Research

Education Reform and Computers:  The Connection

WITH THE TRENDS of recent reform efforts in mind, how does technology fit into the
scheme of revolutionizing education? Simply put, computers provide ample assistance in
accomplishing numerous reform goals. From a structural point of view, computer
networking is creating a professional bond between teachers as well as administrators
never seen before in the history to education. Traditionally, every classroom is an island
unto itself, with the teacher instructing, assessing and remediating children with limited
contact with other teachers, even within the same school. Networking allows teachers to
exchange lesson plans and advice and debate instructional methodologies with peers
around the globe at the touch of a keyboard. Instead of waiting for annual summer
conferences on successful education reform, they can compare and contrast their work
with relative ease and speed. In a sense, the Internet has created electronically a
professional fraternity between educators.

In terms of actual instruction, computers are an invaluable tool for providing active
collaborative learning and assessment.  While basic word-processing programs allow
students to become independent publishers of ideas and opinions, email provides
opportunities for "peer review" and group editing. More sophisticated interactive
multimedia packages offer true inquiry-based learning, where students must construct
and demonstrate solutions to a variety of in-class projects. This is not to suggest that
computers are used in reform to replace the role of the teacher; realistically that would be
both undesirable and impractical. Instead, the computer must be recognized as an
effective teaching tool which assists the educator. Software offer students individualized
learning, so while some students progress on a subject at their own paces, those who
begin to fall behind can receive proper interpersonal attention from the instructor. The
computer lets the teacher concentrate on interaction and individualized assistance. In a
sense, because computers have proven to be a successful tool of reform-minded schools
and educators, they are now inextricably linked to the reform movement itself.

COMPUTERS OFFER TEACHERS innumerable methods of enhancing successful
instruction. However, there are so many different programs, networks and
computer-based lesson plans, educators often struggle to decide which programs may be
appropriate for a given subject or class. Questions of practicality, cost and simplicity
must also be considered. To get a better understanding of how computers may be used in
the classroom, take a look at some of the systems and services educators have used to
help their students learn and understand. These examples cover a range of methods, uses
and levels of sophistication, from complex, yet costly multimedia systems to simple word
processing and email-driven lessons.  Following each case are important issues for
discussion.

Combining Hi-Tech and Low-Tech Tools

A COMMON COMPLAINT of computers-in-the-classroom critics is that instructional
computing cannot be seen as an end in itself, for the mere introduction of high
technology in the classroom cannot solve all of education's ills in an instant, as some
futurists would seem to suggest. But when computer technology is treated as a tool which
complements the more traditional, yet active elements of instruction, the ability of the
computer to expand education becomes more apparent.

Teaching with Apple IIs

UNFORTUNATELY, the vast majority of schools still do not offer their students regular
access to high-speed, 16-bit computers, let alone networked multimedia systems. But
even when forced to instruct with the assistance of slower and less capable computers
such as the Apple II series, educators are finding ways to turn relatively crude
technologies into highly successful teaching tools.

Active Problem-Solving

There is a movement for reform in schools currently, which centers around changing the
nature of the educational activity from teacher-led lessons on subject matter content to
project-based work in which students are active problem-solvers and theorists, while the
teacher plays more of a coaching role. Very often, the complexity of the projects invites
collaborative work as a way to bring multiple perspectives to the problem and for
students to learn from each other. We are seeing collaborative problem-solving being
used all the way from elementary school classrooms to professional education.  This
reflects a shift in orientation from more traditional models of instruction in which
knowledge is transmitted through lecture, text, and worksheet to a more student-centered
approach designed to support individual construction of understanding. Such a shift calls
for dramatic changes in the relationships both of students to their teachers and of students
to their peers. The introduction of collaborative problem solving follows naturally from
this shift in orientation.

Internet technology, just now beginning to enter the schools, will create a demand for
integrated applications that combine work within the classroom with electronic resources
brought in from outside the classroom.

REFERENCES

Koschmann, T.D. (Ed.) (1992). Computer support for collaborative learning: Design,
theory, and research issues. Special issue of ACM SIGCUE Outlook, 21(3).

Newman, D. (1992). Technology as support for school structure and school restructuring.
Phi Delta Kappan, 74, 308-315.

Newman, D., Bernstein, S., & Reese, P. (1992). Local infrastructures for school
networking: Current models and prospects (BBN Rpt. No. 7726). Cambridge, MA: BBN
Systems and Technologies.

Olds, H.F. & Pearlman, R. (1992). Designing a new American school. Phi Delta Kappan,
74, 296-298.

Paller, C. (1992, September). Separate realities: The creation of the technological
underclass in America's public schools.  MacWorld, pp. 218-230.

Pea, R. (1993, May). Distributed multimedia learning environments: The Collaborative
Visualization Project.  Communications of the ACM. (In press).

Pea, R. & Gomez, L. (1992). Distributed multimedia learning environments: Why and
how? Interactive Learning Environments, 2, 73-110.

Scardamalia, M., Bereiter, C., Brett, C., Burtis, P., Calhoun, C., & Smith Lea, N. (1992).
Educational applications of a networked communal database. Interactive Learning
Environments, 2, 45-71.

Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J. & Woodruff, E. (1989).
Computer-Supported Intentional Learning Environments. Journal of Educational
Computing Research, 5(1), 51-68.
 

Constructivism, Technology, and the Future of Classroom Learning
Erik F. Strommen, Children's Television Workshop Bruce Lincoln, Bank Street College
of Education, 1992

Contents

A framework for educational reform: Constructivism

How do we educate the "new child," raised in a world of instant information, where
interactive technologies have led them to believe they can act on the world with the press
of a button? Not by simply thinking up clever ways to use computers in traditional
courses. Such exercises relegate technology to a secondary, supplemental role that fails to
capitalize on its most potent strengths. What is needed is a guiding philosophy that
suggests principled changes in the curriculum, and effective uses of technology as part of
these changes. We think that this philosophy must be constructivism, a theory of
cognitive growth and learning that has gained many adherents in recent years (c.f.
Forman & Pufall, 1988; Newman, Griffin, and Cole, 1989; Piaget, 1973; Resnick,
1989;Vygotsky, 1978).

A brief overview of constructivist ideas reveals their utility. One foundational premise is
that children actively construct their knowledge. Rather than simply absorbing ideas
spoken at them by teachers, or somehow internalizing them through endless, repeated
rote practice, constructivism posits that children actually invent their ideas. They
assimilate new information to simple, pre-existing notions, and modify their
understanding in light of new data. In the process, their ideas gain in complexity and
power, and with appropriate support children develop critical insight into how they think
and what they know about the world as their understanding increases in depth and detail.
Constructivism emphasizes the careful study of the processes by which children create
and develop their ideas. Its educational applications lie in creating curricula that match
(but also challenge) children's understanding, fostering further growth and development
of the mind.

