RFC1941 日本語訳
1941 Frequently Asked Questions for Schools. J. Sellers, J. Robichaux. May 1996. (Format: TXT=150980 bytes) (Obsoletes RFC1578) (Also FYI0022) (Status: INFORMATIONAL)
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RFC一覧
英語原文
Network Working Group J. Sellers Request for Comments: 1941 Sterling Software/NASA IITA FYI: 22 J. Robichaux Obsoletes: 1578 InterNIC Category: Informational May 1996
Network Working Group J. Sellers Request for Comments: 1941 Sterling Software/NASA IITA FYI: 22 J. Robichaux Obsoletes: 1578 InterNIC Category: Informational May 1996
Frequently Asked Questions for Schools
Frequently Asked Questions for Schools
Status of This Memo
Status of This Memo
This memo provides information for the Internet community. This memo does not specify an Internet standard of any kind. Distribution of this memo is unlimited.
This memo provides information for the Internet community. This memo does not specify an Internet standard of any kind. Distribution of this memo is unlimited.
Abstract
Abstract
The goal of this FYI document, produced by the Internet School Networking (ISN) group in the User Services Area of the Internet Engineering Task Force (IETF), is to act as an introduction to the Internet for faculty, administration, and other school personnel in primary and secondary schools. The intended audience is educators who are recently connected to the Internet, who are accessing the Internet by some means other than a direct connection, or who are just beginning to consider Internet access as a resource for their schools. Although the Internet Engineering Task Force is an international organization and this paper will be valuable to educators in many countries, it is limited in focus to internetworking in the United States.
The goal of this FYI document, produced by the Internet School Networking (ISN) group in the User Services Area of the Internet Engineering Task Force (IETF), is to act as an introduction to the Internet for faculty, administration, and other school personnel in primary and secondary schools. The intended audience is educators who are recently connected to the Internet, who are accessing the Internet by some means other than a direct connection, or who are just beginning to consider Internet access as a resource for their schools. Although the Internet Engineering Task Force is an international organization and this paper will be valuable to educators in many countries, it is limited in focus to internetworking in the United States.
Table of Contents
Table of Contents
1. Introduction................................................... 2 2. Acknowledgments................................................ 3 3. Questions About the Internet in an Educational Setting......... 3 4. Questions About Getting the Internet into the School........... 7 5. Questions About Using Internet Services........................ 17 6. Questions About Classroom Resources, Projects, & Collaboration. 21 7. Questions About Security and Ethics............................ 25 8. Suggested Reading.............................................. 29 9. Resources and Contacts......................................... 31 10. References.................................................... 50 11. Security Considerations....................................... 51 12. Authors' Addresses............................................ 51 Appendix A: Glossary of Terms Used in this Document............... 52 Appendix B: Ways to Get Requests for Comments (RFCs).............. 60 Appendix C: Examples of Educational Projects Using the Internet... 61
1. Introduction................................................... 2 2. Acknowledgments................................................ 3 3. Questions About the Internet in an Educational Setting......... 3 4. Questions About Getting the Internet into the School........... 7 5. Questions About Using Internet Services........................ 17 6. Questions About Classroom Resources, Projects, & Collaboration. 21 7. Questions About Security and Ethics............................ 25 8. Suggested Reading.............................................. 29 9. Resources and Contacts......................................... 31 10. References.................................................... 50 11. Security Considerations....................................... 51 12. Authors' Addresses............................................ 51 Appendix A: Glossary of Terms Used in this Document............... 52 Appendix B: Ways to Get Requests for Comments (RFCs).............. 60 Appendix C: Examples of Educational Projects Using the Internet... 61
Sellers & Robichaux Informational [Page 1] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 1] RFC 1941 Frequently Asked Questions for Schools May 1996
1. Introduction
1. Introduction
As more and more schools begin using technology to achieve educational goals, access to the worldwide network of computer networks known as the Internet is expanding. Help for schools in the form of printed materials, electronic resources, and people is also expanding. The Internet School Networking (ISN) group of the Internet Engineering Task Force (IETF) remains committed to articulating the advantages of Internet connections for schools and providing solutions to the challenges schools face in getting connected. The FYI (For Your Information) series, which is a subset of the IETF- produced RFCs (Requests for Comments) is one way to achieve these goals. (See Appendix A, "Glossary of Terms Used in This Document" for further explanation of "FYI" and "RFC.")
As more and more schools begin using technology to achieve educational goals, access to the worldwide network of computer networks known as the Internet is expanding. Help for schools in the form of printed materials, electronic resources, and people is also expanding. The Internet School Networking (ISN) group of the Internet Engineering Task Force (IETF) remains committed to articulating the advantages of Internet connections for schools and providing solutions to the challenges schools face in getting connected. The FYI (For Your Information) series, which is a subset of the IETF- produced RFCs (Requests for Comments) is one way to achieve these goals. (See Appendix A, "Glossary of Terms Used in This Document" for further explanation of "FYI" and "RFC.")
While the IETF and ISN are international groups, the authors of this document are experienced only in bringing the Internet to schools in the United States. We are aware that culture and the national economy effect how one views the issues surrounding school networking. (To give just one example, in the United States, educational reform is an important reason for schools to get connected to the Internet. Other countries may not have the same incentive to transform the teacher's role to more of a guide toward knowledge and less of a sole provider of information.) So, while this document may have a U.S. flavor, we feel that the focus will not prevent it from being useful to those in other countries!
While the IETF and ISN are international groups, the authors of this document are experienced only in bringing the Internet to schools in the United States. We are aware that culture and the national economy effect how one views the issues surrounding school networking. (To give just one example, in the United States, educational reform is an important reason for schools to get connected to the Internet. Other countries may not have the same incentive to transform the teacher's role to more of a guide toward knowledge and less of a sole provider of information.) So, while this document may have a U.S. flavor, we feel that the focus will not prevent it from being useful to those in other countries!
Some of the questions educators have about the Internet are of a more general nature, and for those we recommend reading FYI 4, "Answers to Commonly Asked 'New Internet User' Questions." (For information on how to get this and other IETF documents of interest to the general Internet user, See Appendix B, "Ways to Get RFCs.")
Some of the questions educators have about the Internet are of a more general nature, and for those we recommend reading FYI 4, "Answers to Commonly Asked 'New Internet User' Questions." (For information on how to get this and other IETF documents of interest to the general Internet user, See Appendix B, "Ways to Get RFCs.")
Remember that the Internet is a changing environment. Although we have tried to include only the most stable of network services and contacts, you may still find that something listed is unavailable or has changed. The positive side of this constant change is that you will discover much on your own, and some of what you discover will be new since the writing of this document.
Remember that the Internet is a changing environment. Although we have tried to include only the most stable of network services and contacts, you may still find that something listed is unavailable or has changed. The positive side of this constant change is that you will discover much on your own, and some of what you discover will be new since the writing of this document.
This is an update of an earlier document (FYI 22/RFC 1578, "Answers to Commonly Asked 'Primary and Secondary School Internet User' Questions"), and renders that document obsolete. If future updates are produced, the RFC number will change again, and the FYI number (22) will remain the same.
This is an update of an earlier document (FYI 22/RFC 1578, "Answers to Commonly Asked 'Primary and Secondary School Internet User' Questions"), and renders that document obsolete. If future updates are produced, the RFC number will change again, and the FYI number (22) will remain the same.
Sellers & Robichaux Informational [Page 2] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 2] RFC 1941 Frequently Asked Questions for Schools May 1996
2. Acknowledgments
2. Acknowledgments
In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen Hoffman, William Manning, April Marine, Michael Newell, and Anthony Rutkowski, all of whom contributed to the first version of this document, we would like to thank Sepideh Boroumand, Sandy Dueck, Jeff Gong, Bill Grenoble, Pat Kaspar, Ed Klein, Yermo Lamers, Gary Malkin, April Marine, Michael Newell, and Jan Wee for their invaluable suggestions and contributions to this version. Thanks also to Nathan Hickson for checking each of the entries in the formidable Section 9.
