be adapted to many different settings. such as slides, film, and video. Where inter- These programs may incorporate interac- action formerly was limited to "off" and tive audio and video from a laser disc (some- "on," multimedia may provide a "hook" times called a videodisc), digital audio or to help transform students from passive video clips stored on a hard drive or CD, recipients of information to active partici- or video footage from a now-conventional pants in their own learning process. The videocassette recorder.

19 Environmental Multimedia Environmental multimedia offers the potential for true "whole systems learning" mirroring the whole systems of mind and the planet. The flexibility and multidimensional nature of these new media can parallel what we know about research on learning style Gardner's Theory on Multiple Intelligences (1985), McCarthy's 4Mat process (1981), for examplewhere we find students learn best in the style suited to them. Multimedia also can model and mimic interactive, complex behavior of natural and human systems. Environmental multimedia is therefore a dynamic, flexible toolpromoting dynamic, interactive learning in a dynamic, interactive world. Environmental multimedia can mirror the way we learn and the way the world works.

Do Your Own Thing If the formats of existing products do future. And remember, this information not meet your specific needs, then "multi- can be stored as sound, animation, video media authoring tools" can he used to footage, graphics, or text and any piece of "mix and match" elementsof theseproducts it can he accessed almost instantly. to personalize your multimedia presentation. CD-ROM is likely to be the fastest Using these resources and other materials growing product in the next few years. of their choice, teachers and students can Even though there is still a relatively limited research, write, and assemble their own base of installed CD-ROM drives, many multimedia presentations or reports, com- developers are convinced that the expansion plete with video, sound,text, and illustrations. of CD-ROM drives into the consumer If you don't find all the mediaelements marketplace is likely to follow the same you need from commercial products, you path as VCRs in the late '80s. One reason can create your own multimediaproducts. for the growing interest is the advent For several years, teachers and students of new technology that allows video to have been able to create their own laserdiscs; be displayed directly on the computer recent breakthroughs now allow users to screen, avoiding the need for an additional master (or "press") their own audio,visual, video monitor. or data CDs. CD-ROM vs. Laserdisc Storage Power! Multimedia Because CDs and laserdiscs store tremen- Laserdiscs and CD-ROM offer very differ- dous amounts of pictorial, audio, and text ent strengths. CD-RONIs were conceived information, they are particularly well- as storage media, and can he used to store suited for encyclopedic reference materials. just about any data, including text, numbers, A CD-ROM (compact disc read-only audio, images, and video. They store data memory), for example, can store the in adigitalformat. Laserdiscs were conceived information equivalent of 350,000 pages as a storage medium principally for motion of text 450 times the data of a conven- video, images, and audio, and useanalog tional floppy disk. just one side of a typical encoding. Perhaps the biggest limitation laserdisc can store the information equiva- of laserdiscs is that their analog data can- lent of 52,000 slide images or 5,000 floppy not he shared over a local area computer disks. New data compression will radically network (LAN), which "speaks" digitally. increase this storage power in the near

(-T.11111.1. Ten Reasons to Use Multimedia PC World magazine (October 1993) outlined "Ten Reasons to Use Multime- dia in Education." While in many cases unproven and overstated, they also underscore the potential of multimedia in education.

Multimedia is: fast learning speed accelerates. cheap the program never asks for a raise; the more you use it, the less it costs per use. consistent no mood swings, yawns, or lapses. private ask what you want; no one will laugh, no one will scold. safe experience nuclear meltdowns without fallout; experience drunk driving accidents or electrocution without blackouts or death. personal it never tires of praising and motivating through positive feedback, any time, day or night. a strong foundation on which to build mastery. a tool to make remembering longer, easier many parts of the brain are stimulated. more information faster on things a school couldn't afford to teach: like spaceshuttle repair, brain surgery, black hole sailing. fun like a game: yes, like Nintendo,which,with a joystick and a screen, has already captured the brains and fingers of an entire generation.

Today, some of the most exciting Why Bother? EE multimedia combine the best of both Interactive multimedia is being aggressively storage media, utilizing CD-ROM to store funded by many school districts, and many software which accesses motion footage museums, zoos, aquariums, and other edu- and sound stored on a laserdisc. While cation centers are following their lead. the future of compression technology and For example, the Lee County Public School storage media is highly uncertain, for the System plans to buy 4,000 personal com- foreseeable future, schools interested in puters and has set aside $35 million for multimedia should purchase both laserdisc educational technology, especially the players and CD-ROM drives. purchase of multimedia material. In North For a list of publications which cover Carolina, the Department of Public Instruc- the latest CD-ROM, multimedia, and other tion is requesting $356 million over 10 years computer-aided environmental education to provide schools with upgraded technology, products, see "Environmental Education including CD-ROM drives and other mul- Software and Multimedia Catalogs" on timedia hardware. Texas was the first state page 58. to adopt multimedia software as a text- book substitute. Given the costs of technology, the need for additional training, and the cost of multimedia products, you may he asking yourself, "Why do these educators bother with this new teaching tool?"

21 ' 4 Reasons to Use There are five principal ways multi- Multimedia in Education media technology is used in EE today: Definitive research on the positive impacts 1. at the front of the classroom as a of multimedia in education has not yet more flexible and versatile update been assembled. While many would argue of traditional audio visual media I;. that the jury is still out, here are some impor- used in lecture/presentation; tant reasons to utilize this technological _ tool in EE: 2. in student groups for collaborative It facilitates student-centered learning learning; allowing choice in the pathways for learning and the rate at which new 3. in individual student use for indepen- material is introduced. dent learning;

_ It can address several learning styles and 4. in the creation of reports or presenta- modalities providing a rich variety tions; and of instructional approaches which can teach in most of the ways that students 5. in assessment. . learn best. I /'1. It motivates student interaction, experi- Lecture/Presentation mentation, and cooperative learning. Students often work together on computer Connect a single computer to a projection projects as they never did on paper-and- device and you have a powerful tool provid- pencil projects. ing audiovisual support to emphasize lecture points. The instructor can incorporate It facilitates "storylines" or thematic printed harcodes (similar to UPC codes on learningwhere a pathway for explo- retail packaging) into lecture notes, then ration can easily be woven around a use a barcode scanner to activate recorded particular concept or context, such as images and sounds at appropriate times. ecosystems, environmental restoration, or population dynamics. Interactive multimedia can create compelling classroom audio visual demonstrations. The Itpromotesthe "constructivist" view teacher can pause at critical points, show of learning. entire sequences of a video presentation in slow motion and review important concepts But How Can We quickly and easily, then pull in a computer- Really Use This Stuff? generated map with today's data, and then skip to... Now that we've addressed the "what and why" of interactive multimedia, let's turn our attention to the "how." While environmental educators already have numerous Collaborative Learning ways to use these new tools, the interactive Utilized as a learning station in a classroom, multimedia teaching and learning frontier interactive multimedia enables small groups is wide open ... and the technical horizon to share their expertise and to explore in continues to rapidly unfold. the learning process together. Teachers can facilitate the learning process and guide learners down pathways, working in a collaborative process. Thus, specialized training is not limited by the knowledge of instructors, the availability of scarce or valuable teaching materials, or the availability of teachers.

22 , I'. C.() Individualized Learning Educational presentations on the computering element in achieving success. Your provide a private, non-judgmental learning workshops and follow-up support could environment: The student controls the pacemake the difference for many teachers. in a "hands-on" learning experience and can back up, repeat a segment, or ask for further explanation. For quick learners, Assessment multimedia allows the opportunity to explore In a group testing environment, the teacher beyond the basics of the course. For slowermight call up a frame illustrating various learners, individualized learning situations environmental problems from a disc and lessen the fear of having to publicly ask for ask the students to identify potential solutions. extra help or admit that they "didn't get For individual testing, the students can it" the tirst time around. take entire exams at a computer connected Students who have missed class, or to a laserdisc or CD-ROM. Answers to who need to review, can study audio/visual audio/visual-supported multiple choice, supported lectures and demonstrations true/false, or fill-in-the-blank questions are independently. entered into the computer, recorded and graded instantly. The power of this technology lends itself to more sophisticated Creating Reports or Presentations testing procedures and various aspects of Students enjoy developing their own multi- "authentic assessment" taking assessment media products. With authoring programs beyond mere record-keeping. Computer students can prepare a variety of audio technology puts feedback on progress with- visual reports. Computerized slide shows in reach of each learner, and provides pow- are simple; for extra pizazz try a "video erful tools for building student portfolios. term paper" with complementary moving The ability of multimedia to present footage, charts, pictures, and music. material, ask questions, and respond accord- An authoring system connected to ing to the student responses, opens up an a laserdisc or CD-ROM player simplifies exciting new venue for educational media: the task of producing and editing video- interactive lessons and activities. Teachers tapes. Cues, cuts, captions, and other edit- already are creating activities where students ing chores can be preprogrammed from are shown, for example, insects and asked an assortment of different discs to create to identify shared characteristics. The smooth, professional videotapes. Teacher- teacher programs the system to ask more compiled material can also be transferred probing questions, based on individual from high-quality master tapes directly to student response. custom -made laserdiscs for classroom use. In an increasing number of schools, ...Other Ways? teachers are combining an authoring system,Are our current uses of computer technolo- laserdisc or CD-ROM player, computer, gy in EE unnecessarily confined by our lim- word processor, and graphics software in ited experience? Areourapplications "boxed a state-of-the-art curriculum development in" by how we have taught in the past and workstation. The materials they are devel- how we have utilized educational technol- oping range from simple handouts and ogies of the past? For the future, we may overhead transparencies to student work- need to "get out of the frame in order to books and even complete course textbooks. clearly see the picture." Our challenge (See page 45 for a sample technology in the years ahead is to not let historical learning center.) patterns and experience limit our creative It is imi/ortant to note here, however, application of new educational technologies that most studies of introducing computer- in EE. based technology in the classroom say time for teachers to learn to use and then to apply such technology is a critical but often miss-

23 .",)outec, tt In John Naisbitt's "Nlegatrends" (1982), new Unless you are training a very small technologies pass through three stages. In group that can crowd around your the first stage, the new technology follows computer screen and monitor, you will the "line of least resistance," into a ready also need a way to project your screen market. At the second stage, users improve so that everyone can see. A color liquid or replace previous technologies with new crystal display (an LCD plate) and an technologies. Finally, in the third stage,users overhead projector work just fine. An discoer new functions for the technology, alternative is a new piece of technology based on its potentials. where you plug your computer into one In the third stage, educators using end and a monitor/TV into the other, technology bring about a paradigm shift. and your monitor/TV now shows what They don't just squeeze technological tools appears on the computer screen. This between the existing bricks of yesterday's same hardware can he plugged into a educational practices. They ask, "What VCR so you can tape exactly what is can we do now that was notpossible before? appearing on your computer screen! How can these new tools contribute to a New projection and presentation tech- more powerful educational experience?" nologies are always hitting the market. As environmental educators, we are just entering this third stage. You can see that the easiest way to do a workshop is in a computer lab or train- Training Tips and Techniques ing center. Many school districts and universities, as well as some libraries, already It's very difficult to verbally explain inter- have all of this technology, fully integrated active multimedia. It's unlike anything and compatible ready to go. It will save you've experienced before. There are no you hours of time and oodles of money if adequate analogies. You have to see it you can bring your participants to a facili- demonstrated and you. have to try it your- ty where the technology is already avail- self to really get a clear sense of this medi- able, as opposed to bringing the um. This poses significant technical and technology to them. logistical requirements for an effective If you can get access to a computer training workshop. lab or training center, go there well in advance of your presentation and "crash Technical Considerations test" the products you will be demonstrating. Try in advance everything you plan to do You'll need a speedy computer with in your workshop to he sure that things eight or more megabytes of RAM and won't grind to a screeching halt because of a compatible CD-ROM drive and/or "technical difficulties beyond your control." laserdisc player. The computer may also If you are responsible for providing need a big chunk (several megabytes) equipment and setup, do your legwork of available hard drive space and the well in advance. It almost always is more software necessary to run the multi- time-consuming and complicated than you media products you are presenting. expect, and something often goes wrong, If you are demonstrating a laserdisc, so plan ahead. you will also need a color monitor (basically just a color TV) to run the video footage. Digital video on a CD- ROM should run directly on the computer screen, so no additional monitor is necessary.

24 Logistical Considerations Remember that your p rticipants will have lisle if any previous experience Arrange the training so that the work- with this new medium (unlike other shop participants can see the computer tra titional teaching tools). Share with monitor or projection screen, and so them lots of stories about how other that the trainer looks at the class. This educators are using technology, but also way you can monitor and respond to remind them that they are participating looks of delight or confusion as well as in a unfolding process. participants' questions. It may be helpful to enlist one or more participants to Emphasize how tis technology is only operate the computer keyboard accord- a tool to enhance what they are already ing to your directions. doing and that it is not just another thing they should add to their over-crowded Briefly state the goals of the training curriculum. and the specific objectives you plan to address. Poll your teachers to see Be sure to allow time for small teams which have experience with interactive of 2-5 teachers to explore together. multimedia and which do not. Encour- While demonstration to large groups is age them to share their frustrations and fine. to fully experience the dynamic of their success stories. cooperative, self-directed, interactive learning that this technology allows, a At the beginning of the workshop, find small group is a must. Give participants out what participants want to know, plenty of time to have direct, hands-on ex- then respond directly to their needs by perience with the technology. weaving in specific examples, products, or techniques. It's ideal to actually do You may wish to dup:cate paps 54 to this with a pre-workshop questionnaire. 64 to provide a list of EE-related computer products and resources. Consider pairing or grouping more experienced and energetic participants The Workshop Resource Manual unit, with those who are new to or pensive "Designing Effective Workshops," offers about computer technology. tips for facilitating discussions.organizing small groups, and developing an appro- Strive to show the variety, both in form priate agenda for workshops. and content, of multimedia resources. Demonstrate the unique capabilities of both CD-ROM and laserdiscs. Show them the tools of today, but he sure to mix in some of the possibilities of tomorrow. Show specific examples of how interactive multimedia resources can he used for lecture/presentation, collaborative learning, individualized learning, creating reports or presentations, and assessment.

't. '";)uterc It't1. s A

Consumer Testing Multimedia Once teachers are sold on multimedia, they'll wantto purchase software for their school. Here is an idea for engaging workshopparticipants in a discussion about their criteria: Set up stations whereparticipants test soft ware or multimedia programs that youhave available, and ask them to write a cataloglike description for this item. Then comparetheir \k.rsions with the real sales pitch and lead a discussion that willhelp participants become savvy multimedia consumers. What arecompanies likely to emphasize? How well does this coincide with what teachersneed to know?

Create a Multimedia Teaching/LearningStation Give each teacher team a catalog from an educationaltechnology catalog selling hardware and software, a $5,00010,000budget, and the job of creating a multimedia teaching and learning stationthat could roll around in a typical classroom. Have teams report theirexpenditures for hardware and software and describe at least three activitiesstudents could do at the station. The most creative spenders can keepthe catalogs! Pick up a few copies of a newsstand computer magazine, orcontact your local computer store or reference librarian to obtain copiesof current prices for hardware and basic software.