Two specific features of constructivist philosophy hold particular promise. The first is the
notion, borrowed from research in child development, that play and experimentation are
valuable forms of learning (c.f. Daiute, 1989; Garvey,1977; Herron & Sutton-Smith,
1971). Play involves the consideration of novel combinations of ideas, and the
hypothetical outcomes of imagined situations and events. It is a form of mental
exploration in which children create, reflect on, and work out their understanding.

Actual experimentation, the manipulation and testing of ideas in reality, provides
children with direct, concrete feedback about the accuracy of their ideas as they work
them out. Both play and exploration are self-structured and self-motivated processes of
learning. Both also encourage children to reflect on their ideas in ways generally not
promoted by current school curricula.

Play and experimentation are powerful forces in the development of the individual mind,
but constructivism has led to the additional discovery that powerful gains are made when
children work together, as well. A growing body of research on collaborative or
cooperative learning has demonstrated the benefits of children working with other
children in collective learning efforts (Johnson, Maruyama, Johnson,Nelson, & Skon,
1981; Rysavy & Sales, 1991). When children collaborate, they share the process of
constructing their ideas, instead of simply laboring individually. The advantages of this
collective effort are that children are able to reflect on and elaborate not just their own
ideas, but those of their peers as well. Children come to view their peers not as
competitors but as resources. Mutual tutoring, a sense of shared progress and shared
goals, and a feeling of teamwork are the natural outcomes of cooperative
problem-solving, and these processes have been shown to produce substantial advances
in learning.

The focus of constructivism, then, is the child as a self- governed creator of knowledge.
Educational practices that follow from this focus are designed to facilitate children's
learning by nurturing their own, active cognitive abilities. To accomplish this end, a
supportive environment, one in which they can create their own ideas, both individually
and collaboratively, must be provided. We have chosen the term "child-driven learning
environment" (CDLE) to describe this new model of education. Two key features of
CDLEs are the changed relationship between teacher and student, and the provision of a
resource-rich, activity-based curriculum for learning. In traditional classrooms, the
teacher's role is that of the sole giver of knowledge and the student's role is that of the
passive recipient. A CDLE does away with this hierarchic structure and operates
according to an egalitarian, cooperative structure where the ideas and interests of the
children drive the learning process. The teacher serves as a guide, rather than the source,
of knowledge. The performance required for this new role is far more complex than
traditional classroom teaching (Ringstaff, Sandholtz, and Dwyer, 1991). The teacher
engages the children by helping to organize and assist them as they take the initiative in
their own self-directed explorations, instead of directing their learning autocratically.
Flexibility is the most important feature of the new role the teacher will have to play
in such an environment. In a CDLE, sometimes teachers will find that their role tends
towards the old model of teacher as giver of knowledge because at that particular time,
students require guidance and training in a particular task or content area.  More often,
the teacher will be moving around the classroom, among groups of children, assisting
individual children or the group as a whole.

Technology and child-driven learning

Technology takes a special place in the CDLE as a powerful tool for children's learning
by doing. Children's traditional classroom tools - pencils, notebooks, and texts - are still
vital. But for children to assemble and modify their ideas, access and study information,
they are inadequate. Computers, video, and other technologies engage children with the
immediacy they are used to in their everyday lives, and bends it to anew pedagogical
purpose. Really, it is not what equipment is used in the classroom, but how that
equipment is used that will make the difference. We think that technology must be
thought of as an integral component of the curriculum, a chameleon-like tool that can be
used with almost any content. Computers can be used as writing tools, spreadsheets, and
mathematical problem-solvers.

Technology makes possible the instant exchange of information between classrooms as
well as individual students; it allows instant access to databases and online information
services, and provides multimedia technical resources such as interactive audio and
video. Technology also allows for the repurposing of pre-existing educational materials
across media formats:  print, static illustrations, still and digital photographs, digital
audio, still and motion video, still and motion film, animations, computer graphics, and
hypermedia can all be accessed and combined in novel ways.

While some have expressed fear that traditional sources of information may be ignored or
underutilized, our experience is that the opposite is actually true. Books, magazines,
periodicals, newspapers, journals and other so-called "traditional" print materials are
integral information sources providing at-hand information that serves as a crucial
complement to computer-based information sources. In actual practice, there is a cross
fertilization of information sources across media formats as children incorporate
information gleaned from readings, as well as other media, into their projects. In urban
settings, where large and diverse sets of archival information, both in texts and images,
are available technology has a particularly powerful role to play. Historical and scientific
information formerly limited to a single extant photo, or available only in a single copy
of a book, can achieve greater exposure because it can be reclaimed or "repurposed," as a
computer file that can be copied and distributed easily and effectively.

An example

How would the "new" CDLE classroom look? The contrast between a CDLE and the
conventional classroom are best illustrated by example. Consider two hypothetical junior
high school classrooms teaching computer programming. In a traditional classroom, the
teacher lectures to the students each day about a particular procedure, while the children
sit at desks and listen or take notes. Assigned readings are the dominant medium. The
class is held in the computer lab, and children take turns working individually at the
computers on weekly or bi-weekly programming assignments. Competence in
programming is assessed via written tests, and through evaluation of the weekly programs
written by the children to prove their competence with the assigned programming
procedure.

The same curricula covered in a CDLE looks very different. The Visual Language
Laboratory (VLL), developed and implemented by the second author of this paper at New
York's Bank Street College, is a course in programming using the MacIntosh Hypercard
environment that is meant to embody the CDLE model. The students are so-called
"at-risk" Black and Latino junior high school students. Rather than lead the children
through a teacher-directed, step-by- step introduction to Hypercard procedures, the class
is organized around student-originated projects that utilize the Hypercard system as
anexpressive medium. The focus on single complex projects, rather than on a series of
smaller exercises embodying different Hypercard procedures, deserves comment. First,
requiring the children to conceive of and execute an entire program by the end of the
course presents them with a rich, open-ended, self-directed task in which they can
explore the various procedures and how they interact, rather than simply learn them in
isolation from one another, in a rote fashion. Second, the emphasis on an end-product
grounds children in a meaningful task, in which an initial idea is seen to undergo changes
as it is turned into an actual product.

The class is organized as a four-step process. The first step is exploration. During this
period, the children are introduced to the MacIntosh system, and allowed to explore
various pre-existing Hypercard programs, so they become familiar with the capabilities of
the programming language. The second step is conceptualization, during which the
children devise a “storyboard" or "flowchart" of their own proposed program. The third
step is production, where the children assemble the materials needed for their project and
make a first attempt at developing the actual program. This step often involves
children spending time outside the classroom, either composing the text to be included in
their program, or assembling the images and sound content that will be used. This initial
program, and all previous versions to date, are submitted to the educator for evaluation at
this point. This phase is analogous to having children submit a first draft of a paper for
review by the teacher in a regular classroom. The final phase is post-production. During
this period, students modify the design and scripting of their projects in response to
feedback from the educator and other students, in order to address problems
encountered in the design process. Finishing touches such as full sound tracks and special
effects are added at the end of this period. The final product, and all previous versions,
are submitted to the teacher. The class culminates in a public presentation of the
completed projects, to which parents, other educators, and students, are invited.