In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen Hoffman, William Manning, April Marine, Michael Newell, and Anthony Rutkowski, all of whom contributed to the first version of this document, we would like to thank Sepideh Boroumand, Sandy Dueck, Jeff Gong, Bill Grenoble, Pat Kaspar, Ed Klein, Yermo Lamers, Gary Malkin, April Marine, Michael Newell, and Jan Wee for their invaluable suggestions and contributions to this version. Thanks also to Nathan Hickson for checking each of the entries in the formidable Section 9.
3. Questions About the Internet in an Educational Setting
3. Questions About the Internet in an Educational Setting
3.1 What is the Internet?
3.1 What is the Internet?
The Internet is a large and rapidly growing worldwide network comprised of smaller computer networks, all linked by a common protocol, that enables computers of different types to exchange information. The networks are owned by countless commercial, research, government, and education organizations and individuals. The Internet allows the almost 5 million computers [1] and countless users of the system to collaborate easily and quickly either in pairs or in groups. Users are able to discover and access people and information, distribute information, and experiment with new technologies and services. The Internet has become a major global infrastructure used for education, research, professional learning, public service, and business.
The Internet is a large and rapidly growing worldwide network comprised of smaller computer networks, all linked by a common protocol, that enables computers of different types to exchange information. The networks are owned by countless commercial, research, government, and education organizations and individuals. The Internet allows the almost 5 million computers [1] and countless users of the system to collaborate easily and quickly either in pairs or in groups. Users are able to discover and access people and information, distribute information, and experiment with new technologies and services. The Internet has become a major global infrastructure used for education, research, professional learning, public service, and business.
There is a confusing variety of types of Internet access. These types of access are distinguished either by the services one can use (telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or by the technology underlying the access (the protocol, or rules the computers must follow in order to communicate with one another). The Internet is most clearly defined by its technology, but other technologies now offer access to many of the same Internet services, most notably electronic mail and the World Wide Web. The most important question for a user today is probably not "Am I on the Internet?" but "Do I have access to the Internet services I want?" See Section 5, "Questions About Using Internet Services," for further discussion of telnet, Gopher, FTP, the World Wide Web, and electronic mail.
There is a confusing variety of types of Internet access. These types of access are distinguished either by the services one can use (telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or by the technology underlying the access (the protocol, or rules the computers must follow in order to communicate with one another). The Internet is most clearly defined by its technology, but other technologies now offer access to many of the same Internet services, most notably electronic mail and the World Wide Web. The most important question for a user today is probably not "Am I on the Internet?" but "Do I have access to the Internet services I want?" See Section 5, "Questions About Using Internet Services," for further discussion of telnet, Gopher, FTP, the World Wide Web, and electronic mail.
While there is no official governing body of the Internet, the Internet Society serves as the international organization for Internet cooperation and coordination. See Section 9, "Resources and Contacts" for Internet Society contact information.
While there is no official governing body of the Internet, the Internet Society serves as the international organization for Internet cooperation and coordination. See Section 9, "Resources and Contacts" for Internet Society contact information.
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Sellers & Robichaux Informational [Page 3] RFC 1941 Frequently Asked Questions for Schools May 1996
For a more complete basic introduction to the Internet, see FYI 20, "What is the Internet?" cited in Section 8, "Suggested Reading." For information on how to retrieve FYI documents produced by the Internet Engineering Task Force, see Appendix B, "Ways to Get RFCs."
For a more complete basic introduction to the Internet, see FYI 20, "What is the Internet?" cited in Section 8, "Suggested Reading." For information on how to retrieve FYI documents produced by the Internet Engineering Task Force, see Appendix B, "Ways to Get RFCs."
3.2 What are the benefits of using the Internet in the classroom?
3.2 What are the benefits of using the Internet in the classroom?
The Internet is an exciting classroom resource. It expands the classroom dramatically by delivering information, data, images, and even computer software from places otherwise impossible to reach, and it does this almost instantly. This access to up-to-the-minute information can make a student's education more relevant. Some of these materials are original sources which are too expensive or in other ways difficult for schools to own. Some information is news unfiltered by mass media, requiring students to critically assess its content and value.
The Internet is an exciting classroom resource. It expands the classroom dramatically by delivering information, data, images, and even computer software from places otherwise impossible to reach, and it does this almost instantly. This access to up-to-the-minute information can make a student's education more relevant. Some of these materials are original sources which are too expensive or in other ways difficult for schools to own. Some information is news unfiltered by mass media, requiring students to critically assess its content and value.
But the Internet is not strictly a place from which to gather something. It is also a place to communicate, to make contact with people all over the world. The Internet brings into the classroom experts in every content area, new and old friends, and colleagues in education. And it allows students and teachers to leave the classroom by sharing ideas with people far away. The isolation inherent in the teaching profession is well-known among educators. By having Internet access to colleagues in other parts of the world, as well as to those who work outside of classrooms, educators are not as isolated.
But the Internet is not strictly a place from which to gather something. It is also a place to communicate, to make contact with people all over the world. The Internet brings into the classroom experts in every content area, new and old friends, and colleagues in education. And it allows students and teachers to leave the classroom by sharing ideas with people far away. The isolation inherent in the teaching profession is well-known among educators. By having Internet access to colleagues in other parts of the world, as well as to those who work outside of classrooms, educators are not as isolated.
Your site can become a valuable source of information as well. Consider the expertise in your school which could be shared with others around the world. For guidance in finding schools with a presence on the Internet, see Section 9, "Resources and Contacts."
Your site can become a valuable source of information as well. Consider the expertise in your school which could be shared with others around the world. For guidance in finding schools with a presence on the Internet, see Section 9, "Resources and Contacts."
Use of the Internet shifts focus away from a teacher-as-expert model and toward one of shared responsibility for learning, making it a vital part of school reform. Many reform efforts attempt to move away from teacher isolation and toward teacher collaboration, away from learning in a school-only context and toward learning in a life context, away from an emphasis on knowing and toward an emphasis on learning, away from a focus on content and toward a focus on concepts [2]. The Internet can play an integral part in helping to achieve these shifts, since it is well-suited for use as a project resource. Information on the Internet, as in the rest of the world outside the classroom, is not divided into separate disciplines such as geometry, writing, geography, or painting.
Use of the Internet shifts focus away from a teacher-as-expert model and toward one of shared responsibility for learning, making it a vital part of school reform. Many reform efforts attempt to move away from teacher isolation and toward teacher collaboration, away from learning in a school-only context and toward learning in a life context, away from an emphasis on knowing and toward an emphasis on learning, away from a focus on content and toward a focus on concepts [2]. The Internet can play an integral part in helping to achieve these shifts, since it is well-suited for use as a project resource. Information on the Internet, as in the rest of the world outside the classroom, is not divided into separate disciplines such as geometry, writing, geography, or painting.
As a hands-on classroom tool, the use of the Internet encourages the kind of independence and autonomy that many educators agree is important to the learning process. Internet use itself can also be a
As a hands-on classroom tool, the use of the Internet encourages the kind of independence and autonomy that many educators agree is important to the learning process. Internet use itself can also be a
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Sellers & Robichaux Informational [Page 4] RFC 1941 Frequently Asked Questions for Schools May 1996
motivator for students. Additionally, because class, race, ability, and disability are removed as factors in communication while using the Internet, it is a natural tool for addressing the needs of all students.
motivator for students. Additionally, because class, race, ability, and disability are removed as factors in communication while using the Internet, it is a natural tool for addressing the needs of all students.