The resources listed in Section V, on pages 51 to64 may be helpful for each of these activities.

LITERATURE CITED

Gardner, H. 1985. Frames of Mind. New York: Basic Books.

McCarthy, B. 1981. 4-A1AT. Oakbrook. II.: EXCEL, INC.

Naisbitt, J. 1982. Megatrends. New York: Warner Books. On-Line Learning

T'S BIG, IT'S FAST, IT'S HIGH-TECH, but is it good for EE? The headlines tell us the "global Internet" is expanding faster than a supernova, already reaching miliions of computer users around the planet and growing by 110 percent or more per month. Won't yet another tantalizing technology separate us furti'er from experiential learningabout our place on the planet? Maybe. 3ut like any educational technology, how telecommunication is used in communities and classrooms will determine whether it isvaluable or distracting, a tool of empowerment or a toyfor passive entertainment. Fundamental to thinking about on-line learning is thinking about our relationship to the process; the technology itself comes without a value system. Computer telecommunications simply provides access to information and opportunities for interaction. Used properly, it can enhance educational experience and provide a venue for collaborative action to solve environmental problems.

Some Examples of On-line Learning Projects: Students measure water quality of a local river and exchange data electronically with peers throughout their watershed to assess the health of their ecosystem, through GREEN, the Global Rivers Environmental Education Network. Students become delegates negotiating an international treaty on the development of Antarctica with the Universityof Alabama's Project IDEALS. Teachers and students "participate" in a scientific expedition to Belize with the Jason Project expedition, thanks to computer networks. Weather reports are available for any location in the United States and students can input their own data through the University of Michigan prograr., "Blue Skies."

More descriptions of similar projects begin on page 36.

27 The Internet

University Network

lot Networkgi Computer roma Users Bulletin Board System Service Provider: Bit Net

INTERNET

Service Provider: Service Provider: Individual CompuSery EcoNet Computer Users

What Is On-Line Learning? Sending electronic messages, images, and personal lessons in the interconnectedness sounds over phone wires or via satellite, of science, geography, and human relations. tapping vast stores of text and data: these By reducing the barriers of travel, are the basic elements of telecommunication. cost, and time, computer networks allow But we can't say that computer networking environmental professionals and teachers contributes to learning about humankind's to develop extensive on-line communities relationship with the biosphere until on-lineof peers, and to become active co-learners access to information and to each other in the education process. increases individual knowledge, improves Using the personal computer's ability comprehension of life and natural processes, to communicate over standard phone lines and engenders in individuals the ability with a modem, the simplest networks act to act, or refrain from acting, responsibly as "store-and-forward" systems that echo on the planet. messages from one computer to the next, The scientific and academic communities until all have copies. These clusters of pioneered computer networking in environ- computers generally connect to bigger mental studies. Pilot projects have scientists, dusters of computers, linked by high-speed teachers, and high school students sharing data lines and satellites that exchange field research about environmental quality. information with one another in split seconds, Computer telecommunication lets them and provide access to millions of people, leap former boundaries whether in one vast stores of information, and tremendous watershed or around the planet. computational power. The Internet is this Elementary and secondary school network of existing computers, mainframes, learners share their life experiences and and phone lines. visions of the future also by sharing infor- First, there arc the small networks. mation on-line, either with private mes- These may be community bulletin board sages or through public conferences. Their systems, office or school computer net- messages to one another, delivered with works. Many of them c,m pass messages, tremendous speed and shared simultaneously called "electronic mail." hack and forth among many classrooms, provide strong, with one another. 28 The Measure of a Teacher's Internet Skill The best measure of a teacher's skill may be how the teacher does not use the Internet. If teachers spend most of their time looking for the "pot of gold" that they are convinced is out there, then they are perpetuating the view of the teacher's role as giving "answers" to students. On the other hand, if teachers spend most of their Internet time sharing/collaborating with others, and creating resources (making available students' work and their own ideas), then I would rate that teacher's use as very skillful. They recognize that the teacher's role is helping students collect data, use data, make sense of data, communicate their findings, and revise based on others' input.

Alan Feldman, TERC (Written in COSNDISC, March 8, 1994)

Somewhat larger networks connect Each of these groups shares common inter- many of the smaller networks together. ests or goals, and is effectively a "virtual Thus we have "Bitnet," which connects community" or subculture on the computer many academic institutions; FidoNet and networks. One Net, voluntary associations of local This vast new world of opportunity bulletin board systems that share electronic presents many challenges. The enormous mail and conferences with one another; glut of information is impossible to take non-commercial networks such as EcoNet; in and has forced those who would taste or commercial networks like Prodigy, Ameri- its power to devise new ways for organiz- ca On -line, and CompuServe. Manyof them ing and sampling the information flow. also share information resources and elec- Electronic mail services and computer tronic messages across the high-speed network "conterencing" let students, teachers, par- of high - performance computers used for ents, professionals, and policy makers research, education, and commerce, initially communicate with each other privately or funded by the National Science Foundation publicly as members of discussion groups. but now open to private enterprise, known Electronic mail allows private one-to- astheInternet,with a capital "I." one or one-to-many exchange of messages Because they adhere to public standards that can include text and "attachments" for information exchange, all of these small such as graphic images, spreadsheets, and to large-sized networks are or could he computer programs. Standard address for- interconnected. Common standards are mats and transmission protocols allow what define the Internet, and the very fact messages to he exchanged across different that the standards are public has acted physical computer networks throughout as a catalyst for the Internet's phenomenal the world often in only seconds. growth. Internet standard "protocols" Computer conferences transcend time have acronyms like TCP/IP, FTP, telnet, zones, allowing participants to review and Gopher, WAIS, and WWW. Some of these comment on each others' written postings are discussed later in this chapter;the! are as their time and interest allows. They also also included in the "Glossary of Con,put- transcend many cultural harriers. Orga- ing Terms." nized much like conferences where people Within and across the computer net- meet face to face, these meetings take place works arc "human networks," foi mal and inside each participant's computer. Everyone informal associations of people who com- gets to read and think about questions or municate regularly using on-line services. statements posed in an on-linc conference, mid everyone has an equal opportunity to reply. V'hile this electronic conterencing abounds with opportunity, it also challenges The Language and Tools of Telecommunication Modem, baud rate, upload, telnet, Gopher, system this and system that: The language of telecommunication, while a subset of English, is bewildering.

One way around the language barrier is to treat every computer network workshop as a foreign language lesson. Identify the vocabulary that will be used before the training session begins, and make sure it's OK for anyone to question the meaning of any technical term.

In most audiences or classrooms in the United States, nearly everyone will be able to offer a few words in computerspeak, along with the meanings that ascribe to them. As an ice-breaking exercise, ask for examples of computer terms that could be replaced by simpler, plain-English words. The glossary included in Section V can help to overcome translation problems.

participants to discriminate tact from The Internet is not better than face- fiction and to evaluate opinionswithout to-face meetings, hooks and periodicals, being able to look the other folks in the eve. or even television. It is not particularly easy Access to electronic databases has exten- to learn to use, and you may have no luck ded huge indexes of reference material finding the information or the people you like never-ending card catalogsright into .eck once you learn to use it. the classroom, home, and workplace. Computer networking is blurring the Why Even Attempt It? distinction between "education" and "real lite." Environmental issues are entering the Despite the challenges, there are some classroom with immediacy via computer proven and potential reasons for using networks, and students are jointly seeking computer networks in EE: understanding and solutions with scientists, Computer networks have been shown citizen activists, journalists, government to be useful educational tools. officials, and community leaders of all kinds. The opportunities for continued Computer networks can foster new, learning among inservice professionals are empowered electronic communities expanding as well. able to cope with complex environmental issues. What On-Line Learning Is Not Computer networks can provide a way It the Internet is an information highway, of obtaining and disseminating informa- as it's been called, it's not nearly finished tion that has tremendous advantages yet. New sections are being added every over other media. day, and there are serious problems with The world is increasingly networked potholes, detours, and traffic congestion. via computer, and use of computer net- Add to that the tact that not everybody works is becoming a requisite skill in has or even can afford a vehicle to travel commerce and government. Computer the information highway, there are few networks are not going away. 'leachers good roadmaps, virtually no driver train- and teacher educators need to learn to ing, and not enough service stations to work on-line to keel' up. keep you rolling. It's past the ( 'onestoga Agon era, but not much. 30 Success is possible using computer lines. Generally, you'll have a happier time networks for EE, but knowing how using computer networks the faster your to succeed involves more than simply modem is. An older, slower modem (1200 learning how to use a computer and baud) will do fine for simple text message e-mail. exchange when a newer one isn't available, but the latest interactive on-line graphic Telecommunications services require high-speed modems (9600 baud or faster). Modem speed is counted Hardware and Software in bits per second. (It requires eight bits The tools of on-line learning come in two eight bits are a byte to make a single basic forms. If you can touch it, it's hard- alphanumeric character on your screen.) ware. If it provides instructions for the Modems capable of sending and receiving hardware, or information for you the user, 14,400 bits per second now are inexpen- its software. Generally, the software "lives sive (S100-$150). and modems twice as in" or is contained by hardware. A "floppy fast are available at lower and lower prices disk" is hardware that contains recorded each month. programs or data, which are software. To Unless you are directly connected to use a computer to communicate, you need a computer network you also will need both hardware and software. a phone line. Telecomputing does not First, you need a computer. The com- require a dedicated phone line, though if puter must he capable of performing serial somebody picks up an extension and dials data communication sending and receiv- while your computer is using the same line, ing digital information, usually over a wire. your messages may he garbled. You may Some computers are faster, but even an o1,1 also need to learn to turn off "call wait- Apple or Commodore computer, common ing" or other special features. (Your local in elementary school classrooms, can he phone company can tell you how.) used to communicate. Any computer needs telecommunica- Choosing A Service Provider tion software to tell it how to communicate. Generally, any communication software For you to communicate using your com- that works with your computer will do, puter, communication software, and modem, but better software makes the task of com- you need another computer at the other municating much easier. The easiest com- end of the line. This remote computer is munication software requires the least known as your host or service provider. memorization by the user; some simply At the simplest level, a remote host may requires pointing at graphical piCtures to he a computer in an office or classroom accomplish communication tasks. Still, it across town. It may he a local bulletin is usually easier for anyone to use the soft- hoard system (BBS), or it may he a com- ware they are most familiar with than to puter service connected to the Internet, via learn how to use a new software package. which you can interact with many other A key thing to learn about your telecom- host systems and their users. munication software is how to set its communication parameters. Settings in your software must match those required by any on-line service you use. (Luckily, most of them are nearly the same.) A modem is a hardware device, attached inside the computer or connected to the outside of a computer via a plastic- coated set of wires called a cable. A modem turns digital signals into sounds, so they can he transmitted over standard telephone Internet Services

Full-service Internet Internet E -Mail: The ability to exchange electronic mail with anyone who has an Internet address is a fundamental feature. The ability to keep group or personal mailing lists is a nice additional providers offer an feature. An Internet address consists of the user's account name or identifier, separated by an array of services, symbol from the "host name" of the network service provider. Here are two examples: including the follow- [email protected] and [email protected]. ing. The provider you Gopher: The Internet Gopher lets you browse for resources anywhere on the Internet using menus. choose should be It's an easy way to "go fer" information (bad gopher humor; it actually was named after the mas- able to provide a cot at the University of Minnesota, the "Golden Gophers"). Some systems offer graphical Gopher client programs, which provide a "point-and-click" interface. Text-only Gopher is available on many mix of services that systems via a menu option. meets your needs. Telnet: Telnet, a feature selected via a menu option on many host systems or via a graphical icon A list of network on others, allows you to visit any public or private (if you have been given access) computer onthe service providers is Internet. There are a number of "sites" on the Internet that are especially valuable for EE. Some included on page 59. interesting telnet sites are included under "Network Service Providers" on page 59. Usenet-style Newsgroups or Conferences: If on-line conferences are stored in standard formats, they can be shared between multiple computers on the Internet. Thousands of public conferences already are shared this way, many of them a part of the Usenet conference distribution system. Some systems offer text menus for browsing conferences: others provide graphical point-and- click "newsreader" software for your computer. More on conferences can be found under "Network Service Providers." FTP: The Internet File Transfer Protocol is the fastest way to transfer files between computers on the Internet. and the only way to retrieve some files, like satellite imagesof the Earth or map data. FTP can be difficult to use, since it requires some knowledge of UNIX commands. But tools like Gopher and WWW (World Wide Web) can make file retrieval via FTP Internet Relay Chat (IRC): "Chatting" with others by exchanging text messages while simultaneously connected to the Internet is a popular feature on some networks. Interactive audio and video links are available on some high-speed networks. World Wide Web (WWW): WWW links documents on the Internet as "hypertext," allowing the user to browse from document to document by selecting highlighted links. A link may be aword or a graphical image. On systems that provide graphical WWW client programslike Mosaic, WWW is a visually exciting, point-and-click way of exploring that portion of the Internet that contains "web" documents. Text-only WWW services such as Lynx are available on some networks.

User Support: Good support is a part of telecomputing that can't be left entirely to machines. Having a human to call or e-mail who can answer users' questions is a key element in network services. User manuals, on-line help utilities, and support forums also are important to consider when choosing a network. For ease of use and convenience, you might want to review the following features. Graphical User Interface: Using a pointing device such as a computer mouse to select options on a computer network, rather than typing commands at akeyboard, is easier for many network users especially for hunt-and-peck typists. More and more computer networks are offering this feature. Off-line Mail and News: Where network connections are expensive and budgets are small, the ability to read and write electronic mail and to participate in on-line conferences while not connected to a network can be a real cost-saver. In schools, this can broaden the availabilityof networking to students and teachers. Off-line mail readers. provided by some networks, connect to the network only to send or receive mail; all of your reading and writing gets done in yourpersonal computer. News readers. similarly, allow review and responses in on-line conferences to occur in an off-line setting.