Several specific outcomes of this project, now in its second year, are noteworthy. The
first is the nature of the student projects. In traditional programming classes, students are
permitted to produce only a narrow set of types of programs as their projects. In the VLL,
where students can select their own project content, programs such as animated street
scenes, branching stories based on rap lyrics, and interactive picture books are common.
An examination of the structure of these programs reveals that they employ the
Hypercard procedures that were the focus of the curriculum in a complex and intelligent
manner. Second, although the classroom contains one computer per student, making it
possible for all children to work individually, active collaboration among children was
the rule. In fact, the children seldom work alone, even when they are each using their
own computer. Without prompting, the children's projects spontaneously became group
efforts. It is common to observe one child tutoring another in a new procedure, or two
children making recommendations for improvement in each others' project designs while
they are working on them.

Third, the role of the teacher is significantly more complex. He has many roles: project
manager, tutor, and lecturer. The teacher is a member of the team, and not the focus of
the classroom. He provides technical assistance and creative consultation, rather than
directs the children in the creation of narrowly defined tasks. Students generally turn to
the teacher for assistance when needed, but otherwise his role is more that of a colleague
than of a superior. In actuality, the teacher also becomes a student as the children
discover new procedures and instruct the teacher in their use. On several occasions, the
teacher was surprised when students demonstrated different new uses of the Hypercard
system that he had not seen before!

Finally, the children spend much time performing other pedagogically significant activity
that is not directly computer related. The children practice library research skills, for
example, as they search for images and text to include in their programs. They also
practice writing, as they compose their own poetry and prose for inclusion as well. Such
writing (mainly inspired by rap!) is a major feature of many of the children's projects.

Getting there from here

It should be apparent from the previous discussion that while crucial, we believe that
technology in and of itself cannot be the focus of the changes that are needed in
American education. As noted by Riel (1990), "...new tools alone do not create
educational change. The power is not in the tool but in the community that can be
brought together and the collective vision that they share for redefining classroom
learning (p.35)." We believe that what is needed is a wholesale revision of
educational practice that focuses on children's own competencies, the ones they bring
with them upon entering school.  Technology is vital to this effort because it is a medium
with its own, new forms of discourse that our children already grasp. They can turn their
understanding of this new medium to their advantage when so instructed. The key to
success lies in finding the appropriate points for integrating technology into a new
pedagogical practice, so that it supports the deeper, more reflective self-directed activity
children must use if they are to be competent adults in the future.

As we see it, there are two distinct obstacles to implementing the dramatic changes our
educational system needs. The first is the systemic lack of awareness of the appropriate
uses of technology in our schools today. There is a long historical precedent for this lack
of knowledge (Collins, 1990). The classroom has traditionally been the last institutional
space in our society to be penetrated by any new technology, be it calculators, VCRs, or
computers (Soloway, 1991). This is partially the result of limited budgets, and partially
the result of limited experience on the part of educators and administrators - it is
difficult to conceive of pedagogically sound ways to apply a technology when you are not
familiar with it. Similarly, our teacher's colleges and institutions of higher education have
not made it a priority to reflect on the pedagogical potential of technology when teachers
are trained. The normative tendency in education has been, unfortunately, to treat
computers and other electronic media as add- ons. The result of this practice is that
computers become little more than "electronic workbooks," bearing an awkward and
peripheral relationship to an otherwise unchanged curriculum.

In order to incorporate technology more fully into the classroom, several changes are
needed. Teachers must be provided with the time and support to explore technology on
their own. Administrators must provide the time ands pace for teachers, who now suffer
from larger classes and more responsibility than ever, to take a break from teaching to
start learning.  Teachers must be treated like the professionals they are. Teacher
creativity is a powerful force for positive educational change, but it can thrive only if it is
unleashed and supported by strong institutional commitments.

The second obstacle to reconceptualizing educational practice is the absence of new
forms of assessment with which to measure the effectiveness of the new forms of
classroom learning being developed. As education becomes a collective effort
between children, and educational methods come to emphasize the actual process of
children's construction of new ideas, new techniques for measuring performance will be
necessary. This is an area of active research (see Collins, Hawkins, and
Frederiksen,1991; Frederiksen and Collins, 1990, and Wolf, Bixby, Glenn III, and
Gardner, 1991 for developments in this area). Based on our experiences with the Visual
Language Laboratory, two new types of assessment, both of which capture the
development of ideas, seem especially promising.

The first is assessment of children's learning processes as they are occurring. Videotaped
records of student interactions as they work, for example, reveals their grasp of the
course material, as well as their ability to communicate it to others. Similarly, video
records of individual children's debugging of their own programs gives evidence of their
level of understanding of the programming procedures they are using. The types of errors
children perform, and how they correct them, are a rich source of information about
children's understanding.

A second new form of assessment we have found promising is the evaluation of a
portfolio that shows the evolution of a child's work as it is created, rather than of a single
completed work or a set of isolated exercises. In the VLL, children provide the educator
with complete records of their progress in creating their programs. These records are both
printed and on disk. These different versions of the children's projects, collected over
time, allow the educator to follow the development of subsequent versions of the
program and evaluate the student's progress in learning and applying different
Hypercard procedures. Such records document the student's progress in learning, and
allow the educator to identify areas where individual students may require tutoring in
specific procedures. Both of these methods are more demanding on the teacher than
traditional forms of evaluation. However, they are worth the effort because they capture
qualitatively different, and much more detailed, information about children's actual
competence than their traditional counterparts.

Summary

Technology has effectively revolutionized American society. An unexpected byproduct
of this revolution has been the emergence of a generation of children weaned on
multidimensional, interactive media sources, a generation whose understanding and
expectations of the world differ profoundly from that of the generations preceding them.
If we are to give these children the education necessary to succeed in our technologically
intense, global future a new form of educational practice, one that builds on children's
native learning abilities and technological competence, must replace our existing
methods. The theoretical foundation for such changes exists, and the time to implement
them is now. We have allowed our schools to remain in the past, while our children have
been born in the future. The result is a mismatch of learner and educator. But it is not the
children who are mismatched to the schools; the schools are mismatched to the children.
Only by revising educational practice in light of how our culture has changed can we
close this gap, and reunite our schools with our children and the rest of our society.

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David, J.L. (1990). Restructuring and technology: Partners in change.  In K. Sheingold &
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Dede, C. Imaging technology's role in structuring for learning. In K.Sheingold & M.S.
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Contents
 
 

Seven Essential Learnings for Technology

1. The student as Information navigator.
The student recognizes and values the breadth of information sources, browses those
sources, differentiates and selectively chooses sources, and retrieves appropriate
information/data using all forms of media, technology and telecommunications.