There are a number of resources you can use to convince others of the benefits of the Internet in the classroom. The NASA IITA (National Aeronautics and Space Administration Information Infrastructure Technology and Applications) K-12 Internet Initiative has produced an 11-minute video describing the benefits to schools in using the Internet. Its title is "Global Quest: The Internet in the Classroom." Another video appropriate for a mixed audience of stakeholders is "Experience the Power: Network Technology for Education," produced by the National Center for Education Statistics in the U.S. Department of Education. Several articles appearing in various periodicals make a strong case for using the Internet in the classroom. A particularly good one by Al Rogers of the Global SchoolNet Foundation is called, "Global Literacy in a Gutenberg Culture." Student essays can also give compelling testimony. For information on the Rogers article, see Section 8, "Suggested Reading." Some student essays can be found on NASA's Quest server listed in Section 9, "Resources and Contacts," as can information on the videos.
There are a number of resources you can use to convince others of the benefits of the Internet in the classroom. The NASA IITA (National Aeronautics and Space Administration Information Infrastructure Technology and Applications) K-12 Internet Initiative has produced an 11-minute video describing the benefits to schools in using the Internet. Its title is "Global Quest: The Internet in the Classroom." Another video appropriate for a mixed audience of stakeholders is "Experience the Power: Network Technology for Education," produced by the National Center for Education Statistics in the U.S. Department of Education. Several articles appearing in various periodicals make a strong case for using the Internet in the classroom. A particularly good one by Al Rogers of the Global SchoolNet Foundation is called, "Global Literacy in a Gutenberg Culture." Student essays can also give compelling testimony. For information on the Rogers article, see Section 8, "Suggested Reading." Some student essays can be found on NASA's Quest server listed in Section 9, "Resources and Contacts," as can information on the videos.
3.3 Will using the Internet replace teachers?
3.3 Will using the Internet replace teachers?
Just as textbooks, periodicals, videos, guest speakers, and field trips are often used to support a curriculum, the Internet can be used as a tool for teaching and learning. This does not mean that it must be the sole instructional method in a classroom. Teachers will remain responsible for making educated and informed decisions about the best way to use the Internet as a tool, just as they do with other materials used in the classroom. They can also use the Internet to individualize student learning, making a student's classroom experiences more relevant.
Just as textbooks, periodicals, videos, guest speakers, and field trips are often used to support a curriculum, the Internet can be used as a tool for teaching and learning. This does not mean that it must be the sole instructional method in a classroom. Teachers will remain responsible for making educated and informed decisions about the best way to use the Internet as a tool, just as they do with other materials used in the classroom. They can also use the Internet to individualize student learning, making a student's classroom experiences more relevant.
3.4 Will this technology replace books?
3.4 Will this technology replace books?
There is room in any school for all kinds of materials and resources. Books and other print materials will certainly continue to be important. Internet resources have the advantage of tying together information from all over the globe, making them useful research tools. As mentioned before, they can also provide up-to-the-minute information and are therefore particularly relevant. In addition, you may be able to engage an expert in a dialog that clarifies or updates what you find in published materials.
There is room in any school for all kinds of materials and resources. Books and other print materials will certainly continue to be important. Internet resources have the advantage of tying together information from all over the globe, making them useful research tools. As mentioned before, they can also provide up-to-the-minute information and are therefore particularly relevant. In addition, you may be able to engage an expert in a dialog that clarifies or updates what you find in published materials.
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Sellers & Robichaux Informational [Page 5] RFC 1941 Frequently Asked Questions for Schools May 1996
One factor to consider is that much of the material published on the Internet lacks the authority imputed by an established publishing house or a reputable author, and may therefore be viewed as less reliable than books. For example, an encyclopedia or almanac found in a school library might reasonably be accepted as valid without question, while a source found on the Internet may require a more critical look. However, lack of authority is not always a negative. Reading an account of the fall of the Berlin Wall by a student in the local region the day it happened can be valuable even if the student is not a reputable author. Moreover, while it's true that with Internet materials it becomes increasingly important to evaluate where they came from, one of the hallmarks of a good education is the ability to assess information critically, whether the source be print, television, or some other media.
One factor to consider is that much of the material published on the Internet lacks the authority imputed by an established publishing house or a reputable author, and may therefore be viewed as less reliable than books. For example, an encyclopedia or almanac found in a school library might reasonably be accepted as valid without question, while a source found on the Internet may require a more critical look. However, lack of authority is not always a negative. Reading an account of the fall of the Berlin Wall by a student in the local region the day it happened can be valuable even if the student is not a reputable author. Moreover, while it's true that with Internet materials it becomes increasingly important to evaluate where they came from, one of the hallmarks of a good education is the ability to assess information critically, whether the source be print, television, or some other media.
3.5 How can use of the Internet be integrated into the existing
curriculum?
3.5 How can use of the Internet be integrated into the existing curriculum?
This is a key question. In order for the Internet to be used successfully in schools, it must be employed as a tool to teach content and to reach educational goals that have already been established. It cannot be seen as an end in itself.
This is a key question. In order for the Internet to be used successfully in schools, it must be employed as a tool to teach content and to reach educational goals that have already been established. It cannot be seen as an end in itself.
Individual teachers will first need to become familiar enough with the Internet to know how to do at least two things: find information on topics they consider important and locate people with like educational goals. Sections 5 and 6, "Questions About Using Internet Services" and "Questions About Classroom Resources, Projects, and Collaboration" will give you some ideas about how to begin.
Individual teachers will first need to become familiar enough with the Internet to know how to do at least two things: find information on topics they consider important and locate people with like educational goals. Sections 5 and 6, "Questions About Using Internet Services" and "Questions About Classroom Resources, Projects, and Collaboration" will give you some ideas about how to begin.
Once they are familiar with how to find content on the Internet, most teachers can decide how to use Internet resources to help their students meet goals. For example, science teachers often teach about hurricanes and other weather phenomena in the normal course of instruction. With Internet access they can use information and satellite data pertaining to the most recent storm to make their points, rather than outdated examples from textbooks.
Once they are familiar with how to find content on the Internet, most teachers can decide how to use Internet resources to help their students meet goals. For example, science teachers often teach about hurricanes and other weather phenomena in the normal course of instruction. With Internet access they can use information and satellite data pertaining to the most recent storm to make their points, rather than outdated examples from textbooks.
When teachers become familiar with finding other people on the Internet, some of them already grouped into network "communities" of interest, they can gain experience in using the Internet from educators who have been using it longer; they can join existing projects, contribute to the evolution of proposed projects, and propose their own projects; and they can ask for and give help to solve problems in the classroom ranging from the content they teach, to addressing students as individuals, to mastering effective discipline.
When teachers become familiar with finding other people on the Internet, some of them already grouped into network "communities" of interest, they can gain experience in using the Internet from educators who have been using it longer; they can join existing projects, contribute to the evolution of proposed projects, and propose their own projects; and they can ask for and give help to solve problems in the classroom ranging from the content they teach, to addressing students as individuals, to mastering effective discipline.
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Sellers & Robichaux Informational [Page 6] RFC 1941 Frequently Asked Questions for Schools May 1996
Internet access supports project-based learning. A teacher in an individual classroom can use the data and information available on the Internet as a resource for classroom projects, and there are also a variety of projects which take place over the Internet in more than one classroom at a time. A project may be initiated by any educator with an idea. A popular example of an educator-initiated project is one which requires data to be collected from diverse sites around the world or at least around the country. For example, together students in various locations have tracked butterfly and bird migrations, compared bodies of water, and measured the north-south circumference of the Earth. Various organizations also run projects in which schools can participate. Among the many groups which have invited schools to participate in projects with a focus on a specific topic are the Global SchoolNet Foundation, The European Schools Project, the International Educational and Research Network (I*EARN), and groups associated with such federal agencies as the Department of Energy, the United States Geological Survey, and the National Aeronautics and Space Administration.