32 Bulletin Board Systems ways to cyberspace. Check with your local As of mid-1993, Boardatch magazine system administrator or educational tech- estimated that there were some 60,000 nology consultant for details. computer bulletin board systems in the United States alone, a number that is Commercial and growing rapidly. The BBS fills the need Non-Commercial Networks for special-interest computer communica- Commercial and non-commercial networks tion in a wide range of situations. Because serving the general public are accessible simple bulletin hoards are easy to set up from anywhere in the United States, with and use, and inexpensive to operate, they can.provide an ideal setting for training in telecommunication, or for educational communication within an institution, organization, or community. BBS software is available for different computers, at prices reflecting the features offered. This enables most computers with modems and phone Not all material or dialog on lines to become exchange points for elec- the Internet is suitable for edu- tronic mail, file exchange, and on-line dialog. Generally, only larger local BBSs cation, particularly for young provide full access to the Internet. network users. Consider jour. In most communities, the local boards neys by students onto the are the best avenue for learning about on-line networking. BBSs run by computer- Internet to be a "field trip." user groups are common, and provide Many schools and educational access to local expertise. Inquire at local organizations are developing computer stores or the computer departments of local colleges or universities for policies describing appropriate local BBS phone numbers. Many bulletin activities and behavior on the hoard systems provide comprehensive list- Internet; some are limiting ings of other BBSs around the country. students' access to a subset Education, Research, of the Internet's resources. and Government Networks Education, research, and government net- prices starting at about $10 per month. works are becoming common in most In addition to the cost of the network ser- locales. Typically, these networks provide vice, long-distance telephone access may access to electronic mail and other services he an additional cost, particularly from rural for all computer users in a specific category. areas, although most large network service Many states now provide access for all providers offer local access in urban areas. K-12 educators at low or no cost. Colleges These public networks serve specific and universities typically provide computer audiences, some more broadly defined than network access for faculty and students. others. Some offer easy-to-use graphical Scientific research institutions were among interfaces, but limit the user's ability to the pioneers using on-line communication explore the Internet. Others offer text menu for collaborative research. And government systems that may he more difficult to levrn, agencies are increasingly using computer but offer broad options to explore Internet networks to share data and to connect resources. A list of broadly accessible. net- experts in a range of environmental spe- works that offer access to resources for F.F. cialties both within agencies and across is included in Section V on pages 60-63. state and federal agency boundaries. Ease of use and access to Internet services vary on institutional networks, ranging from very limited access to systems that assume you have computer programming knowledge, to high-speed graphical gate- 33 Ways to Use Computer Networks

Glean information Hone opinions and positions Receive action alerts and timely news Work together Look up information on other Coordinate meetings and plans individuals and groups Link to other electronic mail Search resource lists and database systems Broadcast information Make decisions with dispersed Post time-urgent announcements members to broad or selected audiences Plan conferences and follow-up Publicize conferences, events, calendar Put h on-line (newsletters, of activities, and services available occ .Aonal papers, etc.) Post newsletters or other documentsCoordinate a group-authored paper for broad access Also... Communicate interactively Reduce phone expense Ask questions and eliminate phone tag Dialogue with friends and Dial locally; act globally colleagues

(Adapted from the "Guide to CreativeConferencing," Institute for Global Communications)

Keys to On-Line Success Using computer networks takes practice. Use of computer networks must be rela- There are few shortcuts, and even most tively easy. Users need access to the tech- of the main roads are "under construction." nical equipment, software, training, and Computer networks are relatively new support for sending and receiving mes- and are experiencing phenomenal growth; sages. They also need the time and social there are still a lot of rough edges, and support for such activity. If using a com- things frequently break under the strain. puter network is an added burden in an So the fundamental lesson in computer educator's already overloaded schedule, networking for EE, whether in a training it won't happen. workshop or integrated into a long-term There must be strong incentives for using education strategy, is patience. Painting false computer networks. This type of com- expectations of the tremendous resources munication must he more efficient or available on the networks can lead to productive than other kinds of research discouragement among participants, and or interaction. outright hostility toward the technology, if the way to those resources is too rough. For a group to function well in an Once frustrated, a would-be networker is on-line environment, it needs to share less likely to try again. specific goals or tasks. There must be Some key elements identified for clear expectations of the requirements success in building electronic communities for responding to messages. are good to keep in mind when considering on-line F.F. (Rid and Levin, 1990). They Someone must take responsibility are summarized and explained below. for facilitating on-line interaction.

34 EaseofUse Objectives are more specific. They How "easy" on-line networking is for the generally provide the "who, what, and individual user depends on several factors. when" for tasks. "By the end of the train- First, the computer used for networking ing, participants will have used gopher and must be accessible. If telecommunication telnet to access a variety of information requires a trip down the hall, or staving up resources on air pollution," or "Each partic- late at night to take advantage of low-cost ipant in this project is expected to respond phone rates, it is less likely that telecom- to electronic mail from other project par- munications will be integrated into the ticipants within 48 hours," are examples. regular routine of an educator or student. An objective should be stated so that eval- So convenience is a key consideration uation of success is straightfor.-.'ard in planning for success in teleeomputing. either it was met or it wasn't. By sharing or Second, the simpler the computer even co-developing objectives with a group hardware, software, and telecommunica- prior to an activity, all participants can tions service is to use, the likelier it is to be form a common understanding of purpose. employed. Low-cost equipment, software, This is especially important when they are and services may look like a bargain, but communicating only via computer networks, they can be discouraging. without the same group dynamic that develops in face-to-face situations. More Incentives about setting objectives for a workshop can be found on page 11 of the Workshop Unless there is a strong perceived need or Resource Manual, "Designing value in computer networking, people will Effective Workshops." choose other ways to communicate and In offering telecommunication train- to find information. Likewise, disincentives ing to groups where the participants have like cost and the time required to use a varying knowledge, experience, and apti- new technology can block success, if the tude, a self-evaluation checklist of knowl- value of using the technology is unclear. edge and skills can enable participants to Sometimes, an incentive may be simple: track their own progress and set their own Access to timely information that may objectives. An "I Can Telecommunicate" not arrive for days or weeks by mail, or checklist is provided as a handout on page the ability to correspond quickly to meet 49 in Section IV. an important deadline, can be great moti- Rules for on-line interaction are vators for using computer networks. important, largely because the on-line "Models For On-Line Projects" is environment differs in many ways from provided as an overhead master on page the interpersonal situations we are used 50 in Section IV. to. The phenomenon of "flaming" on computer networks heated, sometimes Setting Goals, Tasks, and Rules intensely personal dialogue or debate that Without clear strategies for using on-line rapidly escalates and eclipses ot'aer discus- communication in EE, the technology can sion demonstrates that son,social easily become a hindrance rather than a norms need reinventing in cyberspace. help. To make effective use of the technology, Eye contact or peer reaction that might whether in a classroom, training session, cause embarrassment for "making a scene" or in an interactive on-line project, setting in a face-to-face encounter don't exist on- goals, measurable objectives, timelines, andline. The box on. page 30 outlines one rules or expectations are essential. group's attempt at a simple set of ground Goals for on-line communication may rules for on-line conferencing that can easi- he broadly stated, but they should reflect ly he adapted for group electronic mail. An the needs of and purposes for the effort. activity suggestion on page 33 allows your "We will use computer networks to access workshop participants to discuss potential information resources that are not available problems and ways to solve them. locally," or "This project will use a computer conference to share environmental monitoring data among participants at geographically dispersed sites," are examples of goal statements.

35 ott,Otttef tI Ground Rules- for On-Line Conferencing from CpnflictNet

We are trying something new here, soI am very open to reactions and responses. Electronic conferences have some interesting aspectsand I would like to begin to develop some relevant groundrules. effort to add a response to the "Sign-in' 1) I encourage you to make the topic. If you do sign in, we will makethe assumption that you are in the room with us and will checkin periodically, to read. discussion we ask that you make a commit- 2) If you make comments in the ment to staying with the conference.Passing comments are disruptive. If let you are leaving the conferenceit would be expected that you would us know. difficult to follow. This is "taking 3) Be concise.Lengthy postings are too much air time" in a Face toFace (FTF) meeting. 4) Stay on point. If you introduce manyvarying ideas, it is difficult to track conversations and it is easy tolose ideas.

5) If a relevant topic is available, tryto make your responses to that topic. 6) If you are posting a resourcerather than a discussion, create a new topic and use RESOURCE: as a headerin the title. i.e. RESOURCE: Consensus Guidelines. 7) If there is valuable informationin other conferences, post a topic with a title POINTER: good story (orother appropriate words). rules There may be more ground rules andI will use this topic to add new critique as needed. I would also encourageyou to make comments,add to, or this list. One last request, please sign yourpostings. We can look up your login in how the user directory, but it ispreferable to let us know your name and you wish to be addressed.Thanks. , Feb. 7, 1994 John Helie in ConflictNet conference

The Importance of O;t -Line Facilitation Continuity of Support Imagine a meeting whore everyonearrives How to provide help for theexploding popu- but finds that no agenda has been set,there lation of computer network users is a tre- is no decision-making processestablished, mendous and costly challenge. Fortunately, and nobody is running the meeting.Com- the medium lends itself toLo-support among pare that with a meetingwhere the agenda peers, but this requiresattention from every is well developed, there are clear stepsfor on-line user community to identify and making decisions, and a skilled facilitator address its own needs. helps to keep discussion moving andfocused. Mentoring, organized or ad hoc, is a The dynamics of on-line activities are natural complement to on-line EE. Whether very much likeface-to-face meetings. How in the use of computer networksthemselves, the dialogue starts can easily set a pattern in teacher training, in co-developmentof for how it continues. if only a few members curricular materials or on-line projects, or of a group contribute, the remainder may in developing EE programs, on-linenetworks forever be passive observers. and noreal can nurture mentorrelationships by elec- group-wide discussion occurs. A facilitatortronic correspondence with individuals or can ask questions toclarify, remind partici- groups. For mentors,the experience can he pantsofunresolved issues, and provide a valuable co-learningopportunity, as well summary and synthesisof a discussion to help it along. 36 as a chance to share experience and exper- For those who have to make do with tise. On-line mentoring projects may even minimal equipment and time, here are pair older students with their younger peers. some suggestions for how to make the best Providing opportunities for group of your opportunities for computer net- feedback on-line can enhance FE efforts. work training. Teacher forums, question-and-answer forums, and general EE discussion forums Preparation ,ill exist on various networks, and some are accessible via the Internet. Typically, Even a single computer with a modern all participants see and can respond to the can he a good training device, if the feedback of others in these forums, which screen display can be made large enough creates a more empowering dynamic than for all workshop participants to see. using only private e-mail for feedback. Liquid-crystal display (LCD) panels Because computer networking is so allow you to project a computer image new, the number of "experts" is far over- whelmed by the rapidly growing numbers of new users, many of whom have new and creative ideas for using thc net. Letting the leaders lead is a productive strategy in many classrooms and organizations incor- Unless you are lucky enough porating computer networks in FE. Whether as co-trainers, local "postmasters," or sys- to be near a university or other tem operators, the enthusiastic computer large institution, a training lab nut may be able to provide leadership that is the stuff of fantasy. Experi- the boss, teacher, or workshop facilitator can't, due to lack of experience with the enced trainers are even hard medium or lack of time. In such situations, to find, since the technology clear delineation of goals and tasks with has arisen so rapidly and is in periodic review, aids quality control. great demand. And of course, Training Techniques don't we all wish we could have lower teacher.student ratios It is difficult, if not impossible, to learn about computer networking from a book and all the time in the world or lecture. The best teacher is experience. for learning? The ideal setting for intensive computer network training is a computer lab with no more than two learners per computer, and onto a screen via a standard overhead where each computer has access via modem projector. These devices are expensive, or direct connection to computer networks. but worth the investment if hudg.t and While you're at it, make sure there's no ultimate long term use allows. A less ex- greater than a 10:1 ratio of workshop par- pensive option is connecting one or more ticipants to experienced instructors. And standard television monitors to the com- allow at least eight hours in this lab setting puter. Some computers (such as Apple II, for adequate training of beginners. Atari,Commodore, and some new For groups that continue to work multi-media workstations) provide for together tolloiAing a face -to -face training, video output using standard 11( A-plug on-line exercises, group co-tutoring, and cables (like those used to connect stereo "refresher summaries" circulated via elec- components together). Computers that tronic mail or on-line conferences can build do not provide direct connections to TV expertise and confidence. monitors (such as most Macintosh, MS-DOS, and Windows computers) require either an internal video card or an external coder box (scan converter).

37 Set up your equipment for training well Start all over again, this time explaining in advance. You'll need plenty of time to each step in detail: address technical compatibility (or incom- how to turn on the computer; patibility) issues, get access to a phone how to start the communications line for telecommunicating, hook up extension cords, and so on. It almost software; always is more time-consuming a' how to set communications complicated than you expect, and some- parameters; thing often goes wrong, so plan ahead. how to make the computer talk to the modem, and to make the Arrange the training so that the learners modem dial a phone number; can see the computer monitor or projection screen, and so that the trainer how to log in to an on-line service, looks at the class. It may be helpful to and why a password is necessary enlist one or more of your teachers to for privacy; and operate the computer keyboard tollow- how to access the on-line resources ing the trainer's directions. demonstrated previously. Consider pairing or grouping more Save demonstration of electronic mail experienced and energetic workshop for last. Once you learn other options participants with those who are new to like computer conferencing, information or pensive about computer technology. retrieval using Gopher, and other tools, e-mail is easy. Learning e-mail first, on the other hand, tends to fill up learners' Conducting the Workshop brains to the exclusion of other modes Briefly state the goals of the training, of on-line networking. and list the skills that the teachers are Present achievable on-line tasks for expected to learn. Provide a checklist participants to perform during the train- for them to monitor their own ing and/or during follow -up sessions progress at meeting specific objectives. (on-line or in person). Consider making A sample "I Can Telecommunicate" these team efforts, and organizing teams checklist is provided as a handout in to collaboratively develop a product, or Section IV. to competitively find answers or solu- Dive right in to demonstrating on-line tions to a set of questions or problems. resources, such as computer conferenc- Some trainers have developed an "elec- ing, Gopher, and how to get help on- tronic scavenger hunt" where teams line.Ask teachers what their interests search for specific on-line resources or are, then find on-line resources that perform assigned tasks such as posting match those interests. Strive to show the a conference reply or sending e-mail to variety, both in form and content, of the instructor. Tasks might include on-line resources. something like the following: Create a "log file" to record all Take short breaks from the on-line on-line sessions and exchanges demonstration periodically to tell brief conducted to complete the assign- stories or anecdotes collected from the ment (an electronic journal). network, or to ask participants questions to gauge their understanding of Exchange place-of-birth informa- key concepts and how they envision ap- tionis electronic mail or an on-line plying computer networking in their conference. own teaching. Obtain the geographic coordinates, elevation and population figures Once "what it can do" has been demon- for these birthplaces from the Geo- strated, back up and show how you got graphic Name Server (telnet to there, stepping backwards from a partic- martini.eecs.umich.edu 3000). ular on-line resource to the on-line service's main menu or screen. At each Find out current and historic mete- step, show and describe the different orological data for each birthplace. options that appear in on-line menus or icons.

38 Computers Can Talk You can demonstrate to teachers (and they can demonstrate to students) that computers "talk" over phone lines much like people, by increasing the volume of the modem andusing the computer to dial the Time and Temperature Recording or your home answeringmachine.

Simulate E -mail with Paper Demonstrate the process of e-mail transmission. Assign one person to be the "node."Then distribute scraps of paper to other participants. They can send these as messages, labeling them with the recipient's name, signing their own name, and giving them to the node. The node distributes messages to recipients. Divide the group into three different networks each with a node. E-mail within a network can be sent to the original first nameaddress. E-mail between networks will require a complete address: "name@network." Message route will now go from sender to local node to receiver's node to receiver.

Down the Gopher Hole Use the instructions on pages 34-35 to demonstrate a Gopher for environmentaleducators. Alternatively, gopher to "nceet.snre.umich.edu" and find the tutorial/demonstration, Download this file and adapt it for your participants.