2. The student as critical thinker and analyzer using technology.
The student reviews data from a variety of sources, analyzing, synthesizing and
evaluating data to transform it into useful information and knowledge to solve problems.

3. The student as creator of knowledge using technology, media and telecommunications.
The student constructs new meaning and knowledge by combining and synthesizing
different types of information through technology, telecommunications and computer
modeling/simulations.

4. The student as effective communicator through a variety of appropriate
technologies/media.
The student creates, produces and presents ideas, stories and unique representations of
thoughts through a variety of media by analyzing the task before him/her, the
technologies available and appropriately selecting and using the most effective
tool(s)/media for the purpose and audience.

5. The student as a discriminating selector of appropriate technology for specific
purposes.
The student discriminates among a variety of technologies and media to extend and
expand his/her capabilities.

6. The student as technician.
The student develops sufficient technical skills to successfully install, setup and use the
technology and telecommunications tools in his/her daily life, work situations and
learning environments.

7. The student as a responsible citizen, worker, learner, community member and
family member in a technological age.
The student understands the ethical, cultural, environmental and societal implications of
technology and telecommunications, and develops a sense of stewardship and individual
responsibility regarding his/her use of technology, media and telecommunications
networks, respecting historical context and enhancing cultural lineage with integrity and
concern for truth.

Contents

Language Arts

Cyber Exchange (http://user.icx.net/~campbelld/cyber_exchange/cyberexchange_index.htm)
Cyber Exchange is a Goals 2000 funded project which strives to assist the classroom
teacher's efforts to integrate technology.   Cyber Exchange focuses on language arts
curriculum in grade levels 1-5.  During the 1998-99 school year, 32 teachers in Jefferson
County will participate in the Cyber Exchange project.  Trained student mentors called
"Cyber Ambassadors" from grade 4 will assist these teachers.  The results of their
efforts will be shared at this site for use by any educator.

Class Pet Exchange (http://user.icx.net/~campbelld/pet_exchange/)
This project allows students in grades k-3 to exchange a class pet (stuffed animal)
with another class and keep a journal about the pet's adventures as it travels home with
students.

Key Pal and Correspondents Exchange
(http://www.eduplace.com/hmco/school/projects/keypals.html)
At this site you can locate a variety of Key Pals and E-mail Projects.

The Kids on the Web (http://www.zen.org/~brendan/kids-pen.html)
Intended for ages 8 and older, including adults, SAPE (called "The Soviet-American
Penfriend Exchange" prior to 1991) matches people from the USA and other countries
with penpals in the former Soviet Union and the Baltic Nations. Since 1989, they've
matched more than 30,000 pairs of penpals, but currently have more than 100,000 people
from the CIS/Baltics who are waiting to be matched with a penpal. The penpals exchange
via postal mail, not email.

Kids To Kids International (http://www.schoolworld.asn.au/kidstokids/intkids.html) is
an organization that sends student-created picture books to refugee
children in third world countries. This project is a great opportunity for SchoolWorld
students to participate in helping other children around the world.

SchoolWorld Keypal Registration (http://www.schoolworld.asn.au/keypals.html)
To participate in the SchoolWorld Keypal Project, your school must first register as a
SchoolWorld member. To register for the Keypal Project as an entire school or class,
complete Registration Form One. Complete Registration Form Two for an individual
student from a member school.
 

The Global Schoolhouse Project (http://www.gsn.org/gsn.gshnew.html)
The Global Schoolhouse Project is a virtual meeting place for students to share
collaborative research. The project involves networking schools and students
internationally to interact and research collaboratively using the Internet and Cornell
University's CU-SeeMe interactive video conferencing tool.

Newsday
(http://lrs.ed.uiuc.edu/Activity-Structures/Information-Collections/Electronic-Publishing/
Newsday-Project.html)
Newsday is a project in which students produce their own newspaper based on the news
articles submitted by other participating classes. All students become news gatherers,
reporters, editors, layout and graphic artists, and publishers. Participation in this global
activity promotes understanding of broad issues which go beyond local concerns.
Participating classes exchange newspapers and thoroughly enjoy reading each others
published newspaper.

Kid's Corner (http://www.schoolworld.asn.au/kcorner/) provides the opportunity for
teachers to display the work of their students, students to display their projects and work,
and for other students to have a central point for student home pages.

Student Stories (http://www.schoolworld.asn.au/stories/)
Students are invited to write their own short fiction or non-fiction stories.

An Apple A Day (http://www.eduplace.com/hmco/school/projects/apple.html)
Second graders will write original poems in English about apples following an assigned
format. Every child in the class will have his work published. In addition to the poetry
each class is invited to submit one student illustration. The illustration may be sent
electronically or by snailmail. The class URL or e-mail address will be posted on the
page. All materials are due by October 3, 1997. The site will be up around October 13
and will remain posted for the entire school year.

Computers Celebrating Children (http://members.aol.com/RThomas593/treasure.html)
A world wide collection of thoughts and ideas. You're Invited! We're having a party to
celebrate children of the world. Through the use of technology, we can share our
thoughts and ideas, our favorite stories and favorite foods, and the special things about
our little corner of the world that help make the world such a wonderful place. So, join
us! Bring your smiles and bring your friends. We'll make new friends and discover
exciting new ideas. Starting May 15, 1997 and Ongoing...

KIDLINK (http://www.kidlink.org/english/index.html) has united more than 37,000
children between theages of 10 and 15 from over 71 nations. Through one of KIDLINK's
most popular activities, children and their teachers are united in topical discussions
known as Internet Relay Chats (IRC's).

MidLink Magazine (http://longwood.cs.ucf.edu/~MidLink)
MidLink is an on-line magazine aimed at 10 - 15 year olds. It is a cooperative project
created by students for students all over the globe. It is published bi-monthly and always
offers a wide range of interesting activities.

Monster Exchange Project (http://www.csnet.net/minds-eye/)
Students try to communicate an original monster image into another child's mind using
learned writing skills and technology.

KeyPals (http://www.reedbooks.com.au/heinemann/global/keypalt.html) Find Internet
friends world wide for grades K-12...

Intercultural E-Mail Classroom Connections Mailing Lists
(http://www.stolaf.edu/network/iecc/) A free service to help teachers and classes link
with partners in other countries and cultures for e-mail classroom pen-pal and project
exchanges.

Three Wishes
(http://www.geocities.com/Athens/4868/write.html)
Grades 4-6  WWW activity by Cathy Bakes which guides students through the writing
process for a successful five-sentence paragraph with varied sentence beginnings.

The Writing Gallery (http://boe.cabe.k12.wv.us/jefferso/gallery/wgallery/writing.html)
Grades 4-6  New paragraph-writing project monthly with development guidelines
and WWW publication.

Keypals (http://www.learningspace.org/global_conn/gcline/keypal.html)
are the electronic version of penpals. They are one way to excite kids about writing. Not
only do students practice the writing process, but they have the opportunity to practice
keyboard skills as well. Here are three sites that can help you find keypals for your
students.