Internet access supports project-based learning. A teacher in an individual classroom can use the data and information available on the Internet as a resource for classroom projects, and there are also a variety of projects which take place over the Internet in more than one classroom at a time. A project may be initiated by any educator with an idea. A popular example of an educator-initiated project is one which requires data to be collected from diverse sites around the world or at least around the country. For example, together students in various locations have tracked butterfly and bird migrations, compared bodies of water, and measured the north-south circumference of the Earth. Various organizations also run projects in which schools can participate. Among the many groups which have invited schools to participate in projects with a focus on a specific topic are the Global SchoolNet Foundation, The European Schools Project, the International Educational and Research Network (I*EARN), and groups associated with such federal agencies as the Department of Energy, the United States Geological Survey, and the National Aeronautics and Space Administration.
The Internet can also be used for peer review of student materials; as a medium for publishing student newspapers, art exhibits, and science fairs; and in a global email pen-pal program for the discussion of classroom topics.
The Internet can also be used for peer review of student materials; as a medium for publishing student newspapers, art exhibits, and science fairs; and in a global email pen-pal program for the discussion of classroom topics.
It cannot be stressed enough that the key factor these Internet uses have in common is that they are supporting classroom curriculum, not defining it.
It cannot be stressed enough that the key factor these Internet uses have in common is that they are supporting classroom curriculum, not defining it.
Learning about the Internet and how to use it is an important goal for any school's Internet program, but in the classroom, the message needs to be emphasized over the medium.
Learning about the Internet and how to use it is an important goal for any school's Internet program, but in the classroom, the message needs to be emphasized over the medium.
There are several sources of material for discussing curriculum infusion, including mailing lists, World Wide Web sites, and archives of sample lesson plans. Most of the mail lists, Internet computers, and organizations in Section 9, "Resources and Contacts," address infusion of technology into the curriculum. See also Appendix C, "Examples of Educational Projects Using the Internet."
There are several sources of material for discussing curriculum infusion, including mailing lists, World Wide Web sites, and archives of sample lesson plans. Most of the mail lists, Internet computers, and organizations in Section 9, "Resources and Contacts," address infusion of technology into the curriculum. See also Appendix C, "Examples of Educational Projects Using the Internet."
4. Questions About Getting the Internet into the School
4. Questions About Getting the Internet into the School
4.1 How much does it cost to connect to the Internet, and what kind of
equipment does my school need to support the Internet connection?
4.1 How much does it cost to connect to the Internet, and what kind of equipment does my school need to support the Internet connection?
The cost of an Internet connection varies tremendously with the location of your site and the kind of connection that is appropriate to your needs. In order to determine the cost to your school, you will need to answer a number of questions. For help in learning what
The cost of an Internet connection varies tremendously with the location of your site and the kind of connection that is appropriate to your needs. In order to determine the cost to your school, you will need to answer a number of questions. For help in learning what
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Sellers & Robichaux Informational [Page 7] RFC 1941 Frequently Asked Questions for Schools May 1996
the questions are and getting answers to them, begin asking at local colleges, universities, technology companies, government agencies, community networks (often called "FreeNets"), local electronic bulletin board systems (BBS), Internet access providers, or technology consultants. See also Question 4.6.
the questions are and getting answers to them, begin asking at local colleges, universities, technology companies, government agencies, community networks (often called "FreeNets"), local electronic bulletin board systems (BBS), Internet access providers, or technology consultants. See also Question 4.6.
To give you an idea of possible cost and equipment needs, think of four groups of Internet users. We will call them basic individual users, advanced individual users, school networks, and school district networks.
To give you an idea of possible cost and equipment needs, think of four groups of Internet users. We will call them basic individual users, advanced individual users, school networks, and school district networks.
How you approach acquiring service depends on which category you feel best describes your needs. This discussion is based on experiences in the United States. (For more information on the Internet services you'll be reading about in this section, see Section 5, "Questions About Using Internet Services.")
How you approach acquiring service depends on which category you feel best describes your needs. This discussion is based on experiences in the United States. (For more information on the Internet services you'll be reading about in this section, see Section 5, "Questions About Using Internet Services.")
Basic users are individuals who want to access common Internet services such as the World Wide Web, Gopher, and email. There are two types of basic users: those who plan to be online for a few hours per week, and those who plan to be online for many hours per day.
Basic users are individuals who want to access common Internet services such as the World Wide Web, Gopher, and email. There are two types of basic users: those who plan to be online for a few hours per week, and those who plan to be online for many hours per day.
Basic individual users who require access to common Internet services such as Web pages, FTP sites, and email for only a few hours per week may be best served by one of the nationwide online services such as America Online, CompuServe, or Prodigy. These services have the advantage of providing the user with a simple setup and easy, graphics-based access screens which hide the complex commands required by some Internet services. They also provide value-added services not available via the general Internet, such as access to news magazines and encyclopedias. Hardware required is generally a standard Windows-based PC or Macintosh and a 14.4 kilobits per second (Kbs) or higher modem. At the time of this writing, prices typically run around $10 per month for the first 5 hours of connect time, and $2-4 per hour thereafter.
Basic individual users who require access to common Internet services such as Web pages, FTP sites, and email for only a few hours per week may be best served by one of the nationwide online services such as America Online, CompuServe, or Prodigy. These services have the advantage of providing the user with a simple setup and easy, graphics-based access screens which hide the complex commands required by some Internet services. They also provide value-added services not available via the general Internet, such as access to news magazines and encyclopedias. Hardware required is generally a standard Windows-based PC or Macintosh and a 14.4 kilobits per second (Kbs) or higher modem. At the time of this writing, prices typically run around $10 per month for the first 5 hours of connect time, and $2-4 per hour thereafter.
Basic individual users who access common Internet services for many hours per day should consider a "shell" account from a local Internet Service Provider (ISP). Shell accounts generally provide access to a Unix computer which is connected to the Internet, so those choosing this option should be prepared to learn a few Unix commands. Shell account users will get all the standard Internet services but at a cheaper rate, generally in the $30 per month range for 6 hours per day access plus $1-2 per hour for extra hours. Most shell account vendors do not provide nationwide access, and shell accounts do not have graphical user interfaces, so you cannot use Web browsers such as Netscape and Mosaic. While you may be able to use Lynx, a text- based browser, some ISPs do not install it on their computer servers.
Basic individual users who access common Internet services for many hours per day should consider a "shell" account from a local Internet Service Provider (ISP). Shell accounts generally provide access to a Unix computer which is connected to the Internet, so those choosing this option should be prepared to learn a few Unix commands. Shell account users will get all the standard Internet services but at a cheaper rate, generally in the $30 per month range for 6 hours per day access plus $1-2 per hour for extra hours. Most shell account vendors do not provide nationwide access, and shell accounts do not have graphical user interfaces, so you cannot use Web browsers such as Netscape and Mosaic. While you may be able to use Lynx, a text- based browser, some ISPs do not install it on their computer servers.
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Many FreeNets also offer shell account access gratis, but they may not be able to offer much support.
Many FreeNets also offer shell account access gratis, but they may not be able to offer much support.
In the United States, there are a number of statewide educational networks, most of them with access to the Internet. To find out if there is a state education network in your area which gives basic user accounts to educators and/or students, contact the Consortium for School Networking (CoSN) or consult the document "Getting US Educators Online" by Linda Conrad, listed in Section 8, "Suggested Reading."
In the United States, there are a number of statewide educational networks, most of them with access to the Internet. To find out if there is a state education network in your area which gives basic user accounts to educators and/or students, contact the Consortium for School Networking (CoSN) or consult the document "Getting US Educators Online" by Linda Conrad, listed in Section 8, "Suggested Reading."