Getting Started The "I Can Telecnmmunicate" checklist on page 49 will give new users some concrete, easy tasks and a quick route to early success. You can use thishandout to guide participants during independent work time, freeing yourself to answer questions.

Careful Emotional Protocol Read the following sentence several times with emotional emphasis on different words:

'Thank you for your critical feedback. I'm certain the outcome will be much improved."

Remind participants that verbal conversation includes many visual andintonational cues to improve communication, that are notably lacking in e-mail communication.People typically use several tactics to prevent problems, which yourworkshop participants can practice: rewording inflammatory sentences to be "e-mail.appropriate" and using symbols (called "smileys") to indicate humor :) or surprise :o

Ask participants to discuss potential problems and ways they might resolve them.

Network Nuances Using the handout "Ways to Use Computer Networks" on page 48 to leaddiscussions with the following questions: - How important are eachof the following tasks in your school curriculum? - How could computer networksimprove the way you and your students perform these tasks? -How would a noncomputer user complete the same task compared to the computer approach? -Are there other ways to use computer networks? - In what specific wayscould computer networks promote and enhance effective EE?

39 Down the Gopher Hole The resources of the Internet are so vast that a group exploring a variety of information backwaters can collectively cover more territory than any individual. So in an Internet training session, the group experience can be used to demonstrate the potential for collaborative online research. Using the National Consortium for Environmental Education and Training's "EE.Link" Gopher as an example, here is an idea of how a group might collectively "map the territory" of cyberspace.

Background First, it is important to think of Gopher as mail-order on the Internet. As in the thick wishbook catalogs of the consumer trade, a Gopher can be dog-eared to mark pages, and its contents can be requested for instant delivery to your desktop. Unlike those paper catalogs, the topography of gopherspace is changing by the moment. What is here today in a Gcpher server may be replaced tomorrow by newer, more polished menus that carry the user far deeper down the Gopher hole. Here we'll work from a view of the EE Link Gopher in August 1994. (A regularly updated Gopher demonstration/tutorial can also be found on EE.Link.)

Setting up the task First, point your Gopher at . The main menu 4'111 look something like this:

NCEET's EE-Link 1. Using EE-Link, the Environmental Education Gopher/ 2. NCEET, The National Consortium for Environmental Education.../ 3. NCEET's Environmental Education Toolbox/ 4. Classroom Resources for Environmental Education/ 5. Literature, Articles & Newsletters on EE/ 6. Grant Information/ 7. Networking: LISTSERVs, Newsgroups, and BBS/ 8. Conferences, Meetings, and Courses/ 9. Environmental Education Organizations, People, and Projects/ 10. Education Resources on the Internet! 11. Environmental Resources on the Internet/

Have the group practice navigating in Gopher; information about using basic Gopher commands is in the "Using EELink " menu. Split your group into several teams, and assign each a different submenu to explore. By selecting a common theme, the group can build a resource list to share. Let's use watersheds and water quality as a theme. Each team will search for information on these topics. Here is one team's search process:

Finding Resources Select the "Classroom Resources for Environmental Education" menu by typing the number 4, then the or key.

40 Have the group explore the directories and subdirectories in this menu, and search for materials on "water." A few examples of what can be found: - water resources curricula reviewed by the California Department of Education information on the films Natural Waste Water Treatment and Flush Toilet, Good-bye - "Aquatic Tolerance," a secondary-level activity developed for use at the Minnesota Valley National Wildlife Refuge - "Recycled Water," a lesson plan for an elementary-level laboratory activity - software developed by the U.S. EPA for exploring groundwater, wetlands, water conservation, and other topics

When the cursor is on any file such as those above, type the letter "a" and add that item to the group's list of bookmarks. Meanwhile, other teams can put together a similar list of bookmarks for water-related resources in the "Grant Information" or "Environmental Resources on the Internet" sub-menus. You may also have a team look beyond EE-Link for information on water. Luckily, repetitive searching. as for the word "water," is so mechanical that it can be done by a machine. A program called Veronica searches compiled indexes of Gopher menu titles found throughout gopherspace to find key words or text strings, and returns information about their whereabouts. Find Veronica in the "Internet Resources" on the EcoNet Gopher ("Environmental Resources .." on the EELink main menu). Veronica's companion program, Jughead, will perform similar searches on menus of the local Gopher server you are using. Think of Veronica as the one who likes to go out on the town, and Jughead as the one who stays at home on the couch, and you'll get the picture.

Putting It rovether Have each team report on their findings what they found useful, interesting, or fun. Show par ticipants how they can reveal the link that any bookmark (or any Gopher menu item) actually represents. With the cursor on the item, press the "=" key. Here is an example of what you might see:

Name.EE Resources from the Rainforest Ac_ion Movement

Type.° Port =70 Path=0/orgs/ran/teachers Host=gopher.igc.apc.org

This link information gives the address of the resource on the Internet. In this case, the "host" is a Gopher at the Institute for Global Communications, and the "path" indicates the directories that contain the file.

Teams can record this link information in order to share their bookmarks with other teams. If individuals have their own Internet accounts, they can also incorporate each other's bookmarks into their own personal bookmark files. Today the students in my reading class wrote messages to the students at Sunnyside about the first snow storm of the winter to hit Seattle. We don't get snow often, so when it comes it's a big event. My students wrote their messages in their journals, then they came to me and read their messages while I typed them on the computer. I asked the children to read the screen to make sure I typed the message correctly. This is kind of an ongoing relationship between the two schools that evolves as we talk about what we are doing throughout the school year. So I don't know exactly when the "project.' will end. But we hope to have several products at the end of the school year to show what is possible between first-grade classrooms. Jane McLane, first grade teacher, Kimball Elementary, Seattle

On-Line Projects Partnering Three general classes of educational tele- Entire classes or groups can take basic computing activities interpersonal on-line matchmaking a step further. exchanges, information collections, and In the classroom, this typically involves problem solving have been identified co-reporting on similar studies. by Judi Harris at the University of Texas, Such projects can work even with very Austin (Harris, I 994a, 1994b,1994c). young students, as in an on-line partnership Within each class, she lists five or six differ-between two first-grade classes studying ent activity structures. The following list is water. The teachers "met" in an on-line a sampling of projects that have enhanced conference devoted to teacher- and student- EE, seen through the lens Harris provides initiated projects on the International Edu- cation and Resource Network (PEARN). Interpersonal Exchanges One class had been observing a local pond; the other, a saltwater estuary, and each These are the most basic aspects of net- class (with the teacher as typist) sent mes- working. At the simplest, two individuals sages to the other about its observations. can share ideas and information as net- The project expanded to include exchanges work "keypals." Even an on-line exchangeof stories about parents and elders. between two individuals can enrich each participant's view of the world. Electronic "Appearances" Among professional educators, this Noteworthy individuals such as scientists, type of personal interaction can relieve explorers, or experts in some aspect of en- isolation by establishing regular correspon- vironmental study, can he invited to partic- dence with distant colleagues and peers. ipate temporarily on-line via electronic It can provide continuity between professional meetings and conferences, extending mail or in computer conferences as an the informal "hallway time" that is so valu- extension of the personal on-line exchange. likewise, electronic mentoring connect- able in face-to-face meetings and schools, and opening new opportunities for collabo- ing subject-matter specialists with students can rative work. The computer with modem, for co-exploration of specific topics in this way, becomes a sort of "virtual water he un enriching experience for both students cooler" that transcends geography and and mc'tors. time zones.

42 ,y,0,,,,,m,ourcetvldn On Cleveland Free-Net's Academy Information Collection One, "Spotlight on People" connects stu- and Exchange dents with leaders, inventors, authors, and other professionals. The "Electronic Emis- Collection and exchange projects range sary," based at the University of Texas at from newsletters jointly produced via e-mail Austin, matches subject matter volunteers and computer conferencing, to organized with classes. Scholastic Network says on- development of environmental databases. line appearances by authors and experts Here are a few examples: are among its most popular offerings. Students at a high school in New York (See "Network Service Providers" collect environmental news stories in Section V for contact information on from elementary and secondary students programs mentioned here.) on the computer networks by posting requests in on-line conferences and Expeditions mailing lists frequented by students and Following travelers to far-flung places is teachers. They then publish a magazine, a popular project theme on computer nets, on-line and on paper. a sort of electronic "field trip." North American Birders Hotline Coop- In early 1994, teachers and students erative members post regular reports were able to interact with the JASON of unusual bird sightings in all regions Project's expedition to Belize via computer of the continent to Internet mailing lists. networks, communicating with scientists exploring rain forest canopy and reef ecol- National Weather Service reports for ogy, as well as the local culture and history. any location in the United States are The project included an extensive written available on-line, and a graphical curriculum and video broadcasts. Gopher program called "Blue Skies," Another on-line "expedition" made developed at the University of Michi- use of a fictional journal of a trip through gan, allows retrieval of weather infor- Belize to guide study and discussion among mation by pointing to locations on a classrooms on the International Education color map. and Resource Network (I*EARN) and PBS A number of projects have students Learning Link networks. These two networks, conduct "waste audits" collecting together with the FrEdMail/SchoolNet net- data on the amount of trash they works, Big Sky Telegraph in Montana, and generate, and comparing the results the Texas Education Network joined in a with partner schools via e-mail. collaborative cross-network effort to share A specialized electronic mailing list information on action-oriented rainforest even exists just to share school/campus projects. Their People Linking Across Net- environmental improvement informa- works (PLANET) project was intended tion. Called the "Green Schools Discus- to demonstrate the collective potential for sion List," anyone can subscribe by educational networks to "make a difference" sending a one-line e-mail message to in the planet's future. saying simply "subscribe grnsch-l" (without the quotes). Once data collected at multiple sites via projects such as these are pooled, the numbers can he evaluated to track changes or to detect patterns. The idea of scientists and teachers co- On-Line Simulations designing real environmental field study Simulations and gaming create role-playing is one of the most popular themes in EE opportunities for participants to try their networking. Vice President Al Gore even hand at any number of experiences. Project proposed, in his lxxik, Earth In The Balance, IDEALS, run by the Universitvof Alabama, (1992), students and teachers around the using simulation-management software globe join with scientists to collect envi- called Polnet 11, has student delegates' coun- ronmental data. The concept has taken root tries at an international conference negotiate in his GLOBE program (Global Learning treaties on issues like chlorofluorocarbon and Observations to Benefit the Environ- emissions, use of ocean resources, and ment), with a goal of creating an interna- development on Antarctica. tional science and education partnership in which K-12 students will collect environ- Environmental Action Projects mental data and share it with each other and the international community of envi- Unlike simulations, these are the real ronmental scientists. Details on the GLOBE thing. Computer networks can he used program are available by sending electronic to mobilize action in many different ways mail to . from working to change public policy to cleaning up pollution. The United Nations Conference Problem Solving on Environment and Development Groups and individuals can collaborate on in Rio de Janeiro included citizens and projects that achieve "authentic learning" non-governmental organizations in the by applying knowledge gained to resolving preparatory process and in developing real-world environmental problems in their the Agenda 21 document with extensive own locales. These networks of learners use of global electronic mail and confer- can reinforce and strengthen one another encing via the Association for Progressive over time, building sustainable on-line (_;,,mmunications (APC) networks, including communities that flourish while their indi- EcoNet in the United States. Continuing vidual memberships change. on-line efforts as follow-up to UNCED Problem solving projects can be com- are being made by the Citizens Network petitive or collaborative, but most examples for Sustainable Development (phone (319) in EE stress collaboration. 324-4941) and the President's Council There are variations on the theme. on Sustainable Development. The National Geographic Kids Network The League of Conservation Voters, involves hundreds of classrooms in acid together with EcoNet, has electronically rain monitoring, sharing the data between published the environmental voting records schools across a computer network, and of members of Congress on the Internet. collectively analyzing it with the help of This information is available by Gopher scientist mentors. or WWW (to or The TERC Global Laboratory Project ). The WWW version aims to put real science in the classroom by includes photos of key legislators and devising monitoring and assessment methods a point-and-click map for accessing infor- that allow students to produce scientifically mation on state delegations. valid results with low-cost technology. Schools have used e-mail and on-line conferencing to coordinate a fund-raising effort to put sanitary rope-pump well systems in rural villages throughout Nicaragua. Students communicated with one another on-line about their efforts, and made personal connections with peers in Nicaragua. The students also learned about rural water quality and waterborne disease, and about how their small, individual actions can

44 collectively make a meaningful difference delivery systems (audiographics, satellite, in the quality of others' lives and environ- fiber optics, micro-computer-based systems , ment. Contact l*EARN via e-mail at student courses produced, teacher training . which is most appropriate for you. Select a network that matches your interests, Distance Learning then plan to use conferencing and/or electronic mailing lists to share your project On-line courses and symposia include tra- ideas and to seek partners. ditional lecture and seminar-format classes When initiating a project, the more that "gather together" in the on-line envi- specific you can he, the more likely you ronment. In fact, because each student can are to succeed. Describe the types of data have the individual attention of the teacher to be collected or activities to he conduct- via electronic mail, the on-line medium ed, provide formats and specific measures even offers some opportunities to improve for information sharing, describe how the the student's access to the instructor. project fits school curriculum (if appropri- The lack of face-to-face interaction can ate), be clear about what you expect from he a drawback to on-line courses, but this others, and include a timeline for when is increasingly overcome by using video you want it. either broadcast or taped as the delivery Usually it's best to post a short sum- mechanism for a lecture or presentation, ma of the project solicitation in only the complemented by the use of e-mail or most relevant on-line mailing lists or con- computer conterencing for questions and ferences, and ask those interested to reply discussion, even for turning in student to you via e-mail. Some on-line networks assignments and for testing. The Public provide forms and special conferences for Broadcasting Service is launching a new such postings. If you already have prepared on-line communication and information a more thorough project plan, you can service, PBS On-line, that merges public send an immediate reply to any inquiries. television programming and computing. Be sure to include a few personal, lively The service will take advantage of new questions with each message. As in a conver- satellite technology to build a two-way sation, getting the other person to talk interactive data network through local about himself or herself is a pretty good public television stations. Com:II University strategy. is developing CLI-SeeMe software which allows for real-time, multi-party video conferencing over the Internet at minimal cost. The U.S. Department of Education's Office of Educational Research and Improve- ment (OERI) has developed an "infobase- of distance learning projects at the elementary and secondary levels, including a listim; of schools using a variety of technological

45 Summary Computer networking can be a valuable importantly, for building new relationships tool for environmental education,especiallv with other people viaon -lineprojects that in broadening communication among edu- can take a variety of forms. But to keep the cators and students and expanding envi- likelihood of success high in any on-line ronmental education to include scientists, effort, essential elements must be incorpo- citizen groups, businesses, and government rated: incentives to use the medium; clear agencies. Computer networking is a new goals, objectives, and rules; and adequate medium, largely unexplored and fraught support for on-line users. with challenges, and should be viewed as a The last of these, support, bridges time supplement to rather than as a replacement realms of teacher training and ongoing for conventional communication media. facilitation for computer networking.While Once the barriers of access to the tech- adequate, hands-on training in usmgon-line nolo,c,,y and understanding the language of networks is important at the outset, the telecommunications are passed, computer trainer's role is most effective when continued networks can provide new avenues for as an interactive, co-learning participant tapping valuable information, and more in a networked community that supports environmental education.

