• Educator's Internet Companion: Classroom Connect's Complete Guide to Educational Resources on the Internet, Gregory Giagnocavo, Tim Mclain, Vince DiStefano, and Chris Noonan Sturm, 1995.
• A packet of additional readings is on sale at the bookstore.
• Additional readings are listed with each day's entry and are generally available on the Web.
• Supplementary readings are available via a Virtual Reserved Reading List which is also linked to articles on the Internet.

1. Portfolio: As you progress through the class, you'll be visiting lots of sites and trying new techniques to help in your classrooms. The portfolio will consist of a number of short assignments to illuminate the topics covered in class and to serve as a resource when you return to your schools. (30% of grade)

2. Web Page: Each student will produce a web page to be used as a resource for students in their own classes. You can visit these web pages here.(10% of grade)

3. Curriculum Project: Working singly or in pairs, create a series of lesson plans, curriculum materials, or a unit plan which use Internet resources as an integral part. Remember this course is about using Internet materials and tools to further your curricular goals. That means that the project is not about teaching people about how to use the Internet but can be about anything else in your curriculum. (60% of grade)

   You can view some of the 1995 projects from Section 13 and Section 15.

4. Class Project: Based on the resource list that each person will be creating and the daily exchanges in class, the class as a whole will create a "Best of the Net" Web site that can be shared with all in the class and linked to the syllabus. Two class members from each site will serve as the editors of this booklet instead of creating a separate curriculum project.

   You may want to take a look at the 1995 Class Project.

   • Section 016 - 1996 Class Project
   • Section 015 - 1996 Class Project

Course Format

Because the Internet is changing so rapidly, this course will be based on organized exploration and sharing. In general each day will be structured as follows:

• First hour and 30 minutes: Lecture/demonstration on topic of the day
• Next hour and 30 minutes: Lab work on current day's topic
• Last 30 minutes: Recap of day's explorations, clearing of misconceptions, and gathering of questions for further work

Since one objective of the class is for all participants to return to their schools ready to help others use the Internet effectively, each participant should take an active role in helping other class members to use the tools effectively and find new resources.

Topics and Assignments

Day 1: Using Email (Pine and Eudora) and Introduction to the World Wide Web (Netscape and Lynx)

1. Discussion of projects and course requirements

2. Exploring the World Wide Web using Lynx, a text-based browser, and Netscape, a graphical browser.
   • Review a general overview of the Web
   • Review instructions on how to use Lynx.
   
   
3. Skills to be mastered using Email
   • sending a mail message (to one or several correspondents)
   • responding to a mail message
   • forwarding a message
   • copying a message to a file
   • setting up an address book
   Additional help is available using the email section of Demystifying the Internet .

• Hughes, Kevin. (1994). "Entering the World-Wide Web: A Guide to Cyberspace". [Online]. Available http://www.eit.com/web/www.guide/
  NOTE: This reading was written in 1994 so it shows some aging, however the description of the Internet and the Web are still accurate.
• Dwyer, Dan, et al. (1995). Creating a Virtual Classroom for Interactive Education on the Web. [Online]. Available http://www.igd.fhg.de/www/ww w95/papers/62/ctc.virtual.class/ctc.virtual.class.html
• Global School Net Foundation. (1995). Harnessing the Power of the Web for Classroom Use: A Tutorial. [Online]. Available http://www.gsn.org/web/tutorial/main.htm

Day 2: Netiquette, Listservs, and Newsgroups; Acceptable Use Policies

1. Netiquette and Responsible Computing
   • Take the University of Delaware ECCE test to gauge your awareness of responsible and polite computing.

2. Listservs
   • Using the Web to Explore Listservs links you to several sites with indexes of listservs.
   • Listserv Reference Card contains a summary of the commands needed for communicating with a listserv.
   • Read the help section of Nova Southeastern University's E-Mail Discussion Groups Guide.

3. Newsgroups:
   • Instructions for using trn, the Threaded News Reader, are contained in this tip sheet.

4. Acceptable Use Policies

• Magid, Lawrence J. (1994).Child Safety on the Information Highway, The National Center for Missing and Exploited Children. [Online]. Available http://www.larrysworld.com/child_safety.html
• Willard, Nancy. (1996) A Legal and Educational Analysis of K-12 Internet Acceptable Use Policies. [Online]. Available http://www.erehwon.com/k12aup/legal_analysis.html

Day 3: Gopher, FTP, and Search Tools

1. Gopher
   Using Gopher on your Unix account, these are the skills to be mastered.
   • Traversing menus
   • Searching using Veronica
   • Creating bookmarks
   • Saving infomation found on a Gopher
   Additional help is available using the gopher section of Demystifying the Internet
   
2. File Transfer Protocol
   These guides will supplement the class discussion of FTP.
   • FTP - File Transfer Protocol from The Australian National University
   • FTP (File Transfer Protocol) from the Utah Library Network Internet Training Manual
   • File Transfer Protocol from Boston University
   
   
3. Searching
   • Take a look at the last 2 items from the general overview of the Web from Day 1's class.

   • Beaucoup Search Engines will link you to the various search engines discussed in class.