Puppets  (http://www.sagecraft.com/puppetry/)have a way of making a story come alive.
Here are some sites where you can print the patterns for puppets and get activities to go
along with them. (http://fox.nstn.ca/~puppets/activity.html)

Children's Literature Web Guide (http://www.ucalgary.ca/~dkbrown/)
The Oz Home Page (http://seamonkey.ed.asu.edu/oz/index.html)
The Page at Pooh Corner (http://www.public.iastate.edu/~jmilne/pooh.html)

Children's Book Forum
The children's book forum is an archive of book reviews and ratings created by the
internet community for the Internet community. This is where you and your students can
help. We are asking that teachers and their students read a book, write a review, and enter
that review in the Children's Book Forum (http://faldo.atmos.uiuc.edu/cbr.add.html).

Scholastic Online Network (http://www.scholastic.com/)
At Scholastic On-Line your students can discuss the characters in a novel or book.  Check
it out for some great projects and ideas. This year, students around the world shared their
ideas about The Indian in the Cupboard.

Cyberkids Home Page (http://www.cyberkids.com/)
Cindy Jouper, another adjunct at ESD 113, helped her students to create their own
Choose Your Own Adventure Stories, publishing them on the World Wide Web. What a
brainstorm--after all the Internet is like one big Choose Your Own Adventure anyway.
There are also sites on the web to publish student artwork and writing.

Contents
 
 

MATH

SchoolWorld World SeriesChallenge (http://www.schoolworld.asn.au/wrldquiz.html)
An Annual General Knowledge Quiz Competition presented by Louraine Collins
SchoolWorld combines a challenging General Knowledge question and answer
competition with our own unique brand of baseball to produce the SchoolWorld Version
of a baseball game where questions are thrown, not curve-balls. Recommended for
Grades Four to Twelve, the SchoolWorld World Series allows classes
around the world the opportunity to create their own teams and to produce and design
team names, mascots, logos, colors and cheer squads with their own songs. Classes will
participate in maintaining a league ladder and in producing a weekly league round-up by
way of an E-Mail Newsletter.

Math League (http://www.mathleague.com/)
The Math League is dedicated to bringing challenging mathematics materials to students.
The Math League specializes in math contests, books, and computer software designed to
stimulate interest and confidence in mathematics for students from the 4th grade through
high school. Over 1 million students participate in Math League contests each year.
Contest problems are designed to cover a range of mathematical knowledge for each
grade level. All of the problems on each contest require no additional knowledge of
mathematics beyond the grade level they test.

7th-Grade Math Keypals
(http://www.eduplace.com/hmco/school/projects/mathpal.html)
Our 7th-grade math students would like to correspond with other classes from around the
world. We have three general math classes and two pre-algebra classes.

Global Groceries List (http://www.eduplace.com/hmco/school/projects/grocery.html)
"How much does food cost in your town?" The Global Grocery List project is a very
simple activity, designed for telecomputing and Internet beginners as well as old pros.
The project is on-going, so there is no timeline. You simply collect your local grocery
prices, post them on the Global Grocery List Project newsgroup (FrEdMail &
SchoolNet), by e-mail to the ggl mail list, or over the world wide web by filling
in a form on the Global Grocery List home page -- and keep checking the newsgroup,
your e-mail box, or the web site for the price lists of other participants.

Off to a Flying Start (http://k12unix.larc.nasa.gov/flyingstart/welcome.html)
This NASA Langley Learning Technologies Project, is a K-4 online telecommunications
project that uses worldwide collaboration and aeronautics to provide learning
opportunities to students in math and science. The project will be open for participation
from October 1st to May 31st. The length of project participation is determined by the
classroom teacher. Off to a Flying Start consists of three modules:  Introduction to Flight,
Flying the Falcon Flyer, and Experimental Design.

Ask Dr. Math (http://forum.swarthmore.edu/dr.math/)
Elementary and high school students and their teachers can submit math questions to our
team of college math students and world famous mathematicians.

Elementary Math Problem of the Week
(http://forum.swarthmore.edu/ruth/elem.pow.html)

Geometry Problem of the Week  (http://forum.swarthmore.edu/geopow/)
Visiting Math Mentor Program (http://forum.swarthmore.edu/ruth/mentors.html)
Teachers, mathematicians, and other students serve as visiting math mentors for a week
at a time.

Math--Pi Mathematics  (http://www.ncsa.uiuc.edu/Edu/RSE/RSEorange/buttons.html)
Includes an annual collaborative project! Join them in an adventure of
exploring the concept of Pi.

The Internet Geometry Hunt (http://forum.swarthmore.edu/hunt/index.html)
Search the Internet, answer the questions, and learn about geometry.

Gallery of Interactive Online Geometry (http://www.geom.umn.edu/apps/gallery.html)

Mathmagic is a wonderful on-line project for kids in grades K-12. Student teams from
schools around the country are paired up by grade level. They correspond via e-mail with
each other to solve mathematical problems. You can find out more at the Mathmagic
Home Page.
Mathmagic Home Page (http://forum.swarthmore.edu/mathmagic/index.html)

Megamath is a resource for some great problem solving activities to use with your
students.
Megamath (http://www.c3.lanl.gov/mega-math/)

The Math Forum (http://forum.swarthmore.edu/)
Lesson Plans Galore, among other things, can be found at on the Internet. At the Math
Forum, I found a Math Scavenger Hunt, an Elementary Problem of the Week and Ask Dr.
Math.

Aunt Annie's Craft Page (http://www.auntannie.com/geomplay.html)
Geometric Principles are taught throughout this series of five craft projects. Aunt Annie
includes patterns and directions that you can print and copy for your class.

Contents
 
 

Science

Project Groundhog (http://www.stemnet.nf.ca/Groundhog/)
This project allows students to interact with several classrooms while they
determine if the groundhog is an accurate predictor of spring. The project lasts for six
weeks and is suggested for grades K-3.

Passport to Knowledge (http://quest.arc.nasa.gov/livefrom/passport.html)
The Passport to knowledge is an ongoing series of 'electronic field trips' to scientific
frontiers via interactive television and the Internet. Students are taken on adventures to
the ends of the earth, to the bottom of the seas and out into space. These adventures
incorporate leading-edge technologies via www sites, email, listservs, live and taped
videos carried by NASA-TV and print materials created by research scientists and
educators. Real scientists connect with real kids as they collaborate to do real world
science research in real time. Students become co-investigators with field researchers and
experts, where students engage in problem solving which has direct application to real
world issues. Example Passport To Knowledge Projects include 1996 Live from
Antarctica and future themes such as Live from the Amazon Rain Forest, Live from the
place where the dinosaurs died, Live from Mars, Live from the outback and beyond:
Australia and many other exciting places.