Advanced individual users are those who want graphical user interfaces to Internet services and who may want to use their computers to offer services to other Internet users. For example, they may want to create Web pages for others to access or put files online for others to retrieve. If you are an advanced user, you might consider getting a Serial Line Internet Protocol (SLIP) or Point to Point Protocol (PPP) account from an Internet Service Provider. The interface is similar to that of nationwide online services available to basic users, but the performance is better and the cost is less for someone who wants to use the service for more than just a few hours per week.
Advanced individual users are those who want graphical user interfaces to Internet services and who may want to use their computers to offer services to other Internet users. For example, they may want to create Web pages for others to access or put files online for others to retrieve. If you are an advanced user, you might consider getting a Serial Line Internet Protocol (SLIP) or Point to Point Protocol (PPP) account from an Internet Service Provider. The interface is similar to that of nationwide online services available to basic users, but the performance is better and the cost is less for someone who wants to use the service for more than just a few hours per week.
Setting up a SLIP or PPP account requires configuration and installation of Internet and SLIP/PPP software. Some ISPs only provide the software, some will install the software for you, and some preconfigure the software and send it on disk, with instructions to the user, via postal mail. Again, hardware required is generally a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher modem. Costs are generally comparable to basic shell accounts, but for 24-hour connections expect to pay $100 or more per month.
Setting up a SLIP or PPP account requires configuration and installation of Internet and SLIP/PPP software. Some ISPs only provide the software, some will install the software for you, and some preconfigure the software and send it on disk, with instructions to the user, via postal mail. Again, hardware required is generally a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher modem. Costs are generally comparable to basic shell accounts, but for 24-hour connections expect to pay $100 or more per month.
If in your school you plan to have more than a few individual Internet users, you will need to consider a network with a high-speed dedicated line connected to the Internet. This school network is probably a small- or medium-sized network in a single building or a very few geographically close buildings. It may include only one or several LANs.
あなたの学校でかなり多くの個々のインターネットユーザがいるのを計画していると、あなたは、高速専用回線がインターネットにつなげられている状態でネットワークを考える必要があるでしょう。 この学校ネットワークはたぶん単一のビルかほんのわずかな地理的に近いビルの小さいか中型のネットワークです。 それは1かいくつかのLANだけを含むかもしれません。
Most high speed connectivity is provided through a dedicated leased line, which is a permanent connection between two points. This allows you to have a high quality permanent Internet connection at all times. Most leased lines are provided by a telephone company, a cable television company, or a private network provider and cost $200 per month or more. Typically the connection from your LAN or LANs is a digital leased line with a Channel Service Unit/Data Service Unit (CSU/DSU) which costs between $600 and $1000. Less frequently, the connection is an analog leased line with a modem which costs between
最も高い速度の接続性は専用専用線を通して、どれが2の間の永久接続であるかが指すかどうかということです。 これで、あなたはいつも高品質の永久的なインターネット接続を持つことができます。 ほとんどの専用線に電話会社、ケーブルテレビ会社、または個人的なネットワーク内の提供者によって提供されて、1カ月あたり200ドルにさらにお金をかけさせます。 あなたのLANかLANからの接続は通常、600ドルから1000ドルかかるChannel Service Unit/データService Unit(CSU/DSU)があるデジタル専用線です。 より頻繁でなく、接続がモデムがあるアナログの専用線である、間のどのコスト
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$200 and $800. You will also need a router which costs roughly $1500. This is a substantially more difficult setup to manage. After you have determined the ways in which you believe you will use Internet access, you should contact several ISPs in your area and compare prices and services.
200ドルで800ドルです。 また、あなたはおよそ1500ドルかかるルータを必要とするでしょう。 これは管理するのが実質的により難しいセットアップです。 あなたがあなたを信じている方法がインターネット・アクセスを使用すると決心した後に、あなたは、あなたの領域のいくつかのISPに連絡して、価格とサービスを比較するべきです。
School district networks are even more complex. If you have several locations which require connectivity, you should contact several ISPs and get bids for the service.
学区ネットワークはさらに複雑です。 接続性を必要とする数個の位置がありましたら、あなたは、いくつかのISPに連絡して、サービスのための入札を得るべきです。
The ISP world is changing very rapidly, especially at the low end. At the time of the first edition of this document, local ISPs were rare, small, and fairly expensive. At the time of this writing ISPs abound, offering a wide variety of services at reasonable prices. Additionally, several groups are working on low-cost solutions to school networking. Subscribe to the mail lists in Section 9, "Resources and Contacts," to keep abreast of new developments.
ISP世界は特にローエンドに非常に急速に変化します。 このドキュメントの初版時点で、地方のISPは、まれで、小さく、かなり高価でした。 この書くこと時点で、手頃な値段でさまざまなサービスを提供して、ISPは富みます。 さらに、いくつかのグループが学校ネットワークの安価の解答に取り組んでいます。 新しい開発と並行して保つためにメール・リストにセクション9と、「リソースと接触」で加入してください。
"Getting US Educators Online" and "Connecting to the Internet: An O'Reilly Buyer's Guide" by Susan Estrada are both listed in Section 8, "Suggested Reading." Other books about the Internet and how to get connected to it are available and new ones are being published. Check libraries, bookstores, and booksellers' catalogs. Two lists of Internet providers available via the World Wide Web can be found in Section 9, "Resources and Contacts" along with the Consortium for School Networking. The global regional Network Information Centers (NICs) such as the Reseaux IP Europeens Network Coordination Centre (RIPE NCC) in Europe can also provide a list of service providers. The Asia Pacific Network Information Center (APNIC) in the Pacific Rim will have a similar list in the near future. These two NICs are listed in Section 9, "Resources and Contacts."
「米国の教育者はオンラインになっ」て、「以下をインターネットに関連づけます」 スーザン・エストラダが「オライリーBuyer's Guide」は、セクション8にともに記載されていて、「読むのを示しました」。 インターネットと接続させるために、それには、利用可能で新しいものがどうあるかに関する他の本は発行されています。 ライブラリ、書店、および本屋のカタログをチェックしてください。 学校Networkingに関してConsortiumと共にセクション9と、「リソースと接触」でWWWを通して利用可能なプロバイダの2つのリストを見つけることができます。 また、ヨーロッパのReseaux IP Europeens Network Coordination Centre(RIPE NCC)などのグローバルな地方のNetwork情報センターズ(NICs)はサービスプロバイダーのリストを提供できます。 環太平洋におけるエイピーニック(APNIC)には、近い将来、同様のリストがあるでしょう。 これらの2NICsがセクション9と、「リソースと接触」で記載されています。
4.2 What are the other costs associated with having Internet access?
4.2 インターネット・アクセスを持つと関連している他のコストは何ですか?
When budgeting for your school's Internet connection there are a number of factors to consider that might not seem immediately obvious. Technical support and training will incur additional ongoing costs, even if those costs show up only as someone's time. Equipment will need to be maintained and upgraded as time passes, and even when all teachers have received basic Internet training, they will most likely have questions as they explore and learn more on their own. A general rule for budget planning is this: for every dollar you spend on hardware and software, plan to spend three dollars to support the technology and those using it.
あなたの学校のインターネット接続の予算を立てるとき、考えるすぐに明白に見えないかもしれない多くの要因があります。 それらのコストが単にだれかの時間として現れても、技術サポートとトレーニングは追加進行中のコストを被るでしょう。 すべての教師が基本的なインターネットトレーニングを受けたときさえ、時間が経過するとき、設備は、維持されて、アップグレードする必要があって、彼らには質問がたぶん一人でもう少し探検して、学ぶようにあるでしょう。 予算計画のための一般的な規則はこれです: あなたがハードウェアとソフトウェアに費やすあらゆるドルには、技術とそれを使用するものを支持するために3ドルを費やすのを計画してください。
It will be necessary for your school to have some technical expertise on-site. (See also Question 4.4.) Your network access provider may offer training and support for technical issues, and other groups
あなたの学校が何らかの技術的専門知識を現場にするのが必要でしょう。 (また、Question4.4を見てください。) あなたのネットワークアクセスプロバイダは専門的な問題、および他のグループのトレーニングとサポートを提供するかもしれません。
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also offer formal classes and seminars. If your school has designated technical personnel, they will be good candidates for such classes and seminars. If your school does not have designated technical personnel, a teacher or other staff member with a strong interest may take on the task of becoming the local expert, but a better solution is to have someone dedicated to this at least part time. Students can help local experts maintain equipment and do other tasks, which allows them to learn new skills at the same time.