   Readings:
   • Murray, Janet, et al. (1995). Searchin' the Net. [Online]. Available http://arlo.wilsonhs.pps.k12.or.us/search.html

Day 4: Creating a Web Page

1. Besides the handout "Creating a Web Page", you may find these tutorials useful.
   • HTML: The Eight Minute HTML Primer
   • Maricopa Community College HTML Tutorial .

• Levine, Alan. (1994). Providing Structured Multimedia Learning Environments - Mosaic for the Internet, presented at the Association for Applied Interactive Multimedia Conference, July 21-23, 1994, Charleston, South Carolina. [Online]. Av ailable http://www.mcli.dist.maricopa.edu/aaim/paper.html

Note: During the final half hour of this class, you should be ready to report to the group on your planned project.

Day 5: Evaluating Internet Sources and Curriculum Materials on the Internet

1. Evaluating Web Pages
2. Assessing the Validity of Information on the Web
3. Curriculum Materials and the Internet. This topic will include a discussion of what materials are available on the Net and how they can best be used to facilitate learning. This discussion will continue over the next three days of the class.

• Furey, Doug, et al. (1996). Internet Source Validation Project, Memorial University of Newfoundland. [Online.] Available http://www.stemnet.nf.ca/Curriculum/Validate/
• Computer-Mediated Communication Magazine, SPECIAL ISSUE: The Electronic Schoolhouse: Thinking about Computer Technology in Education, 2 (6), 1995. [Online.] Available ht tp://sunsite.unc.edu/cmc/mag/1995/jun/toc.html
• Schrock, Kathleen. (1996). Critical Evaluation Survey. [Online]. Available http://www.capecod.net/Wixon/eval.htm.

Days 6: Curriculum Materials and Standards (part 2)

1. Guest speaker: Dr. Richard Venezky, Director of The Alphabet Superhighway project

• Harris, J. (1993). Using Internet Know-How to Plan How Students Will Know. The Computing Teacher, 21 (5), 48-52. [Online.] Available http://www.ed.uiuc.edu/Mining/May93-TCT.html

Day 7: Curriculum Materials and Standards (part 3)
Getting Access to the Internet (part 1)

1. Guest speaker: Ms. Judith Short, Delaware Education Research and Development Center, developer of the Curriculum Consumers Information Service
2. Review various options for accessing the Internet and their relative merits.

• Massachusetts Telecomputing Coalition. Models for Connecting K-12 Schools to the Internet: A Guide for Decision Makers. (September 22, 1994).
• Browse the presentations on Web 66 , which is designed to help educators get their web sites up and running running.

Day 8: Getting access to the Internet (part 2)
Loose Ends

1. Guest speaker: Paul Harjung, director of the Delaware Center for Educational Technology
2. Other topics as submitted by class members via email.

Day 9: Presentations of curriculum projects.

Final versions of all projects are due by Friday, July 5.

On this day, each student should be prepared to describe and show samples the curriculum project they have developed. Presentations should be no longer than five (5) minutes. Class members will offer constructive criticism which can be applied to the final version.

Dern, Daniel. (1994) The Internet Guide for New Users. New York: McGraw-Hill.

Ernst, Warren. (1995) Using Netscape: The User-Friendly Reference. Indianapolis, IN: Que Corporation.

Gaffin, Adam. (1996) EFF's Guide to the Internet, v. 3.17 . Boston, MA: Electronic Frontier Foundation. [Online.] Available http://www.eff.org/pub/EFF/netguide.eff

Glossbrenner, Alfred. (1995) Internet 101: A College Student's Guide. New York, NY: Windcrest/McGraw Hill.

Krol, Ed. (1994) The Whole Internet Users Guide and Catalog. Sebastopol, CA: O'Reilly Inc., Publishing.

LaQuey, Tracy. (1994) The Internet Companion: A Beginner's Guide to Global Networking (second edition). Reading, MA: Addison Wesley. [Online.] Available http://www.obs-us.com/obs/english/books/editinc/obsxxx.htm

Steen, Douglas R.; Roddy, Mark R.; Sheffield, Derek; Stout, Michael Bryan. (1995) Teaching with the Internet. Bellevue, WA: Resolution Business Press, Inc. Last updated May 24, 1996.