History, Heritage, Legends, the Land . . . Fabric that Ties us Together
(http://www.eduplace.com/hmco/school/projects/agriculture.html)
Telecommunications is primarily about communications and from it come exchanges
that enhance and enrich our knowledge of each other. It has been called a web, and from
it can be woven a tapestry that is truly magnificent and varied in depth and purpose. Over
the last several years, Alta Elementary School has been weaving a tapestry of history,
heritage, and legends that we would like to continue to grow and develop into a cultural
heritage and history that all can share. To add to this depth we would like to add the land,
the agricultural history, the stories of the earth, how crops are nurtured and grow. From
the land comes the most fundamental of human relationships and exchanges, the food
and bread we eat, a foundation that all our current technologies still rely upon.

The Lost City (http://school.discovery.com/spring97/activities/thelostcity/index.html)
The Lost City delivers a lot of good information about the red planet packaged
specifically for younger children. Students will discover fun facts about the planet and
have fun taking the Mars Challenge quiz.

National Weather Service in Guam (http://www.nws.noaa.gov/pr/guam/)
can help you do projects with typhoons.

Amazon Adventure (http://vif27.icair.iac.org.nz/)
is a resource to let schools, teachers, and parents follow a traveler exploring the Amazon
river system in Brazil and Peru, meeting the people who live there and showing what it is
like traveling in this part of the world. There are also plenty of interesting facts and other
information about Amazônia's history and environment.

Athena  (http://www.athena.ivv.nasa.gov/)
This site contains activites related to space, weather, earth, and oceans for grades K-12.

NASA's Classrooms of the Future (http://www.cotf.edu/)
Current projects include Exploring the Environment, earth science challenges,
BioBLAST, a virtual lunar experience for high school students, and Astronomy Village.

Discovery Channel School (http://school.discovery.com/mediacenter/index.html)
Media specialist's resource center includes projects, lessons and activities linked to the
networks TV broadcasts, and current science news.

The GLOBE Program (http://www.globe.gov/)
Students and teachers from over 3500 schools in 51 countries work with research
scientists to learn more about our planet. Students make and submit environmental
observations via the Internet. Scientists use GLOBE data in their research and provide
feedback to the students to enrich their science education and post student data sets daily
on the WWW.

Earth Foundation (http://www.earthfound.com/default.html)
Site focuses on empowering educators and students to work towards a healthy
environment, focusing on education, fundraising for conservation, and cooperative
programs with conservation groups and indigenous organizations working in the race to
save the planet.

Live from Stratosphere -Hubble Space Telescope
(http://quest.arc.nasa.gov/livefrom/hst.html)
Live from Stratosphere is an unprecedented, real world scientific adventure encouraging
students to collaborate with leading astronomers, as they design and undertake
observations of the planets Neptune and Pluto. From October 1995, students have the
opportunity to take a virtual trip aboard NASA's Kuiper Airborne Observatory as it flies
at 41,000 feet to study planets, stars, and galaxies with its infrared telescope. Students
will be able to interact with the astronomers and the flight crew in real time. This is a
multimedia project involving television/video, printed materials and on-line computer
networks giving students the opportunity to develop group activities and real time
databases relating to astronomy, meteorology and aeronautics.

Blue Ice (http://www.mecc.com/blueice.html)
Blue Ice is a project that leads students on an amazing journey to the mysterious seventh
continent, Antarctica. Students learn about the day to day lives of people working in real
places through regular journals and asking entertaining and interesting questions. Blue
Ice is a truly interactive project where students are lead on a virtual treasure hunt for data
and facts with the Blue Ice coordinators serving as librarians and guides.
Malcolm Baldrige
(http://longwood.cs.ucf.edu/~MidLink/dec.home.html#MALCOLM BALDRIGE)
The Malcolm Baldrige is just one of the wonderful projects offered by MidLink. This
project involved regular correspondence with the research ship the Malcolm Baldrige as
it circumnavigated the world studying problems associated with the greenhouse effect
and climate changes. Students were able to interact with the crew of the ship and also
become involved in research tasks.

GreenZineNet (http://www.greenzinenet.com/)
A Global Forum For Providing Ideas Towards the Environmental & Ecological Well
Being of the Planet. The students may ask questions and as the website adds more
information, the site will provide an ongoing dialog with the student community.

Kids as Global Scientists (http://www-kgs.colorado.edu/)
Weather Curriculum - Real-time, inquiry-based weather curriculum, collaborating with
middle school classrooms across North America.

Gardening
At Texas A&M University (http://www.tamu.edu/), in Station, TX, there is research in
progress in the Department of  Sciences (http://aggie-horticulture.tamu.edu/) studying
these human issues in horticulture. Most of this conducted under the guidance of Dr.
Jayne Zajicek and Dr. Joseph the topics of this research include children, educational
issues, horticulture in prisons, and urban horticulture
(http://www.cityfarmer.org/smitbook90.html#smit). To learn more about
societies associated with human issues in horticulture and how to get involved go to :
Horticultural Therapy (http://aggie-horticulture.tamu.edu/horther/index.html).

Newton's Apple (http://www.ktca.org/newtons/index.html)
Great science questions and answers with projects for each topic discussed.

NJNIE (http://k12science.ati.stevens-tech.edu/curriculum/currichome.html)
Collaborative science projects, science lessons and resources.

Virtual Frog Dissection (http://george.lbl.gov/ITG.hm.pg.docs/dissect/dissect.html)
An interactive frog dissection online tutorial designed for use in high school and biology
classrooms.

Science Fairs (http://www.stemnet.nf.ca/~jbarron/scifair.html)
Science fair information in Newfoundland. It is also useful as a resource for teachers
everywhere, including project ideas, interesting sites, HTML projects.

Human Anatomy Online (http://www.innerbody.com/)
Interactive interactive and educational views of the human body.   This program contains
over one hundred illustrations of the human body with animations and thousands of
descriptive links.

Automotive Learning Online (http://208.196.159.61/innerauto/)
An interactive and educational view of the automobile. This program contains over one
hundred illustrations of the automobile with animations and thousands of descriptive
links.

Ask a Scientist is a great way to find answers to those difficult science questions your
kids ask and you can't answer. Scientists from all over the world volunteer their time and
expertise to provide the answers. Here are two sites to get you started.
Ask a Scientist (http://www.nsf.gov/od/lpa/nstw/quests/start.htm)
Great Canadian Scientist (http://www.science.ca/ask/)

Online Discussion Groups and Electronic Journals (http://edweb.gsn.org/)
One way to answer those questions is to create your own Classroom Science Project. You
can join a listserv and post a message asking for others who are interested in your
project. Form a hypothesis, collect the data and then draw conclusions.

The Lesson Plan for Life in Space (http://copper.ucs.indiana.edu/~dlengeri/lesson.html)
NASA: Spacelink (http://spacelink.nasa.gov/.index.html)
Use the Internet to find information about the space shuttle and Life in Space. After
finding out about an astronauts' daily activities, have students draw picture of the things
humans need to live.  Find out about the food astronauts take on shuttle flights, too.