また、正式なクラスとセミナーを提供してください。 あなたの学校が技術者を任命したなら、彼らはそのようなクラスとセミナーの良い候補になるでしょう。 あなたの学校に強い関心をもっているメンバーが連れて行くかもしれない指定された技術者、教師または他のスタッフがいないなら、しかし、地元の専門家、より良い解決策になるタスクに、これにだれかを専念させるために、少なくともパートタイムはあります。 学生は、地元の専門家が設備を維持して、他のタスクを果たすのを助けることができます(彼らは同時に、新しい技能を学ぶことができます)。
Training is an equally significant component to deployment of the Internet in schools. Most teachers learn about the Internet during the time they use to learn about any new teaching tool, which often means they "steal" time at lunch, on weekends, and before and after school to explore resources and pursue relationships via the Internet. When a school is committed to providing the Internet as an educational resource, the administration will make in-service time available. It will also ensure that someone at the school is sufficiently knowledgeable to field questions and help people as they risk trying new ways of teaching using Internet resources. Again, some students make excellent tutors.
トレーニングは学校でのインターネットの展開への等しく重要なコンポーネントです。 ほとんどの教師が、彼らが費やす時間のインターネットに関してどんな新しい教育ツールに関しても学ぶことを学びます。(ツールは、しばしば彼らが学校の前と週末の昼食における学校の後の時にインターネットを通してリソースを探って、関係を追求するために「盗むこと」を意味します)。 学校が教育資源としてインターネットを提供するよう心がけるとき、管理は稼働中の時間を利用可能にするでしょう。 彼らが、インターネット資料を使用することを教える新しい方法を試みる危険を冒すとき、それは、また、学校のだれかが確実に分野質問に十分博識になるようにして、人々を助けるでしょう。 一方、素晴らしい家庭教師になる学生もいます。
Some technical support and a variety of training materials can be found by using the Internet itself. You can send questions to people in the know and join discussion lists and news groups that discuss and answer questions about support and training. The Edtech mail list is one such list. Some World Wide Web sites offer technical support information. Videos also help bridge the information gap. See Section 9, "Resources and Contacts," for a preliminary listing of these resources. Your local community may also have resources. These include colleges and universities, businesses, computer clubs and user groups, technology consultants, and government agencies.
インターネット自体を使用することによって、何らかの技術サポートとさまざまな訓練資料を見つけることができます。 あなたは、質問を精通者に送って、サポートとトレーニングに関して問題について議論して、答える議論リストとニュース・グループに加わることができます。 Edtechメール・リストはそのようなリストの1つです。 いくつかのWWWサイトが技術サポート情報を提供します。 また、ビデオは、情報格差に橋を架けるのを助けます。 これらのリソースの予備のリストのためにセクション9と、「リソースと接触」を見てください。 また、地元の共同体には、リソースがあるかもしれません。 これらは大学、大学、ビジネス、コンピュータクラブ、ユーザ・グループ、技術コンサルタント、および政府機関を含んでいます。
4.3 How can my school afford access to the Internet?
4.3 私の学校はどうしたらインターネットへのアクセスを提供できますか?
Although school budgets are impossibly tight in most cases, the cost of an Internet connection can be squeezed from the budget when its value becomes apparent. Costs for a low-end connection can be reasonable. (See the next question.) The challenge facing those advocating an Internet connection sometimes has less to do with the actual cost than it has with the difficulty of convincing administrators to spend money on an unfamiliar resource.
学校予算は多くの場合信じられないほどきついのですが、値が明らかになるとき、予算からインターネット接続の費用を絞り取ることができます。 ローエンド接続のためのコストは手頃である場合があります。 (次の質問を見てください。) 時々インターネット接続を弁護すると実費を処理するためにそれより少なくするものに面している挑戦はなじみのないリソースに費やすように管理者を説得するという困難でお金を持っています。
In order to move the Internet connection closer to the top of your school's priority list, consider at least two possibilities. First, your school may be in the process of reform, as are many schools. As mentioned earlier, use of the Internet supports reform efforts, so framing Internet access as a component to systemic reform may help to persuade some people. Second, to convince people of the value of a
インターネット接続を動かすには、あなたの学校の優先権の先端の、より近くでは、記載してください、そして、少なくとも2つの可能性を考えてください。 まず最初に、あなたの学校が改革の途中に多くの学校のようにあるかもしれません。 先に述べたように、インターネットの使用は改革努力を支持します、したがって、システムの改革へのコンポーネントが、何人かの人々を説得するのを助けるかもしれなくしながらインターネット・アクセスを縁どっていて。 2番目、人々にaの値を納得させます。
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connection, an actual Internet demonstration can be more useful than words. While this may sound like a chicken-and-egg situation (I need Internet access to get Internet access), some organizations will provide guest accounts on an Internet-connected computer for people in schools who are trying to convince others of the value of an Internet connection. Another way to begin using Internet services is to sign up for one of the popular online services such as America Online, CompuServe, or Prodigy. Once subscribed, you can use these services either from home or from school. This method is recommended only as way to introduce yourself and others in your school community to the value of the Internet. It is not a good long-term solution to providing Internet access for a lot of users at one site such as a school.
接続、実際のインターネットデモンストレーションは単語より役に立つ場合があります。 これが鶏肉と卵の状況のように聞こえているかもしれない間(私はインターネット・アクセスを得るためにインターネット・アクセスを必要とします)、いくつかの組織が他のものにインターネット接続の値を納得させようとしている学校の人々のためにインターネット接続のコンピュータでアカウントを客に提供するでしょう。 インターネットのサービスを使用し始める別の方法はアメリカ・オンライン、コンピュ・サーブ、またはProdigyなどのポピュラーなオンラインサービスの1つに申し込みをすることです。 いったん申し込まれると、あなたは家か学校からこれらのサービスを利用できます。 この方法は単に自己紹介する方法と他のものとしてインターネットの値へのあなたの学校共同体でお勧めです。 それは学校などの1つのサイトの多くのユーザにインターネット・アクセスを提供する良い長期的な解決法ではありません。
Contact local colleges, universities, technology companies, service providers, community networks, and government agencies for both guest accounts and funding ideas. For alternatives to your own school's budget or for supplements to it, look for funding in federal, state, and district budgets as well as from private grants. Work with equipment vendors to provide the hardware needed at low or no cost to your school, and consider forming a School/Community Technology Committee, or a joint School District/School/Community Technology Committee. Also investigate the possibility of a back-door connection to a local college or university. Service providers often allow schools to connect to higher education sites at a lower cost.
客アカウントと基金考えの両方のために地元大学、大学、技術会社、サービスプロバイダー、共同体ネットワーク、および政府機関に連絡してください。 また、あなた自身の学校の予算への代替手段かそれへの補足には、個人的な交付金現在、連邦の基金、状態、および地区予算を探してください。 安値で必要であるハードウェアを提供しますが、あなたの学校へのどんな費用も提供しないように設備業者と共に働いてください、そして、学校/共同体Technology Committee、または共同学校District/学校/共同体Technology Committeeを形成すると考えてください。 また、裏口接続の可能性を地元大学か大学に調査してください。 サービスプロバイダーは低い費用で学校を高等教育サイトにしばしば接続させます。
A number of sites on the Internet provide more information about grants and organizations that offer them. Two in particular that you may find useful are Grants Web, for grant information of all kinds, and the Foundation Center, for information on private and nonprofit organizations. For information on where to find these sites on the Internet, see Section 9, "Resources and Contacts."