LITERATURE CITED

Gore, Albert. 1992. Earth in the Balance: Ecolo,s,*y and the Human Spirit. Boston: Houghton Mifflin.

Harris, Judi. 1994. "Information Collection Activities for Students of the Information Age," The Computing Teacher, March 1994a, 1994b, 1994c. Riel, Margaret M. and James A. Levin. 1990. "Building Electronic Communities: Success and Failure in Computer Networking." Instructional Science (191: 145-169.

46 ',u' %mid.), Handouts and Overheads for Teacher Workshops

THE FOLLOWING MASTER PAGES canbe used either as a handout for workshop participants or as the master for anoverhead transpar- ency. In some cases you may want to usethem for both purposes.

ElProblems in Perspective

ElPromises in Perspective

EiAnatomy of a Green Computer User Educational Technology Center for EE 13Five Ways to Use Multimedia Technology The Internet

ElWays to Use Computer Networks

"I Can Telecommunicate" Checklist Models for On-Line Learning

wi "1.

47 Master la Problems in Perspective

Technological Misapplication Just because we have a new set of hammers, doesn't mean that everything becomes a nail. The inherent limits of educational technologies should not compromise what we know about how people learn best.

Inequity of Access Access to new educational technology is increasing rapidly, but not for everyone. Limited training and technical support can further impede computer-aided education. In order for computer-aided environmental education to be effective, it must be affordable and accessible to all.

Environmental Activity Substitution At what point does increased computer use become an artificial and unproductive substitute for interaction between people and the natural world? Computer-aided environmental education should be used as a catalyst or extension, and never as a substitute, for field-based exploration or instruction.

Environmental Impact Computing is not as "green and clean" as we might like to think...but significant progress is being made. Environmental educators should undertake an especially critical and comprehensive environmental analysis of new technologies. MasterB Promises in Perspective

Computer-Aided Environmental Education can...

encourage fundamentally differentforms of interactions among students and betweenstudents and teachers

engage students systematically inhigher-order cognitive tasks

facilitate student-centered learning by allowing choice in the pathways and rate of information

motivate student interaction, experimentation, and cooperative learning

address a variety of learning styles and modalities

provide a rich variety of instructional approaches involve both learners and experts

facilitate "storylines" or thematic learning prompt teachers to question old assumptionsabout teaching and learning

allow teachers to be a guide at students side aswell as the sage on the stage

provide easy access to current local and global environmental data

49 Master Anatomy of a Green Computer User

A "green" computer user

has a "portable" computer with:

an active-matrix color screen

"sleep mode" capacity

uses computers manufactured in a CFC-free process

uses machines that emit no VLF and very little ELF radiation

has an "ink jet" printer

has batteries that don't contain cadmium

uses e-mail instead of paper "snail" mail

recycles old computers by donating to a school or non-profit organization

uses both sides of paper, then recycles

uses recycled paper and printer cartridges Master to Educational Technology Center For EE

This is a hypothetical center that combines multimedia, on-line and field-based learning technologies.

Video Computer Monitor Monitor

Computer & Modem

Multimedia Elements

Potential Technical Potential Teaching and Connections and Extensions Learning Examples CD ROM and laserdisc player Classroom presentation and demonstration Internet, World Wide Web, digital satellite and/or fiber Environmental simulation optics and scientific analysis VHS videoplayer On-line learning Monitoring and measurement Collaborative and individual devices student learning station Laptop computer for field- Development and presenta- based data entry and analysis tion of multimedia reports and curriculum Flatbed scanner and ink-jet or laser printer Classroom record management Large screen projection device for both video and Student assessment computer monitors

51 Master Five Ways to Use Multimedia Technology

Lecture/Presentation Connect a single computer to a projection device for providing audio visual support to emphasize lecture points.

Collaborative Learning Utilized as a learning station in a classroom, interactive multimedia enables small groups to share their expertise and to explore the learning process together.

Individualized Learning The student controls the pace in a "hands-on" learning experience and can back up, repeat a segment, or ask for further explanation.

Creating Reports or Presentations With authoring and desktop publishing programs, students can prepare a variety of audio visual reports.

Assessment Computer technology puts feedback on progress within reach of each learner, provides powerful tools for building student portfolios, and lends itself to more sophisticated testing procedures.

" Yan(hil Master6 The Internet

Network: A connection of two or more computers.

Small networks are usually linked by telephone lines. Examples of small networks include: Office or school networks, Local Area Networks (LAN) Bulletin Board Systems (BBS), for small communities Larger networks can be connected by telephone lines, fiber optics, radio, or satellite. Examples of larger networks include: Bitnet, an academic network University of EcoNet, a non-commercial Kentucky network a a CompuServe. a commercial Drake Bitnet network University 0

Tr" University of Calgary a Internet: a global network of networks that exchange information through a common communication standard (TCP/IP).

University Network hQSti Bulletin Board System Service Provider:

BitNet OS

INTERNET

Service Provider: Service Provider: CompuSery EcoNet

5 3 Master 1E1 Ways to Use Computer Networks

Glean Information Receive action alerts and timely news Look up information on other individuals and groups Search resource lists Broadcast Information Post time-urgent announcements to broad or selected audiences Publicize conferences, events, calendar of activities, and services available Post newsletters or other documents for broad access Communicate Interactively Ask questions Dialogue with friends and colleagues Hone opinions and positions Work Together Coordinate meetings and plans Link to other electronic mail and databasesystems Make decisions with dispersed members Plan conferences and follow-up Publish on-line (newsletters, occasional papers,etc.) Coordinate a group-authored paper Also... Reduce phone expense and eliminatephone tag Dial locally, act globally

(Adapted from the "Guide to Creatwe Conferencing," Institute for Global Communications) 54 Master CI "I Can Telecommunicate" Checklist

Check off these mileposts as you completethem. Take your time, and don't worry if you meetgoals in a different order than shown below.

I know how to turn rry computer on. I know how to make my computer talk with my modem. (Hint: Use your telecommunication software to bring your modem to attention.) I can adjust the speed, data bits. stop bits, parity,and flow control in my telecommunication software. I can make my modem dial a phone number. I have successfully connected with an on-lineservice. I have an account on an on-line service. I can send electronic mail. I can upload a text file and send it as electronicmail. I can read my electronic mail, save a copy ondisk, and print a copy on paper. I can read an on-line conference. I have successfully posted a message in anon-line conference. I know how to find on-line conferences that focus onspecific subjects. I can use telnet to connect to a remote computer onthe Internet.

I can use Gopher to browse resources on theInternet. I can use Veronica to search gopherspace. I can use FTP to retrieve files from remote computers on the Internet. I can use Archie to search for files in FTPdirectories. I can browse the World Wide Web.

55 Master Models For On-Line Learning

Interpersonal Exchanges

Partnering

Electronic "Appearances"

On-Line Expeditions

Information Collection and Exchange

Problem Solving

On-Line Simulations

Environmental Action

Distance Learning

f 56 The File Folder

THE FILE FOLDERcontains numerous resources to assist workshop participants and leaders. Many of the following pages could be duplicated as handouts; additional resources can be found in Section IV, Handouts and Overheads for Teacher Workshops.

Computer Basics Hardware: Get Physical 52 Software: Making Your Computer Run 52 Local Area Networking 53 A Word on Safety 54

Helpful Publications and Other Resources 54 Educational Technology Journals and Trade Publications 54 Organizations and Institutions 54 Books 55 Multimedia and OnLine Learning Resources 56 General Software and Multimedia Catalogs 57 Environmental Education Software and Multimedia Catalogs 58

Network Service Providers 59 Commercial Networks 59 Non Commercial Networks 59

Networked Projects and Resources 60

Environmental Database Resources 6 3

Product Reviews 64

The Greening of Computers 64

Glossary of Computing Terms 6 S

57 Computer Basics drive) on the front of your machine. Diskettes Some of your workshops may have partici- may measure 3.5 or 5.25 inches. "Diskette" pants starting from scratch. These definitions is often abbreviated to "disk," or called a and examples give you the information "floppy disk." you need to explain how computers work. Information may also he stored on CD- Hardware: Get Physical ROMs or lascrdiscs, which require special Typically, desktop computers, regardless of players attached to the computer. These brand or type, have three pieces of hardware: discs store massive amounts of data,includ ing full-motion video, on laser-etched foil 1.the console or CPU (central p. ocessing embedded in clear plastic. unit) is the box that contains the electronic chips and wires that make up the com- Software: puter's "engine,- Making Your Computer Run 2. the keyboard, on which you type direc- To make your hardware run, you need tions or commands, and software. This is the generic word for the 3. the monitor, a television-like screen. various programs that tell your computer what types of tasks to perform. Commer- cially available computer programs, from These three components are the essential "space alien" games to sophisticated do-it- hardware, the physical equipment or yourself income-tax accounting packages, machinery of your computer system. come on copyrighted, name-brand disks These days, hardware comes in a bewilder- at prices ranging from S 10 to several hun- ing array of sizes, capacities, and speeds, dred dollars. all identified by acronyms and numbers Basically, there are five broad applica- that, like automobile engine numbers, are tions for software in everyday use in the busi- usually indecipherable at first glance. ness world (and increasingly, in the world of education). The microprocessor is the main computer chip. The numbers describe its speed and 1. To type and edit manuscripts, stories, capabilities. New programs designed for or reports and then print them out, the higher model numbers may not work you'll need a word-processing applica- on older machines. tion.

Kilobytes (K or KB)andmegabytes(MB) are 2. For working with long mailing lists, numerical measures of how many characters, catalogs of items in inventory, or ency- or "bytes," your computer can handle at clopedic reference materials, the software once or store permanently. In Greek, kilo application of choice is a database. Since means "thousand", mega means "mil- the popular on-line encyclopedias for lion". One megabyte equals about 500 library and school use have database management (search) functions already pages of text. built in, you've probably already manipulated a database without realizing it. RAM stands for random-access memory. It's a measure of how much information 3. For mathematical calculations such as your computer's memory can hold while figuring a budget or averaging grades, it is on. To preserve your data when the you need a type of software application computer is turned off, you must first called a spreadsheet. transfer or save it to either a hard drive or a 4. Communications software and modems diskette. are the two computer accessories that allow computers to communicate by The hard drive houses spinning magnetic telephone. With this equipment, described recording platters (sometimes called a hard together as telecommunications, you or fixed disk) that store information perma- can dial up, log in to, and communicate nently inside your computer or in an at- with hundreds of services, such as elec- tached box. Diskettes are the plastic tronic bulletin boards, newspaper data square jacket-covered magnetic recording services, on-line services, and anyone that you insert into a slot (the diskette else with a modem. 58 C. Illustration, animation, and digital Local Area Networking video are manipulated using graphics All of a school's or organization's course- software. ware, administrative tools, and other soft- -ware applications, such as word-processing, Some computer software programs designed may be stored on one or more "file servers- specifically for education integrate word- to which other computers are connected processing, databases, spreadsheets, tele- via a local area network. A user "logs in- communications, and graphics software to the network and chooses the programs into easy-to-use pack ages. and files he or she wants to use by typing Fortunately for teachers and students, in assigned access or identification codes. the complex underpinningsot rheseprograms Within seconds, the programs are on are invisible during use, just as the internal the screen and the user is at work. When interactions of pistons and valves are invis- the user is finished, information such as ible inside a car's combustion engine when a report or data file may be saved on a vou start the motor. '[-he important interac- diskette inserted into the computer's disk tion to notice in the classroom is this: drive, for sate-keeping, privacy, or to use Today's students, attuned to the magnetic on another computer. (Diskettes used to impact of Nintendo and MTV, gravitate store personal work are sometimes called toward technology. When technology is data disks, as distinguished from software used effectively, even at-risk students become program disks.) Alternately, the user may active participants in learning that is color- save work directly to the file server's hard ful, challenging, interactive, and fun. drive, a procedure that totally eliminates Certain specialty software ipplications handling of diskettes. expand classroom or media center resources The technical aspects of local area beyond specific courseware. networks can be complex; however,computer networking professionals usually 1. Desktop publishing software enables handle the installation. Networking may your students to turn their written also require a bit of remodeling to accom- projects into professional-looking news modate all of the cables and wires. letters or hooks, complete with big Happily, trainers i.nd teachers who use headlines and artwork. networks have other details to focus on. 2. Administrative and bookkeeping tools For example: let you track attendance and grades - Networking opens up a vast range quickly and easily by computer. of education resources, trom cross- curricular courseware to school media 3. On-line reference and research programs center holdings to research data in allow searching through library catalogs state departments of education. or other databases by computer. - Networking allows the teacher toselect 4. Microcomputer-based laboratory levels for different groups of learners software allows .dialysis of scientific grade level work for mainstream students, data, including results of environmental more challenging or higher-level work monitoring. for students ready for enrichment. 5. Geographic information systems (CAS) - Networking allows the teacher tomonitor allow data and graphical elements to classwork by computer. be displayed visually on multi-layered maps, and analyzed based on spatial - Networkingmakes it possible for teachers characteristics. to communicate with each other and with school and district administrative offices quickly and conveniently through electronic mail. - Networking increasesproductive computer work time by reducing the need to handle disks and by automatically sending data to a shared printer.