Sea World and Busch Gardens
(http://www.bev.net/education/SeaWorld/infobook.html)
Sea World has some excellent resources for projects about terrestrial and marine animals.
These are simple enough for younger kids, and the pictures are great, too.

The Yucky Worm Home Page (http://www.nj.com/yucky/worm/)
The Yucky Worm Page also has excellent information about lots of different worms. You
can meet Mary, the Worm Woman, here. This site provides exclusive interviews with
earthworms, tapeworms and more.

The Froggy Page (http://frog.simplenet.com/froggy/)
The Virtual Vivarium (http://www.esd113.wednet.edu/frogs/)
On The Froggy Page someone has complied an incredible list of resources related to
frogs. These even include literature and songs! I would be remiss if I did not also point
you to Cindy Jouper's Class Virtual Vivarium.

Beeye (http://cvs.anu.edu.au/andy/beye/beyehome.html)
Ever wonder what it would be like to see the world through the eyes of a bee? Well,
Be-eye is the site for you! Kids will love this.

Journey North (http://www.ties.k12.mn.us/~jnorth/)
Journey North premiered last year as an on-line project following the migration of
different animals in North America.

The Weather Unit (http://faldo.atmos.uiuc.edu/WEATHER/weather.html)
The Weather Underground and Blue Skies (http://groundhog.sprl.umich.edu/)
The Weather Unit has a complete integrated lesson plan for teaching about the weather.
You can also download Blue Skies at the Weather Underground. Blue Skies will allow
you to access up-to-the-minute satellite photographs and maps of weather around the
world.

Contents

Social Studies

It's A SmallWorld...Indeed! (http://user.icx.net/~campbelld/small_world/)
It's A Small World...Indeed! is a  telecommunication project that will open the
doors of the classroom to the world.

Taming the Tube (http://www.ottawa.net/~pugglers/tube96/intro.htm)
Taming the Tube is a project run through Canada's SchoolNet and involves students
monitoring their TV watching habits and comparing their habits and attitudes with other
students their age from around the world. Students have the opportunity to compare
TV watching habits among girls and boys, geographical and climate differences, favorite
TV shows and influences on attitudes and lifestyles. This project runs from January to
May each year.

Kids On Canberra (http://freenet.actein.edu.au/KoC/koc.html)
The Kids On Canberra Project aimed to promote Canberra as a tourist destination by
publishing information about Canberra on the World Wide Web. The project resulted in a
series of Web pages about Canberra written and published by Canberra students.
Students selected an aspect of Canberra (non-profit), researched the aspect and then
prepared the information for presentation in HTML format

Where on the Globe is Roger (http://www.gsh.org/gsn/roger.home.html)
Roger Williams and his 1982 Dodge truck is traveling around the world. He began his
travels in 1993 where he drove from the United States through Mexico, Central America
and South America. In 1994 he shipped his truck to Australia and spent 7 months
exploring 'Down Under'. In 1995 Roger traveled through Japan and across Russia. In
1996 Roger is heading for Europe and plans to visit nearly all the countries in Europe.
After Europe Roger plans to visit many of the African countries. On his travels Roger
visits schools to meet students and share his adventures with them. His regular journals
keep participating schools intouch and informed about his observations, adventures and
discoveries. Roger is hoping to foster better communication between children which he
hopes will foster a better understanding between countries and cultures.

Maya Quest (http://www.mecc.com/MAYA/MQ11.html)
The Maya adventure saw over 1 million children join a team of five explorers who
bicycled to ruins in Mexico and Central America to work with archeologists to try and
unlock the mysteries of the ancient Maya civilisation. This MAYA team is reassembling
in 1996 due to the huge success of the adventure last year. Daily news, regular team
updates and a resource packed web site will keep you informed and involved in this
amazing adventure.

Geogame (http://archives.gsn.org/geogame/0028.html)
The Geogame project adds the element of competition to learning where students learn
about geography terms, learn how to read and interpret maps and gain an increased
awareness of geographical and cultural diversity while trying to match a locations
description with its name. This project involves students completing a questionnaire
about their location, including information about latitude, typical weather, land
formations, nearest major river, time zone, points of interest, direction from capital and
population.  The project coordinator scrambles the location names and returns the data to
participants as puzzles for the classes to solve.

The Geography Project
(http://lrs.ed.uiuc.edu/Activity-Structures/Interpersonal-Exchanges/Keypals/Reynoldsburg
-Geog-Proj.html)
This project is designed to link students from different countries together for the purpose
of studying foreign cultures using the Internet to link real people. Students introduce
themselves and answer a series of interview questions to begin the project. After sending
this to their partner, students then research their partners country to learn as much as
possible to write 'A day in the life of..(their partner)'. The 'day in the life of...' papers are
exchanged via email and critiqued. Students separate the myth from fact and
reply with what their day to day life is really like.

The Electronic Sister School Program
(http://www.jp.kids-commons.net/SisterSchool.html)
The most elementary program Global Kids Commons offers is the Electronic Sister
School Program.  Schools are matched with other schools around the world in an attempt
to provide a means for them to communicate with each other on a daily basis. The actual
content of their exchange is up to the schools themselves, and they range from simple
penpal exchanges to highly creative projects.

Constitutional Convention on the Internet (http://archives.gsn.org/sep97/0006.html)
The project will use the Internet to role-play the Constitutional Convention. Schools from
each of the 12 original states will represent the interests of their state at our simulation.
The role-play will be conducted through our website. The unit will involve research,
proposal development, interaction with students in each of the participating schools and
involvement in the decision making process. We will address issues important in the
constitutional era as well as contemporary issues. This project will run for 4 weeks/Sept
97.

Journey Exchange Project (http://www.csnet.net/minds-eye/journey/)
This project is planned for students from grades 3-12 and provides an opportunity for
them to communicate a planned and researched five day journey across the world into
another student's mind using geographic, social, economic, political, and historical clues.

The Investigators (http://mag-nify.educ.monash.edu.au/FrontPageSchools/tour.htm)
A project that takes participants on a journey around the world as they try to to solve a
mystery. Students read the email assignment and add their own essays to the story.

Geo-Mystery Project
(http://www.hern.hawaii.edu/hern96/pt053/GEOMYstery/geomys.html)
Through this project students use the Internet to tell other students about where they live.

Global Citizenship (http://www.geocities.com/Athens/Delphi/5780/index.htm)
Through participation in Global Citizenship students learn the part they play in their
community, their nation, and their world. An awareness of the needs and differences as
we communicate and interact with each other and our neighbors both near and far is
stressed. As citizens we make up a multi-culture and are all connected as people of the
planet Earth. As good citizens, we possess compassion,social responsibilities, and we
sense an interdependence among people and their environment.

Kids Peace Museum (http://www.ih.k12.oh.us/ps/peace/)
Contribute to the Indian Hill School Peace Museum.