インターネットに関する多くのサイトがそれらを提供する交付金と組織に関する詳しい情報を提供します。 特にあなたが役に立つのがわかることができる2はGrantsウェブです、すべての種類の交付金情報、および財団センターに、個人的の情報と非営利組織の管理運営のために。 どこでインターネットに関するこれらのサイトを見つけるかの情報に関しては、セクション9と、「リソースと接触」を見てください。
4.4 What organizational structure needs to be in place in order for my
school to have Internet access?
4.4 どんな組織体制が、私の学校にはインターネット・アクセスがあるように適所にある必要がありますか?
Schools and school districts have devised structures that vary widely, depending on a school's particular requirements. In many schools, the librarians/media specialists guide the development of the network and policies on its use and serve as the top of the structure within the school. In other schools, an interested teacher becomes the driving force behind getting the Internet into the school and may be the most appropriate person to see the project through. The school administration, if not the guiding force, needs to be behind the plan to bring the Internet into the school. And all other parties who might have a stake in the development should be brought in as early as possible, whether or not they are knowledgeable about the Internet. These might include area businesses, community leaders,
学校と学区は学校の特定の要件によって、ばらつきが大きい構造について工夫しました。 多くの学校では、司書/メディアの専門家が構造の先端として学校の中でその使用とサーブのネットワークと方針の開発を案内します。 他の学校では、関心がある教師は、学校にインターネットを届ける後ろで原動力になって、プロジェクトを見るのが最も適切である人であるかもしれません。 学校経営(誘導していない力であっても)は、インターネットを学校に運び込む計画の後ろにある必要があります。 そして、開発の利害関係を持つかもしれないすべての相手ができるだけ早く引きつけられるべきです、彼らがインターネットに関して博識であるか否かに関係なく。 地域社会の指導者、これらは領域ビジネスを含むかもしれません。
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情報[12ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
teachers with Internet access at home, the librarian or media specialist, parents, and anyone in the school who finds the idea of bringing the Internet into the school appealing. In short, any organizational structure will do as long as it is clear and simple and includes the people who might have a stake in the process of bringing the Internet into the school.
インターネットを学校に運び込むという考えが魅力的であることがわかる学校の家でのインターネット・アクセス、司書またはメディアの専門家と一緒にいる教師、両親、およびだれも。 要するに、どんな組織体制も、それが明確であって、簡単である限り、して、インターネットを学校に運び込むことの途中に株式を持っているかもしれない人々を含んでいます。
One way to ensure that an organizational structure develops and that the right people become involved is to invite a wide variety of people to create a technology plan for the school. The by-product of technology planning can be the development of an organizational structure, but of course the planning is useful in itself to help your school define and meet goals for Internet and other technology use. The National Center for Technology Planning hosts a collection of technology plans and planning aids for people who need help, new ideas, or solutions as they tackle technology planning in their schools or districts. Information on the National Center for Technology Planning can be found in Section 9, "Resources and Contacts."
組織体制が展開して、ふさわしい人物がかかわるようになるのを保証する1つの方法はさまざまな人々が技術プランを学校に作成するよう誘うことです。 技術計画の副産物は組織体制の開発であるかもしれませんが、もちろん、計画は、本来、あなたの学校がインターネットの目標と他の技術使用を定義して、満たすのを助けるために役に立ちます。 Technology PlanningのためのNationalセンターは学校か地区で技術計画に取り組むとき助け、新しいアイデア、または解決策を必要とする人々のために技術プランと計画支援の収集を主催します。 セクション9と、「リソースと接触」でTechnology PlanningのためのNationalセンターに関する情報を見つけることができます。
No matter what the structure, there should be someone at the school who can take the lead in working with vendors and Internet Service Providers (ISPs). This person should be knowledgeable about - or willing to learn about - the technical aspects of connecting to the Internet, including knowledge about any networks the school already has in place. The lead person should have an alternate so that the school is not completely dependent on one person. If your school hires an independent consultant, someone at the school should be aware of everything the consultant does and should receive at least some training in the areas of the consultant's work.
構造が何であっても、だれかが業者とインターネットサービスプロバイダ(ISP)で働く際にリードできる学校にいるべきです。 この人は、インターネットに接続する技術的側面を博識であるべきであり、学ぶことを望んでいます、学校が適所に既に持っているどんなネットワークに関する知識も含んでいて。 リード人には補欠がいるべきであるので、学校は完全に1人の人に依存しているというわけではありません。 あなたの学校が独立しているコンサルタントを雇うなら、学校のだれかが、コンサルタントがするすべてを意識しているべきであり、コンサルタントの仕事の領域で少なくとも何らかのトレーニングを受けるべきです。
Another role that must be filled is that of in-house network administrator. Having an already busy teacher take on this role as an extra duty is a bad idea; a greater time commitment is needed.
いっぱいにしなければならない別の役割は社内のネットワーク管理者のものです。 既に忙しい教師に超過勤務としてこの役割を引き受けさせるのは、悪い考えです。 よりすばらしい時間委任が必要です。
4.5 What questions do I need to ask people who are selling network
services?
4.5 私は、だれがネットワーク・サービスを販売しているかをどんな質問を人々にする必要がありますか?
There are a number of questions you should ask. Anything you hear that you don't understand must be questioned. If a vendor knows the product and the process well, he or she should be able to explain in terms you can understand.
あなたが尋ねるべきであるという多くの質問があります。 あなたは、何、もそれに質問しなければならないと聞くのを理解していません。 業者が製品と過程をよく知っているなら、その人は、あなたが理解できると用語で説明できるべきです。
You should also ask any kind of vendor how available they are and at what point they either stop helping you or begin charging by the hour. Get references from other customers, preferably including at least one school which has requirements similar to yours.
また、あなたは、彼らがどんなポイントでそれらがどれくらい利用可能であるか、そして、あなたを助けるのを止め始めるか、または時間決め充電し始めるかをどんな種類の業者にも尋ねるべきです。 望ましくは、あなたのものと同様の要件を持っている少なくとも1つの学校を含む他の顧客から参照を得てください。
Sellers & Robichaux Informational [Page 13] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[13ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Questions for LAN vendors:
LAN業者のための質問:
If the school has not yet purchased a Local Area Network (LAN),
ask the LAN vendor how the product will interact with TCP/IP.
(TCP/IP stands for Transmission Control Protocol/Internet
Protocol, the technology which forms the basis of the Internet.)
If necessary, arrange a meeting with the LAN vendor, the ISP, and
any consultants that may be involved.
学校がまだローカル・エリア・ネットワーク(LAN)を購入していないなら、製品がどのようにTCP/IPと対話するかLAN業者に尋ねてください。 (TCP/IPは伝送制御プロトコル/インターネット・プロトコル、インターネットの基礎を形成する技術を表します。) 必要なら、LAN業者、ISP、およびどんなコンサルタントとのかかわるかもしれないミーティングもセッティングしてください。
Make a list of the school's requirements, including security, the
number of computers on the LAN which will have Internet access,
and the Internet services you want students and teachers to be
able to use. (See Section 5, "Questions About Using Internet
Services," for an introduction to the services.) Ask the vendors
if they can provide services that will meet your requirements.
学校の要件のリストを作ってください、セキュリティ、インターネット・アクセスを持っているLANのコンピュータの数、およびあなたが、学生と教師に使用できて欲しいインターネットのサービスを含んでいて。 (序論に関してセクション5、「インターネットのサービスを使用することに関する質問」をサービスに見てください。) 彼らがあなたの要件を満たすサービスを提供できるかどうか業者に尋ねてください。
Questions for Internet Service Providers:
インターネットサービスプロバイダのための質問:
In general, ask the ISP what services are included with your
purchase of Internet connectivity.