59u A Word on Safety Interact, International Interactive Commu- Computers are electronic equipment. They nications Society, College of Communica- and their attachments printers, CD-ROM tions, California State University, Chico, and laserdisc readers run on electricity. GA 95929-0504 Therefore, treat your computer as you would any other sensitive electrical appli- Media and Methods. 1429 Walnut St., ance. That means adequate wiring, surge Philadelphia, PA 19102 protectors, no coffee or soft drinks nearby, and wires and cords kept securely out of On-line Access, 920 N. Franklin St., Suite harm's way. Before you add peripherals or 203, Chicago, IL 60610 move things around, he sure ,:our machine is turned off and unplugged. T.H.E. (Technological Horizons in Educa- Diskettes arc quite sturdy, but there tion) Journal, P.O. Box 17239, Irvine, CA are a few points to remember: 92713 I. Magnets and magnetic fields, such as The Computing Teacher. Journal of the In- airport X-ray machines, magnetic paper ternational Society for Technology in Edu- clip holders, stereo speakers, and even cation, University of Oregon, 1787 Agate some telephones, can destroy the data St., Eugene, OR 97403-9905 on your diskettes it they get too close. The Videodisc Monitor. P.O. Box 26, Falls 2. Like film, diskettes last longer at room temperature, not in an overheated auto- Church, VA 22046-9990 mobile glove compartment or indirect sunlight. Organizations and Institutions 3. The diskette should slide easily into the Association for Educational Communica- disk drive slot; if the slot is working tions and Technology, 1126 16th St., properly and the diskette is notdamaged, N.W., Washington, DC 20036 there's no need for force. Institute for the Transfer of Technology 4. If the information on a diskette is espe- to Education, National School Boards cially valuable to you, make a copy. Association, 1680 Duke St., Alexandria, VA 22314 Helpful Publications and Other International Communications Industry Resources Association, 3150 Spring St., Fairfax, VA 22031 Educational Technology Journals International Interactive Communications and Trade Publications Society, 2298 Valerie Court, Campbell, CA Classroom Computer Learning Technolo- 95008 gy on Campus, 2451 East River Road, International Society for Technology Dayton, OH 45430 in Education, University of Oregon, 1787 Agate St., Eugene, OR 97403-9905 Educational Technology, Educational Technology Publications, 700 Palisades Interactive Video Industry Association, Ave.. Englewood Cliffs, NJ 07631 1900 L St., N.W., Washington, DC 20056

Electronic Learning, 730 Broadway, New National Demonstration Lab, Smithsonian York, NY 10003 Institute, Arts and Industries Building, Room 1130, Washington, DC 20056 Electronic School: Innovative Uses of Technology in Education, National School Society for Applied Learning Technology, Boards Association, 1680 Duke St.Alex- 50 Culpepper St., Warrenton, VA 22186 andria, VA 22314 Technology Resources Center. U.S. Depart- ment of Education. 80 F St.. N.W. Wash- Instruction Delivery Systems, Interactive Instruction Development, 50 ( '-'nper ington. DC 20208-5725 St., Warrenton, VA 22186

60 Books foster cooperative learning and critical thinking. They also have an excellent The Big Dummy's Guide to the Internet, accompanying video and Technology Electronic Frontier Foundation, 1993. Planning Guide. Available from: This is a great general introduction to the Internet. You can order a hard copy Tom Snyder Productions from the Electronic Frontier Foundation 80 Coolidge Hill Road or download it from many networksand Watertown, MA 02172-2817 bulletin hoards. Available from: r 800 342-0236 Electronic Frontier Foundation 1001 G St., N.W., Suite 950 East Jargon: An Informal Dictionaryof Computer Washington. DC 20001 Terms,Robin Williams, 1993. Peachpit 202 347-5400 Press. ISBN 0-938151-84-3. This great resource both defines words and explains the concepts behind them in a comprehen- Cognition, Education, and Multimedia: sive, conversational style. Available at most Exploring Ideas in High Technology, bookstores ($22) or trom: D.Nix and R. Spiro (eds.), 1990. Available from Peachpit Press Lawrence Erlhaum Publishing 2414 6th Sr. 365 Broadway Berkeley, CA 94710 N j 07642 800 283-9444. 201 666-4110 The Technology Age Classroom, T.Can- flings and L. Finkel, 1993. Available from: Computer-Aided Environmental Education. W.J. "Rocky"Rohwedder, ed., 1990. Franklin, Beedle & Associates North American Association for Environ- 8536 SW St. Helens Dr. mental Education ($16 postage paid). This Wilsonville, OR 97070 monograph contains 21 articles covering the problems and promises of the field, in- t 503 682 7668 teractive multimedia, simulations, software and telecommunications. Available from: NAAEE The Whole Internet User's Guide and Ed Krol, 1994. Sebastopol, CA: P.O. Box 400 Catalog, O'Reilly & Associates. This hook shines 'froy, OH 45373 among the dozens of Internet guides now

1.") 513 676-2514. in print. It is simple and straightforward, but provides good technical detail. The "Catalog" section describes some highlights Great Teaching in the One-Computer of the Internet, by subject category, and David Dockterman, 1991. Classroom, has a fun introduction to "stalking the wild Torn Snyder Productions ($19.95). This resource" on the networks. Available from: highly recommended resource offers practical solutions for turning the computer O'Reilly & Associates into a valuable teacher tool bothin,:ide 103 A Morris St. and outside of the classroom. A witty and Sebastopol, CA 9.5472 insightful account of how a single computer can help ease administrativeburdens, enliven 800 889-8969 classroom presentations, spark discussions, Multimedia and On-Line Hunter, Beverly. (1992). "Linking Learning Resources for Learning: Computer-and-Commu- Amthor, Geoffrey. (1993). "Introducing nications Network Support for Multimedia in Your Classroom: Nationwide Innovation in Education," EduOuest Teacher's Handbook. journal of Science Education and Technology, r(11: 23-24. Anderson, Ronald E. (ed.) (1993). Computers in American Schools, I9 Hurst, D. (1994). "Teaching Technology An Overview.Minneapolis, MN: Uni- to Teachers,"Educational Leadership, versity of Minnesota. 51 (7): 74-77.

Civille, Richard (1990). "Cooperative Lenk, Cecilia. (1992). "The Network Distance Learning for Environmental Science Experience: I.earning from Education," in Rohwedder, W.J. "Fhree Major Projects," in Tinker, "Rocky" (ed.),Computer Aided Envi- Robert F. and Peggy M. Kapisovsky ronmental Education. Troy,OH: The (eds.),Prospects for Educational North American Association for Envi- Tele computing: Selected Readings. ronmental Education. Cambridge, MA: TERC.

Dwyer, David. (1994). "Apple Classrooms Linn, M.D. (1992). "The Art of Multi- of Tomorrow: What We've Learned," media and the State of Education," Educational Leadership 51(7): 4-10. Educational Researcher, 21 (1): 30-32.

Eisenberg, Michael B. and Donald P. Ely Lynch, Patrick J. (1992). "Teaching with (1993). "Plugging Into the 'Net'."The Multimedia."Syllabus, April /May ERIC Review,2 (3): 2-10.

Galbreath, Jeremy. (1992). "The Educa- Pearlman, L. (1992).School's Out: tional Buzzword of the 1990s: Multime- Hyper Learning, the New Technology, dia, or Is It Hypermedia, or Interactive and the End of Education.New York: Multimedia, or...?,"Educational Tech- William Morrow. nology,32 (5): 15-19. Reeves, Thomas C. (1992). "Evaluating Goolrick, Faye. (1993). "Introduction Interactive Multimedia,"Educational to Technology in the Classroom," Technology, 32(5): 47-53. EduQuest Teacher's Handbook. Riei, Margaret Ni. and James A. Levin. Hannafin, Robert- D. and Wilhelmina (1990). "Building Electronic Commu- C. Savenye. (1993). "Technology in the nities: Success and Failure in Computer Classroom: The Teacher's New Role Networking,"Instructional Science and Resistance to It,"Educational Tech- (19): 145-169. nolo1,7,32 (5): 26-31. Reinhardt, Andy, et al. (1992). "The Harris, Judi. (1993). "Using Internet Greening of Computers,"BYTE, Know-I-low to Plan How Students 17 (9): 47-157. Will Know,"The Computing Teacher, May 1993. Robottom, Ian and Paul Hart. (1990). "Computer Conferences in Environ- Higher Education Product Companion mental Education: Can They Help Staff. (1994). "1.aserdiscs Bring Interac- Transcend the 'Division of Labor' tivity into the Classroom,"Video Tech- in EE?" in Rohwedder, \V.J. "Rocky" nology on Campus:14-15. (ed.),Computer-Aided Environmental Education,Troy, OH: The North American Association for Environmental Education.

62 Roempler, Kimberly S. and Charles R. \Y/als, Arlen E., Martha C. Monroe and Warren. (1993). "Computer Networks William B. Stapp. (19901. "Computers for Science Teachers," ERIC Digest in Interactive Environmental Monitor No. EDO-SE-93-1, ERIC Clearing- ing Projects: BridOng Troubled Waters," house for Science, Mathematics and in Rohwedder, W.I. "Rocky" (ed.1, Environmental Education. Computer-Aided Environmental Education. Troy, OH: The North Rohwedder, Rocky and .fames Newton. American Association for Environ- (19901. "Environmental Computer mental Education. Networking: Dialing Locally, Acting Globally," F Magazine. March/April: Yeager, Robert F. (19911. "The Construc- tivist Learning Model," The Science 44-47. q.t. .1._ Teacher, September 1991. 52-57. S,illin, Susanne. (1994). "The Association for Progressive Communications: Young, John E. (1993). "Global Network: A Cooperative Effort to Meet the Computers in a Sustainable Society," Information Needs of Non-Govern- Worldwatch Paper r I c. mental Organizations," a case study prepared for the Harvard-CIESIN General Software I Project on Global Environmental and Multimedia Catalogs Change Information Policy. Cambridge, Educational Software Preview Guide for MA: Harvard College and the Consor 1993-94, International Society forTech- (111111 for International Earrh Science nology in Education, 1993. The guide's Information Network. Available by contents change every year as new titles contacting Tom Parris, project coordi- are added and previous listingsre-evaluated. nator, at (617)495-1469; e-mail: Those chosen for inclusion are deemed . especially good for classroom use. Distrib- uted throughout North America, the guide Sellers, J. (1994). "Answers to Commonly provides annotated descriptions of each Asked Primary and Secondary School program, available platforms, levels, and Internet Users' Questions," Network publisher's information. Contact your state Working Group Request for Comments: education agency or a copy or contact: 1578. NASA NREN/Sterling Software. Anita Best / Available by sending e-mail to ; the message v. I.'. 503 346-2400 body should beoneline:send rfc1578.txt 1 e-mail: T.H.E. journal Staff (1990). "The ABCs of Laserdisc Technology," Interactive Laserdisc: Technology for Interact/iv IBM EduQuest Catalog. Available from: I Teaching and Learning: 5-6. EduQuest United Nations Educational, Scientific and 411 Eagleview Blvd. Cultural Organization (UNESCO). Exton, PA 19341 (1978). "Final Report, Intergovernmental 4 Conference on Environmental Educa- C 800 769-8322

tion," Tbilisi, USSR. . Intellimation K-12 Macintosh Software and Multimedia Catalog. Available from: I.' U.S. Department of Education, Office of e, Educational Research and Improvem- Intellimation ent . "Distance Learning Projects in the United States: K-12, February Dept. 21:1: y 99 3." Available by calling Jean Tolliver I 30 Cremona Drive / at (2021219-2097 or Rita Carr at P.O. Box li30 _ (202)21-1524. Santa Barbara, ( A 9 3 1 16 c. 800 .346-8.355

I,. y

63 11 .4 s, Laser Learning Technologies Catalog. Ztek Co. Educational Multimedia Available from: Catalog. Available from: Laser Learning Technologies Inc. Ztek Co. 120 Lakeside Ave., Suite 240 P.O. Box 1055 Seattle, WA 98122-6552 Louisville, KY 40201-1055 r.) 800 722-3505 (2 800 247-1603

Multimedia and Videodisc Compendium. Environmental Education Software and Available from: Multimedia Catalogs Emerging Technology Computer-Aided Environmental Educa- Consultants, Inc. tion Resources. Rocky Rohwedder, 1994. 2819 Ham line Ave. N Sonoma State University, Department of St. Paul, MN 55113 Environmental Studies and Planning. 4-.5 612 639-3973 pages. A regularly updated annotated listing of the author's favorite 20-25 multimedia ( laserdisc and CD-ROM), software, clip National Geographic Ed-Tech Catalog. art, on-line learning resources. Available Available from: for $3. Checks payable to "SSU Academic National Geographic Society Foundations" and sent to: Educational Services Computer-Aided Environmental Education Resources, P.O. Box 98018 Earth Lab, Sonoma State University, Washington, DC 20090-8018 1801 E. Cotati Ave., 't) 800 368-2728 Rohnert Park, CA 94928 Optilearn Environmental Views Series. Available from: Environmental Education Software and Multimedia Sourcebook, Mark Patterson Optilearn Inc. and Ron Mahoney, 1993. University of P.O. Box 997 Idaho Cooperative Extension. 104 pages. Stevens Point, WI 54481 An excellent first crack at a comprehensive directory. One hundred sixteen programs 1) 800 850-9480 and 49 databases and image collections are listed. Indexed by title, grade level, Preview! Science Software Selected for format (CD-ROM, software, or laserdisc), Junior High through College. Available and platform (Mac, IBM, Apple II). Only from: 15 of the more than 200 resources are Cambridge Development described and analyzed. A similar effort Laboratory, Inc. is needed for the other materials listed. Sources of products and additional infor- 86 West St. mation are also included. Available for Waltham, MA 02154 only $8 from: 47.) 800 637-0047 Extension Forestry College of FIX'R, Room 211 Videodiscoverr Educational Videodisc Catalog. Available from: lniversity of Idaho Videodiscoverv, Inc. Moscow, ID 83844-1140 1700 Westlake Ave. N., Suite 600 208 885-6356. Seattle. WA 98109-3012 t 800 548-3472

6' High-Tech Environmental Education: Non-Commercial Networks Software. Videodiscs, and CD-ROM EcoNet/APC Networks.EcoNet provides Materials A Review,Tennessee Valley dial-up Internet access from anywhere in Authority, 199.3. A listing, not a review the United States, including Gopher. telnet, as the title suggests, of existingproducts. and ITP services, and a broad array of Name, publisher, cost, grade level, descrip- environmental information resources. Eco- tion, platform. and ordering information Net is a member of a world-wide organiza- is included for 74 pieces of software, tion of like- minded computer networks 50 videodiscs, and eight CD- RONIs. The the Association for Progressive Communi- University of Minnesota is developing a cations. APC aims "to provide a global software resource guide for elementary communications network dedicated to the and secondary teachers as well as environ- free and balanced flow of information." mental educators. Contact: APC's partner organizations serve people working toward goals that include the pre- Susan R. Thomas vention of warfare, elimination of militarism do Dr. Simon Hooper and poverty, protection of the environment, 130 B Peik Hall human rights, social and economic justice, University of Minnesota participatory democracy, nonviolent conflict resolution, and the promotion of sustainable 159 Pillsbury Drive S.F. development. When subscribing to EcoNet, Minneapolis, MN 55455-0208. ou also gain access to the information resources of the other IGC networks: PeaceNet and ConflictNet. Information Network Service Providers available from: Commercial Networks EcoNet A variety of commercial services offer 18 De Boom St. networked resources for education, and San Francisco, CA 94107 varying Internet connectivity. Fordetails, contact each directly. 415 442-0220 e-mail: America On-line (includes "Class- room Earth" and the "GlobalAction and information Network"): Global SchoolNet Foundation/FrEdMail C 800 827-6364 (Free Educational Electronic Mail) Net- work.Since 1985 FrEdMail has been a AT&T Learning Network: leader in the instructional applications 800 367-7225 of telecommunications, particularly in the Classroom Prodigy: development of model asynchronous collaborative learning projects. The FrEd- C; 800 776-3449 Mail BBS Network provides Internet CompuServe: e-mail access to thousands of teachers and 800 848-8199 their students across the U.S. SCHLnet is "FrEdNlail on the Internet," offering FrF.d- Delphi: Mail projects and newsgroups to schools e2 800 695-4005 on the Internet. Genie: Global SchoolNet Foundation C; 800 638-9636 P.O. Box 243 Scholastic Network: Bonita, CA 91908 e;800 246-2986 619 475-4852 ScieneeNet/Omnet: e-mail: t 617 265-923(1 ThgetherNet: C 802 862-2030 WOrldCla,,,,r0Orn:

C 800 866-4452 6J K-LzNet.This grassroots global network committees spread over 33 states and much of more than 250 linked bulletin hoard of Canada. First systems have recently systems includes subject-specific conferences goneon-line in Europe. It has a well-developed for teachers and a structure for collabora- on-line K-12 service Academy One tive project development. Using FidoNet and plans to develop widespread Free-Net BBS technology, anyone can access K-12Net's systems in rural areas. on-line forums for free (plus phonecharges). The K12Net forums also are accessible on NPTN many Internet systems that serve education. P.O. Box 1987 Contact: Cleveland, OH 44106 Janet Murray 216 247-5800 1151 S.W. Vermont St. e-mail: Portland, OR 9219 503 280-5280 PBS Learning Link/ PBS On-line Services. The Learning Link national consortium e-mail: offers educational computer network access via locally managed services provided FidoNet is a world-wide network of more by Public Broadcasting System affiliate than 11,000 bulletin hoard systems that television stations. interconnect to send messages and conferences (called "echoes-) to one another, WNET/13 routed following specific rules. To access 356 West 58th St. FidoNet, you need to become a "point,- New York, NY 10019 with special software to connect to a BBS 112 560-6613 node called sour "Boss." The "master list" of all FidoNet nodes is the Node list, more e-mail: than 1 million characters long. You can find the nearest FidoNet BBS in the Node list State and Regional Networks or by checking with local computer clubs, computer shops, and BBS system operators. Many state and regional educational computing networks are offering services to the formal and non-formal education commu- One Net. With a goal of establishing an nities. For details on options in your area, . "electronic global nervous system." the contact the technology coordinator One Net Member Network links Macintosh at your state or local education agency. bulletin hoard systems that provide the same graphical interface telecommunication software (First Classi for Macintosh and MS-Windows users. A set of "School- Networked Projects Net" conferences connects K-12 educators and Resources and students. Connect by modem to The following is a sampling of educational (415)948-1349 for a current listing of local One Net bulletin hoards. projects and resources of value to EE. New resources appear on-line regularly; use this One Net Los Altos list as a starting point and explore! 4546 El Camino Real, # 127 Academy One. Academy One grew on the Los Altos, CA 94022 Cleveland Free-Net, a grassroots movement 415 948-5086 formed by parents, teachers, and volunteers BBS: 415 948-1349 to provide a place where students could "safely" share their messages and where National Public Telecomputing Network. they could learn the technology without NPTN is a network of community "Free- bothering adult users. Academy One is Net" computer systems with affiliates in now shared on more than a dozen Internet 30 cities, with more than 80 organizing systems. Its projects include places where students can share experiments or research,

66 ik,--,

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s4.7:', ) .7.:),; and share their involvement in projects also includes ECOiNtlX1 text-based World .Ii.,,,,..,..,...... 4 _ . ...:...' Wide Web client program for browsing / .1-1- 0 that help their communities. Anv server- :..4 equipped school or district with an Internet hypertext documents on the Internet, and t.:7: ". connection that can handle Usenet news- EcoChat, an Internet Relay Chat function tr , groups and Gopher can place the Academy for real-time on-line conversation about :0' ...,1 One program on its system. the environment. :..-- ! 44.I - I .- : Gopher: --.., s Academy One 4--i i_` .r: 1 5 1 Lincoln Ave. #(; e -mail: -et;c7,7 <( ;ophero ecosys.drdr.virginia.edu> Buena Park, CA 90620 .' -%1,3 WWW: ,....,,..i.. EcoWeb.html> I N:,t '., ,.... EE-Link Gopher: \CEETand EE-Link are , ... 0 CIESIN Global Change Information ...... funded by the U.S. Environmental Protec- Gateway.CIESIN provides global environ- -.,---.-,i tion Agency to improve EE. FE -Link is mental information services through a 4 intended to be a "one-stop-shopping- I \.:3.'i (;opher server that provides gateways to ....I..?', location for educators interested in EE. government agencies participating in the It offers a rich array of on-line resources, I S, 4 1 U.S. Global Change Research Program. - ..... including materials collected and created , ... by NCEET, connections to other Gophers Consortium for International Earth 1 ' I % ' valuable to EE. Science Information Network Olt, National Consortium 2250 Pierce Road for Environmental Education University Center, Nil 48710 I and Training -9--2-00 - , c

University of Michigan/ School e-mail: / 4-:. i4 %-i of Natural Resources Gopher: and Environment VIA Ann Arbor, MI 48109-1115 Global Rivers Environmental Education e46-M C 113 998-6726 Network.GREEN uses watersheds as a ..',....z.i.4

modem: (3131998-1.10 ; theme to link people within and between 1, A.777, Gopher: watersheds to build an international net- e-mail: work of people and institutions to encour- .b.,....1 age global sharing and cooperation, and ...7;... ii1 to foster cross-cultural sensitivity and respect \X'WW: programs in all 50 states, and125countries. ...3; Each watershed project is unique, devel-

EcoGopher Project at the University of oped according to the goals and situation ..."...1 Virginia.EcoGopher is an ongoing project,of the local community. In all, students developed to facilitate access to environ- investigate the health of their local river, mental information. EcoGopher provides studying biological and physical parame- I.....,t, A 5 easv-to-use links to tremendous amounts ...;...1 ters as well as its history. GREEN water- 11

of environmental information in electronic sheds have their own on-line conferences - ',_ NI form made available by environmental on EcoNet and the APC: networks. , .... .4-'3.* 1 agencies and organizations. EcoGopher 17%. s GREEN 1 11 ' -21 E. I itiron I. %-t Ann Arbor, Nil 48104 g ^ i I !' I ;13 -61-8142 I,' ,,

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k` .444:i- International Education and Resource ENVST-L The Environmental Studies Network. I*EARN was founded in 1990 Discussion List.This electronic mailing list by the Copen Family Fund to facilitate is devoted to discussion of environmental student telecommunications projects that studies at the undergraduate and graduate make a meaningful difference in the health levels. To subscribe, send an e-mail mes- and welfare of the planet and its people, sage to and to establish demonstration sites at containing the following single line of text: which telecommunications is effectively subscribe envst-1 integrated into the curriculum. Six "centers" in the United States and eight in GRNSCH-L The Green Schools other countries manage the network of Discussion List.This on-line mailing more than 400 K-12 schools in 23 coun- list is intended to facilitate information tries. On-line structures and mentoring exchange between individuals at colleges processes facilitate collaborative projects and universities who are attempting to live subject areas, including environ- mitigate the impacts of their institutions' ment/science. Ongoing environment/ activities on the environment. To subscribe, science projects include measurement send an e-mail message to containing the depletion, studies of lake and river quality following single line of text: subscribe and an environmental newsletter produced grnsch-1 by students on-line. PEARN maintains a set of on-line conferences on EcoNet and National Geographic Kids Network. the APC networks. Kids Network is an international telecommunications-basedscience and geography PEARN curriculum for tour through six. 345 Kear St. Students conduct local investigation on Yorktown Heights. NY 10598 topics such as water supply, weather, pollution, and solar energy, then compare their t_;'. 914 962-5864 data with other members of their research e-mail: team on-line, with help from on-line scientists in interpreting patterns in the data. JASON On-line.JASON On-line is part National Geographic Society of a comprehensive, national teacher in-service training program administered Attn: Educational Services by the JASON Foundation for Education P.O. Box 98108 and sponsored through the Eisenhower Washington, DC 20090-8018 National Program for Mathematics and Science Education, United States Department 800 368-2728 of Education. JASON On-line is designed to introduce teachers to the world of telecom- Nonpoint Source BBS.This Environmental municating and to provide additional Protection Agency bulletin hoard system resources such as classroom tips, lesson is an example of the types of specialized ideas, and on-line support for teachers resources available via systems that may or using the JASON Project and the JASON may not he connected to the Internet. The curriculum. If you are already using a ser- NPS BBS provides an exchange of informa- vice that gives you telnet access to other tion and expertise on water quality and Internet sites, you can reach JASON On-line related topics. A copy of the U.S. EPA this way: Nonpoint Source Information Exchange telnet login: Jason password: guest

68 Computer Bulletin Board System t BBS1 WhaleNet/Marine bulletin boards on User's Manual (Publication number EPA EnviroNetind share it via the Internet. 503/8-92/0021 may be ordered by mail EnviroNet's purpose is to enhance environ- or fax at no cost from: mental science education in New England through the use of telecommunications. NCEPI 11029 Kellwood Road, Building 5 Michael Williamson Whale Net director Cincinnati, OH 45241 do Environet Fax: (5131891-6685. Park Science Building BBS: 301 589-0205 Simmons College telnet: then tollow 300 Fenway the BBS gateway menus Boston, NIA 02115 TERC Global Laboratory Project.Devel- 508 468-4699 or oped by TERC with support from the 617 734-5200, ext. 256 National Science Foundation, the Global e-mail: Lab is an international network of schools linked by telecommunications, shared curriculum, and common goals. Global Lab students learn science through hands-on investigations of their environments and Environmental those of their peers around the world. Database Resources As they conduct valuable collaborative Environment On-line...The Greening of research, students learn scientific skills, Database Magazine, 1991-92. experimental techniques, and advanced Databases, 88 pages. This three-part series from technologies. Database Magazineis in an augmented TERC Global Laboratory Project book form and covers scientific, technical, 2067 Massachusetts Ave. regulatory, legal, business, and general databases. Available for S (9.95 from: Cambridge, MA 02140 617 547-0430 Eight Bit Books e-mail: 462 Danbury Road Wilton, CT 06897-2126

Whale Net.WhaleNet, in conjunction with C) 800 248 8466 the Whale Conservation Institute tWCI) and whale watch companies, is developing Databases: Sprouting Up Green,Barbara a program to enhance the educational use Palladino, 1993. On-line Access, September, r. of whale watches. This National Science pp. 52-56. This introduction to green Foundation-funded teacher enhancement databases includes a listing of available project offers curriculum support and a ,a-line resources. source of data for interdisciplinary classroom activities, and interactive on-line informational support. Whale Net is setting up a system where students, teachers, and WCI will collect data on their whale watches and compile their data on the

69 Product Reviews Energy Star Computer Program,a program Only the Best: Annual Guide to Highest which promotes energy efficiency in com- Rated Education Software/Multimedia puting. Energy Star computers and periph- for Preschool-Grade12, published by erals go into an energy-saving "sleep" mode Association for Supervision and Curriculumwhen sitting idle. More than 75 companies Development, 1250 North Pitt St., Alexan-.ire already offering Energy Star products. dria, VA 22314. U.S. Environmental Protection Agency The Greening of Computers 401 M St. SW Washington, DC 20460 The Green PC,Steve Anzonvin, 1994. 202 775-6650. TAB Books, 13311 Monterey Ave., Blue Ridge Summit, PA 17294. (7171794-2191. A paperback handbook on conscientious The Greening of Computers,Andy Rein- computing. hardt, et al. 1992. BYTE, Volume 17, No. 9, September. pp. 147-157. A summary of ways consumers and vendors are engaging The Coming Green Computers,Kellen in more environmentally sound computing. Betts, 1994. E Magazine, Vol. I, No. 2, Includes a great listing of "Green Comput- April 1994. pp. 28-35. An overview of ing Groups, Products, and Services." the new federal policies promoting energy- saving computers and cleaner computer Global Network: Computers in a Sustain- production. able Society, John E.Young, 1993. World- watch Paper, 115. pp. 41-47. A compre- Eco-Disks,100% recycled computer dis- . hensive look at the role of computers in kettes are available from Eco-Tech, Inc. sustainable development. Includes chapters They purchase obsolete disks from major on monitoring and modeling, developing manufacturers, erase them, test them, and countries and toxic impacts. then format them for PC or Macintosh. Lifetime guarantee and 10% of sales go to the Wilderness Society. Contact: Dr. Disk Works Eco-Tech 11450 FM 1960 West, Suite 208 Houston, TX 77065 800 373-4759

,;',)TA,,,11(1 /1,,',,16t, Glossary of Computing Terms account: Your subscription to a networked baud rate: The speed at which data is computer system. transmitted over telephone lines. For example, a 2400-baud modem sends data at account name: Same as your login ID or a rate of 2.400 bits (about 300 characters) user ID. The word you type at the "Login:" per second. Two modems can only connect prompt: your elect.onic name. if they can operate at the same baud rate. address: Like a postal address, a "network BBS: Bulletin Board System (see bulletin address" is used to locate another user for board). the purpose of directing mail. On the Inter- net this is in the form: binary: A file containing one or more [email protected]. strings of data bits which are not printable characters. Some binary files may be com- analog: A method of storing information, puter programs or other forms of data used by most audiotapes. videotapes and that contain no text characters at all. Bina- laserdiscs (and all LP phonograph records, ry files cannot be displayed on screen, but remember those?). An analog device uses can be downloaded for use with appropri- a physical quantity, such as length or volt- ate applications on your computer. Binary age, to represent the value of a number. By (base 2) is also the building block of corn- . contrast. digital storage relies on a coding puter information, representing "on" or system of numeric units. "off" and "true" or "not true" as 1 or 0.

APC: Assoc.ation for Progressive Commu- bit: A binary digit, the smallest unit nications, formed in 1987 to promote of data used in a computer; 7 or 8 bits international communications among orga- are typically used to represent a single nizations and individuals working in the character of text. peace. environmental. conflict-resolution, health, and public interest communities bits per second (bps): The speed at which worldwide. Members include: Alternex in bits are transmitted. Brazil; Antennae in the Netherlands; Com- Link in Germany; Nicarao in Nicaragua: booting: Turning on your computer. Chasque in Uruguay; Ecuanex in Ecuador; Nord Net in Sweden; GlasNet in Russia; break: A signal sent from a user's terminal GLUK in Ukraine: Green Net in England; to the network, which causes interruption IGC networks (Peace Net. EcoNet, Conflict- of an activity. Net) in the United States; Pegasus in Aus- tralia; SangoNet in Southern Africa; bug: An error. Can be a hardware mal- Wamani in Argentina; Web in Canada. function or a software programming error.