Think Globally and Act Locally (http://www.thinkglobal.org/)
File an electronic nomination form for Peace Leaders. File an electronic report on World
Conflicts. Links on human rights, the global environment, world peace, and conflict
resolution.

Multi--World Essays (http://www.buf.kristianstad.se/hemsidor/VetaMera/index.htm)
Swedish school wants participants to help build their website with essays from students
around the world about their home countries.

Today in History (http://lcweb2.loc.gov/ammem/today/today.html)
Presents daily historical facts highlighted by materials from the American Memory
collections from the Library of Congress.
Expedition Icebound (http://207.68.142.55:80/icebound/)
(Beginning Nov. 29th) Join an Australian couple trekking the Antartic...

TicToc (http://www.campus.bt.com/Tictoc/)
(Beginning Oct. 1997) 18 month round the world expedition. Travel through 18 different
countries, across 2 oceans and 3 continents, following the Tropic of Cancer. Using a
variety of  communication technologies, compare and contrast lifestyles, languages, and
environmental issues.  Exchange news and views of people from different races, cultures
and religions.

Kids can also Download Images for other Purposes such as reports, videos or multimedia
projects. Here are three sites with nice graphics and photographs just to give you an idea
of the possibilities.
Colonial Williamsburg (http://www.history.org/)
South Africa Tour (http://osprey.unisa.ac.za/south-africa/home.html)
The Whitehouse (http://www.whitehouse.gov/WH/Welcome.html)

Do your kids Write Reports about different states in our country? Here is a resource that
could come in handy.
Galaxy: Information about Communities
(http://galaxy.einet.net/galaxy/Community/US-States.html)

World Maps (http://pubweb.parc.xerox.com/map/)
Find a partner class (via a newsgroup or listserv?) to correspond with. Each class writes
six facts about their location and orders them from most helpful to least helpful. Send
one clue each day or so. Using Maps, have your class discover where their mystery
partner class is located.

Encourage your students to collect information and publish a page about their own
community on the World Wide Web.
Tell Your Teacher Where to Go (http://ics.soe.umich.edu/Route12/)
McDermoth Elementary School Home Page
(http://164.116.4.169/ESD113/Aberdeen/mcd/mcd.html)

Classroom Connect and the Global SchoolNet Foundation are great resources for ideas in
all areas of the curriculum, and for making connections with other teachers. Take a look
at them!
Classroom Connect (http://www.classroom.net/classroom/default2.html)
Global SchoolNet Foundation (http://www.gsn.org/)
Save the Beaches (http://ednhp.hartford.edu/WWW/Nina/Beaches2.html)

Contents

Teacher Resources
You can Whack a Page or more than one page. This is a great way to focus kids on a
chosen topic or area. To download a trial version of Web Whacker, go to
http://www.mm.com/user/realogic/wwhack.htm.

If you ever watch CNN Newsroom in your classroom, you will want to check out their
site for daily lesson plans and activities relating to each program.
CNN Newsroom (http://www.nmis.org/NewsInteractive/CNN/Newsroom/contents.html)

Grants Need money for technology?
The Foundation Center (http://fdncenter.org/)

United Marketing Associating Grant Resource Center
(http://www.unitedmarketing.com/grant.html)

The Chalkboard (http://thechalkboard.com/)

Online Tutorials
Tech Tutorials
Win 95 Manual (http://www.windweaver.com/w95man.htm)
Internet Searches Tutorial (http://www.windweaver.com/searchtools.htm)
Sailing the Net (http://www.windweaver.com/prelude.htm)
Using Netscape Mail with Ten-Nash Server
(http://www.geocities.com/Athens/Delphi/6470/email_setup.htm)

Contents

Technology Tools
Teacher Resources (http://user.icx.net/~campbelld/elementary_projects/teacher.htm)

Electronic Emissary (http://www.tapr.org/emissary/)

Houghton Mifflin's Home Page (http://www.hmco.com/)

Online Educator Weekly Super Sites (http://ole.net:8081/educator/LINKS.hbs)

Cool Safe Sites for Kids, Parents, and Teachers
(http://www.island.net/~thand/kidlinks.html)

History/Social Studies Web Site for Teachers K-12
(http://www.execpc.com/~dboals/boals.html)

Net Educator (http://3aweb.com/neted/edsites1.htm)

SchoolWorld Internet Education (http://www.schoolworld.asn.au/schoolworld.html)

Global SchoolNet Foundation (http://www.gsn.org/indexhi.html)

Math Activities (http://www.eduplace.com/hmco/school/projects/mathp.html)

Teacher's Turf (http://www.troll.com/teachers/index.html)

Homesite Web Creation Software (http://www.dexnet.com/homesite/)

Teacher's Net (http://www.teachers.net/)

Cyber Trail (http://www.wmht.org/trail/trail.htm)

Intercultural E-Mail Classroom Connections (http://www.stolaf.edu/network/iecc/)

Global Schoolhouse (http://www.gsh.org/)

The Kids on the Web (http://www.zen.org/~brendan/kids.html)

Project Open (http://www.isa.net/project-open/)

KidsCom (http://www.kidscom.com/)

Sites for Parents and Educators (http://www.vividus.com/ucis.html#parents)

Monitoring Student Internet Use (http://www.tcworld.com/archives/aboutnet.htm)

Online Card (http://www.coolshopping.com/)

Yahooligans! (http://www.yahooligans.com/)

National Geographic for Kids (http://www.nationalgeographic.com/kids/)

K-12 Projects and Activities (http://www.useekufind.com/tproject.htm)

Teacher Quest Index (http://www.useekufind.com/teacheri.htm)

Worldkids (http://www.worldkids.net/map.htm)

Internet Safety for Kids (http://worldkids.net/school/safety/internet/welcome.html)

Homework Helper (http://tristate.pgh.net/~pinch13/index.html#f)

Contents

Schools Online

Jefferson County Schools (http://207.125.93.3)

Web 66 (http://web66.coled.umn.edu/)

VolWeb (http://voyager.rtd.utk.edu/VolWeb/)

Global Schoolhouse (http://www.gsh.org/)

CU-SeeMe Schools (http://www.gsn.org/cu/index.html)

Contents

Lesson Plans
Teacher Resources (http://user.icx.net/~campbelld/elementary_projects/teacher.htm#Lesson Plans0

Bell South Net (http://www.bellsouth.net/dp/educ/teac/less/)

Global Connections (http://www.sonic.net/~bsovel/GC.html)

Gopher Lesson Plans K-12 (gopher://ericir.syr.edu:70/11/Lesson/)

Education World (http://www.education-world.com/)

Classroom Resources for K-1 Teachers
(http://www.hedgehog-review.com/CR/index.html)

Jefferson County Technology Update
(http://www.geocities.com/Athens/Delphi/6470/tech_newsletter.htm)

Contents

Web Sources:
Integrating Technology Ideas Primary Grades
Integrating Technology Ideas Middle Grades