Archie: A program available via the Inter- bulletin board (BBS): A computer system net that allows users to easily search which ca,i be called using a modem. remote systems for files or programs that match specified keywords. byte: Computer term for a string of 8 bits. In practice. a byte is usually used ASCII: American Standard Code for Infor- to represent an alphanumeric character. mation Interchange (pronounced askee). The form in which text characters are han- carriage return : The dled in most computer systems and net- or key on your keyboard. works. ASCII text has no special characters On-line commands often must be followed for formatting such as underlined or bold by . characters. font changes. etc., thus can he viewed on any personal computer

or termin . 71 cc: Carbon copy. The prompt in an ferences have a particular subject or pur e-mail program which allows the user pose, and the topics and responses they to enter one or more ID's to send copies contain might provide items of news. of a message. ideas. questions. or other information in almost any !irm. Some special-purpose CD: Compact disc for audio. conferences may have restricted access. allowing some users to write messages. CD-i: Compact disc for audio and visual some only to read, and some neither. The for movies. reference. training courses and person responsible for the technical main- video games.It can be interactive but is tenance and/or community communica- not programmable: it is viewed through a tion is called the "conference facilitator." television and CD1 player. not a computer. courseware: Educational programs CD-ROM: Stands for "compact disc read- designed for inschool use. only memory... Computer CDs are just like music CDs. They are small. shiny CPU or central processing unit: The "records" that can hold an immense main processor chip in a computer which amount of data (up to 550 MB). About responds to software instructions and 4.75 inches in diameter, a CD must be controls peripherals and memory. played on a CD-ROM drive. cyberspace: The virtual realm where CD-ROM drive: A computer accessory on-line communication occurs. used to access CD-ROM discs. Internal CD-ROM drives are installed inside of the database: A collection of information computer system. External versions have that can be sorted and searched in a their own enclosure and power supply and variety of ways. are connected to the computer by a cable. Many computers now include a built-in default: A software function or operation CD-ROM drive as standard equipment. which occurs automatically unless the user specifies something else. character: Any symbol (usually alpha betic. numeric. or punctuation) that can delete key: Personal computers normally be entered into your computer. allow deletion of typing mistakes by either the backspace key or the Del key. Users client: Software that extracts information must either specify which of these keys from a server: your autodial phone is a cli they wish to use, or set their communica ent, and the phone company ,s its server. tion software to match whichever key the network expects. command: An instruction you give to an online network to carry out a specific dial-up: To connect to a computer by call- action. ing it on the telephone.

conference: An electronic meeting place digital: Used in computerese to describe dedicated to a particular subject where information that can be represented by a users come to participate in discussions collection of bits. or group projects. Conferences can be used to post a variety of information such disk or diskette: Magnetic medium for as news services, newsletters. and statis- data storage. Either "floppy" diskettes tics: also called "newsgroups." "bulletin (720K to 1.4 megabytes). or "hard" disks boards," or "echoes." An electronic confer- (usually upward from 20 megabytes). ence provides a manyto-many communi cation medium. as opposed to the DOS: Acronym for "disk operating system" persontoperson nature of email. All con usually referring to the operating system used on "IBM-compatible" computers.

72 download: To transfer information from file server: A computer designated to an on-line network onto a user's personal store software. courseware. administrative computer. This may be done for confer- tools, and other data on a local- or wide- ence or e-mail messages which need to area network. It "serves" this information be printed. copied to diskette, or simply to other computers via the network when browsed at leisure. users enter their personal access codes. e-mail: Electronic mail. flame: A virulent and often personal attack against the author of a conference posting: editor: An on-line program to write or flaming is a breach of netiquette. change a conference or e-mail message: a simple on-line word processor. floppy disk: See disk. electronic mail: The transfer of messages folder: A "folder" is a place where a user's between you and other users of online net-e-mail messages may be stored. Every work systems. Email is similar to an orb- user has a folder for new messages. and nar y letter: you supply the address of the on most systems may create other folders recipient(s) and the text of the message. for specific purposes. It is different in that delivery takes place in minutes or hours rather than days. Ele.. font: The name used to describe a family tronic mail provides private (or, in some of characters with distinctive shapes. cases, restrictedgroup) communications. Examples: Palatino and Avant Garde are "proportional fonts." whereas Courier and emotion: See smiley. Monaco are "non-proportional" and, when printed, will faithfully reproduce the look error checking: Uploading or downloading of the text you see on-line. transfer check employed to identify errors in data transmission. freeware: Software that is distributed for free, with no license fee. enter: The key on your keyboard. Almost all commands used on a FTP: File transfer protocol. One of the network should be followed by . basic Internet tools, which allows high. Also called . . or carriage speed exchange of files between cornput return. ers connected to the Internet.

Ethernet: See local area network. full duplex: Communication providing simultaneous sending and receiving. facilitator: A network user who is responsible for a particular conference. gateway: An electronic door between one computer network and another. file: A named group of characters or data bits in your computer or on the network. Gopher: A program available via the Inter Files in a computer are similar to file fold net that allows users to review and retrieve ers in a filing cabinet. information on other host systems via easy -to -use menus. file format: The type of file. such as picture or text: represented as a suffix gopherspace: Where you are when you're at the end of the filename (text = TXT using a Gopher program. or .txt, etc.).

73 GUI: Graphical user interface; pronounced index: An "index" is a list of the messages "gooey." A way of interacting with a com- contained in a conference or a mail folder. puter that replaces typed text commands Indexes generally show the date of the with menus or graphical icons activated message, its title (or subject), the name with a pointing device such as a mouse. of the user who wrote it, and an indication (with a "*" marker) of whether you have graphics: Computer-generated art read that message. and illustrations. interactive multimedia: See multimedia. half duplex: Communication that alter- nates between sending and receiving. Internet: The interconnected global network of computers that use the same set handshaking: A procedure performed of software protocols (called TCP/IP) for by modems. terminals, and computers exchanging e-mail, file transfers (via FTP), to verify that communication has been and remote logins to other host systems correctly established. (via telnet). With a small "i." internet refers to any system of interconnected networks. hang: When a computer freezes. so that it does not respond to keyboard commands, K: Kilobyte. it is said to "hang" or to have "hung." Kermit: A communications protocol that hard copy: A printout of a computer file; allows you to transfer files between your a printed version of anything. computer and on-line network systems. Kermit has built-in error correction and hard disk or hard drive: See disk. can handle binary (non-text) liles.

hardware: Physical electronic devices keyboard: Similar to a typewriter, contains such as computers. printers, keyboards, the letters for typing text. and keys that modems, or cables. give the computer its commands.

Hayes modem: Most modems in use today kilobyte (K): 1,000 bytes. are "Hayes-compatible"modems, with a standard set of alphanumeric commands. LAN: Local area network. A school's LAN includes all the computers in the school help: Users in need of help can often issue that are hooked together(usually by cables) a command such as "?" to accesson-line to share files and applications. help and tutorial systems. laserdisc: Large, metallic-looking records icons: On-screen pictures that symbolize about the size of 33 RPM albums (12 inches various commands. in diameter), sometimes called videodiscs. Laserdiscs can store a vast amount of IGC: Institute for Global Communications, information in text, sound, and images. the U.S. member of the APC (Association To play a laserdisc, you need a laserdisc for Progressive Communications), and player and either a computer monitor in two provider of EcoNet, Peace Net, and Con. or television set. Laserdiscs come flictNet. Its Internet address is igc.apc.org. formats. CLV (constant linear velocity) is For information. send e-mail to accessed by time and CAV (constant angu- or call (415) 442 lar velocity) is accessed by frame number. 0220.

74 ,r, L, Pr'(,(?(VC laserdisc player: A self-contained unit memory: Your computer's temporary stor- approximately the size of a videocassette age capacity, measured in kilobytes (KB) recorder (VCR) that plays laserdiscs. Typi- or megabytes (MB) of RAM (random- cally used in education for movies or inter- access memory). Long-term data storage active multimedia courseware. Their on discs, is also measured in kilobytes or primary advantage over VCRs as a video megabytes. playback unit is their ability to provide quick random access to any location on menu: A list of selectable network func- the laserdisc within seconds. tions. A "main menu" usually leads to other menus or command options. LISTSERV: Automated mailing list server software. used to manage special- message: Any message carried on the ized e-mail lists. network. including conference topics and responses, and e-mail. local area network (LAN): A network of computers at a single site. The two most microcomputer: See mainframe. common school networking configurations are called Ethernet and token ring, refer- microprocessor: Main computer ring to the technical aspects of how the chip that provides speed and capabilities computers and file servers are connected. of the computer. Also called CPU. Also see network. minicomputer: See n7ainframe. log in: Making the phone connection to a network system. Sometimes called MNP: Microcom network protocol. Error- "log on." checking, and compression routines that make modems communicate faster and log off: Leave a network system. usually more reliably. by typing "bye" or "q" for quit. Sometimes called "log out." modem: A device used to connect a computer through the telephone system to log-in ID: Same as account name another computer. A modem can dial a or user ID. number, answer a call, and hang up; but the "conversations" it carries are strictly mail: In the world of computer networking, computer-to-computer. Modems have dif- "mail" refers to electronic mail. or e-mail. ferent maximum speeds, which are indicat- ed by their baud rate. The term modem is mainframe, minicomputer, micro- a conjunction of two words: MODulator/ computer: Three sizes of computers. DEModulator. Big corporations use mainframes and large school systems might use a midrange modem setup: Modem speed, parity, data computer. sometimes called a bits, stop bits. and duplex must be set the minicomputer, as a file server and adminis- same at the user's computer as at the net- trative tool. The correct term for micro- work system. Communication software is computer is personal computer or PC. used to set up the modem.

megabyte (MB): 1 million bytes (or 1,000 monitor: A television-like screen that K), about 500 pages of text. shows text, graphics, and other functions performed by the computer.

Mosaic: A GUI for browsing the World Wide Web and gopherspace.

75 mouse: A pointing device used as an alter- parameter: A setting for a modem or com- native to keyboard control for positioning munication software. the cursor and interacting with a GUI. With a mouse plugged into your computer. you parity: A setting of a terminal or modem can guide the blinking light onscreen (the related to the type of error correction sys- cursor) to draw, move data, and open and tem used when connected to a network. close files. "Clicking" the mouse means pushing the mouse's button to highlight password: A group of characters known or activate a particu,ar file or activity. only to you that must be entered as part of logging in to a network: also called multimedia: The delivery of information "key." The password guarantees that only using two or more formats. including text. you can access your account. graphics, audio. still images, music. animation. and motion video. Today, the peripheral: Anything extra or added term implies "interactive multimedia- in on for your computer, such as a modem. which these various types of information a mouse. or a fax adapter. Peripherals can are presented interactively by a computer be added on externally or installed inside in response to user input. the machine.

netiquette: Network etiquette: commonly personal computer (PC): Microcomputer. accepted rules of on-line behavior. port: The plug to enable interface from network: A collection of two or more corn computer to other pieces of hardware, e.g. puters interconnected by telephone lines, hard disk, scanner, modem, mouse. Also coaxial cables, satellite links, radio, and/or used as a verb. "to port", meaning to some other communication technique. move a file from one computer system. A computer "network" is a group of com- network, or conference to another. puters which are connected together and which communicate with one another for post: The act of placing a message in an a common purpose. Computer networks on-line conference. The noun "posting" is support "people and organization" net- sometimes used to refer to a conference works, users who also share a common message. purpose for communicating. program: A set of computer instructions node: A central computer in a computer (software) for carrying out a given task. network: also called a "host" or "server." program disk: A disk containing software off-line: Not connected to a network. programs. You can save money on pay-for-use networks by preparing your messages off-line prompt: A message that appears on the using your word-processing software. and screen while a network system is waiting uploading them instead of typing them in for you to enter a command or option. while you're connected to (or on-line with) the network. protocol: A definition of how computers will act when they talk to one another. on-line: Connected to a network or via a network. Examples: Send me a message RAM: Random-access memory. A way to on-line. In other words send me an e-mail measure how much information the com- message. puter's memory can hold and work with.

packet: A bundle of data. On the Internet. data is broken up into small chunks called packets that each traverse the network independently.

(6 -. ROM: Read-only memory. Information is soft copy: An electronic version of a file, stored once. usually by the manufacturer, usually in computer memory and/or on that cannot be changed. Most compact disk: as opposed to hard copy, the paper discs are ROM. printout. resource: An on-line information set or string: A series of two or more text charac- an on-line interactive option. An on-line ters. library catalog or the local school lunch menu are examples of information sets. TCP/IP: Transmission Control Protocol/ On-line menus or graphical user interfaces. Internet Protocol. The communication pro- Internet e-mail. online conferences. telnet. tocols on which the Internet is based. FTP and Gopher are examples of interactive options. telecommunication: Communicating with other people through the computer using response: A message placed in a confer- communication software and modems. ence as a follow-up to a topic or to another response: or. a reply to an e-mail message. telecomputing: Using computers for telecommunication: computer networking. return: See enter. telnet: A program that allows users on the service: (or service provider) An organiza- Internet to log in to remote systems from tion that provides access to part of the their own host system. Internet. You have to arrange for an account with a service to connect your computer to terminal: A device connected to a comput- the Internet. er network that acts as a point for entry or retrieval of information. Personal comput- session: The time period between ers can be made to act as network termi- when you "log in" and "log off" to a nals, by running terminal emulation network system. (communication) programs.

shareware: Software distributed freely text: A string of characters. A text file on the "honor system." trusting people should contain only characters as op- to pay the authors a license fee when posed to codes or commands. the software is used. thread: A conference topic with multiple smiley: Character combinations such as responses or a sequence of e-mail mes- :-) to denote whether a message is being sages with the same subject. made in jest with various modifications thereof :) to wink, etc. Also called emoti- time out: What happens when two com- cons. since not all are smiling %-( . puters are talking and one fails to respond within a certain time, for whatever reason. software: Computer programs that per form various tasks. Word processing pro- toggle: Using one command or keystroke grams (like WordPerfect or Microsoft to change between one mode and its Word). spreadsheet programs (like Lotus opposite. or Excel), or database programs (like dBase III+. Foxbase. or File Maker) are all topic: In a conference, a message which is software. generally written to convey a new idea or a new piece of information, relevant to that spreadsheet: Software program that al- conference. lows mathematical calculations. such as budgeting. keeping track of investments, or tracking grades.

77 BEST COPY AVAILABLE UNIX: A popular computer software oper- virus: A computer virus is ail insid:ous ating system used on many Internet host piece of software that infects other so4t systems. ware and moves from computer to corn outer when software is transferred. A virus Usenet: An information cooperative link may compound itself once it's inside your ing around 16.000 computer sites and computer. thereby destroying software pro- about 1 million people. Usenet provides a grams and a great deal of data, or it may series of "news groups" analogous to on- do other nasty things. Some viruses are line conferences. benign. Modems can transmit viruses. but illegally copied or "bootleg" diskettes are user: Network user. the most likely carriers. Virus protection software is the best defense, and is avail- user ID: Account name. able commercially or as freeware/ shareware. username: Account name or user ID. WAIS: Wide-area information server, a v.32, v.32bis. v.42, v.42bis: Error-correc- standard for indexed fulltext retrieval via tion and data compression protocols that the Internet. make moderns communicate more quickly and reliably. word processor: A program used to enter or edit text information in personal vt100: A terminaltype setting; with this computers. often used to create a file setting a network system assumes you are before it is uploaded to a network; may using a VT100 terminal or a computer also be used to process text after it has program that acts like one. been downloaded.

Veronica: Archie like program used to World Wide Web (WWW): A hypertext- search Gopherspace. based system for finding and accessing Internet resources. videodisc: See laserchsc. xmodem: A communications protocol that allows you to transfer files between your computer and a network with error correction.

zmodem: Another error-checking file transfer protocol faster than xmodem or Kermit.

78 BEST COPY AVAILABLE 76