一般に、どんなサービスがインターネットの接続性の購買で含まれているかISPに尋ねてください。
Will they terminate the circuit in a router and leave you to your
own resources to take care of the "LAN side" of the connection?
彼らは、ルータでサーキットを終えて、接続の「LAN側」の世話をするためにあなた自身のリソースにあなたを置き去りにするでしょうか?
Will they provide a primary domain name server for you?
彼らは一次的領域ネームサーバをあなたに提供するでしょうか?
Will they register your domain name with the InterNIC?
彼らはあなたのドメイン名をInterNICに登録するでしょうか?
Are they providing you with all the IP addresses you need?
彼らはあなたが必要とするすべてのIPアドレスをあなたに提供していますか?
Will they help you with security issues?
彼らは安全保障問題であなたを助けるでしょうか?
Do they provide a newsfeed or a newsreading service? (Do you know
the difference?)
彼らはニュースフィードかnewsreadingサービスを提供しますか? (あなたは違いを知っていますか?)
If they agree to do some work on the LAN side, what is the extent
of that work? (Configure individual computers? Handle subnetting
and routing issues?)
彼らが、LAN側に対するいくらかの仕事をするのに同意するなら、その仕事の範囲はどのくらいですか? (個々のコンピュータを構成しますか? サブネッティングとルーティング問題を扱いますか?)
Will they answer questions from your network administrator?
彼らはあなたのネットワーク管理者から質問に答えるでしょうか?
Will a dedicated computer be needed as an Internet server for such
things as domain name service, the World Wide Web, Gopher, and
FTP?
専用コンピュータがドメイン名サービス、WWW、ゴーファー、およびFTPのようなもののためのインターネット・サーバとして必要でしょうか?
Do they provide any training sessions for your staff and are these
sessions included in the connectivity price?
彼らは何かトレーニングセッションにあなたのスタッフに備えます、そして、これらのセッションは接続性価格に含まれていますか?
Sellers & Robichaux Informational [Page 14] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[14ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Do they offer any other classes or seminars and are these included
in the connectivity price?
自分達はクラスかセミナーをいかなる他のも提供します、そして、これらは接続性価格に含まれていますか?
Does the ISP do their own training or do they contract to someone
else, and if the latter, who is it? Check references on any
contractors.
ISPがそれら自身のトレーニングをしますか、または彼らは他の誰か、後者であるなら契約しますか?(後者はそれです)。 どんな契約者に関する参照もチェックしてください。
Questions for Internet Service Providers furnishing dial-in
service:
ダイヤルインのサービスを提供するインターネットサービスプロバイダのための質問:
There are some specific questions you should ask of an ISP who is
providing dial-in connections. (See Question 4.7 for a further
discussion on dialing in from home.)
あなたが、だれがダイヤルイン接続を提供しているかをISPに尋ねるべきであるといういくつかの具体的な質問があります。 (家から直通電話にかけることのさらなる議論に関してQuestion4.7を見てください。)
What is the charge per minute for connectivity?
接続性のための分あたりの料金は何ですか?
Is SLIP or PPP connectivity available?
SLIPかPPPの接続性が利用可能ですか?
Will the ISP be providing software which allows you to use
Internet services such as email and the World Wide Web or will
they help you obtain it?
ISPはあなたがメールやWWWなどのインターネットのサービスを使用できるソフトウェアを前提とすることでしょうか、それらは、あなたがそれを得るのを助けるでしょうか?
Will they help you install it?
彼らは、あなたがそれをインストールするのを助けるでしょうか?
Ask for references of other clients using dial-in service and when
you check them, one of the questions to ask other customers is if
they encounter lots of busy signals. (You can also check this
yourself by trying the access provider's dial-in number at various
times during the day. Just dial it by phone and see how many busy
signals you get.)
ダイヤルインのサービスを利用して、他のクライアントの参照を求めてください。そうすれば、あなたが彼らをチェックするとき、他の顧客にする質問の1つは彼らが多くの話中音に遭遇するかどうかということです。 (また、あなたは、いろいろな時に日間、アクセスプロバイダのダイヤルインの番号を試みることによって、自分でこれをチェックできます。 電話でただそれにダイヤルしてください、そして、いくつの話中音を得るかを見てください。)
4.6 How many of our computers should have Internet access and where
in the school should they be located?
4.6 私たちのコンピュータのいくつに、インターネット・アクセスがあるべきであるか、そして、それらは学校のどこに位置するべきですか?
You should make Internet access possible for as many of your school's computers as possible. Ideally, you have computers located throughout the school - in classrooms, the library, and laboratories - and they are all connected together with printers and other peripherals in one or more LANs. In that case, you acquire one dedicated Internet connection of 56 Kbs (Kilobits per second) or higher to serve the whole school.
あなたはインターネット・アクセスをあなたの学校のできるだけ多くのコンピュータに可能にするべきです。 理想的に、あなたには、教室、図書館に学校中に位置するコンピュータ、および実験室があります、そして、それらは1つ以上のLANにおけるプリンタと他の周辺機器と共にすべて接続されます。 その場合、あなたは、職員生徒一同に役立つように56KB(1秒あたりのキロビット)の1人のひたむきなインターネット接続を取得します。
If your budget and existing computer equipment are both limited, you can use a dial-up service and a modem to access the Internet, but in most cases that will only be viable for one computer at a time. As use of the Internet catches on in your school, it will eventually be more effective for you to create the LAN with Internet access mentioned above than to keep adding modems in classrooms.
あなたの予算と既存のコンピュータ機器がともに制限されるなら、あなたはインターネットにアクセスするのにダイヤルアップサービスとモデムを利用できますが、多くの場合、それは一度に、1台のコンピュータだけに実行可能になるでしょう。 インターネットの使用があなたの学校に流行るのに従って、あなたが前記のようにインターネット・アクセスでLANを作成するのは、結局、教室でモデムを加え続けるより効果的でしょう。
Sellers & Robichaux Informational [Page 15] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[15ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
If you must choose between Internet access in one lab in the school or Internet access for the same number of computers throughout the school, in order to get teachers to use the access you must make it available where they can most easily take advantage of it. This usually means that you make access available throughout the school. Although a computer lab is an easier maintenance set-up for the person in charge of keeping the equipment running and allows each individual (or pair) in an entire class to be using a computer at the same time, a computer located in the classroom is more convenient for both the teacher and the class. Internet resources can be more easily integrated into a classroom lesson, and the emphasis remains on using the Internet as an instructional tool. Since only one or two computers can usually be placed in each classroom, teachers will learn to allocate computer time creatively. And if you are able to provide only a few computers throughout the school, make sure that at least one of them is in the library where all students will have the chance to be exposed to the Internet as a resource.
学校中の同じ数のコンピュータのための学校かインターネット・アクセスにおける1つの研究室でインターネット・アクセスを選ばなければならないなら、教師にアクセスを使用させるように、あなたは彼らが最も容易にそれを利用できるところでそれを利用可能にしなければなりません。 通常、これは、あなたが学校中でアクセスを利用可能にすることを意味します。 コンピュータ室は、設備を動かせ続けることを担当した人のための、より簡単な維持セットアップであり、クラス全員の各個人(対にする)が同時にコンピュータを使うのを許容しますが、教師とクラスの両方は教室に位置するコンピュータが、より都合がよいです。 より容易に教室レッスンとインターネット資料を統合できます、そして、教育のツールとしてインターネットを使用するとき、強調は残っています。 通常1か2台のコンピュータしか各教室に置くことができないので、教師は、コンピュータ時間を創造的に割り当てることを学ぶでしょう。 そして、ほんのいくつかのコンピュータを学校に提供できるなら、少なくともそれらの1つがすべての学生がリソースとしてインターネットに露出するべき機会を持っている図書館にあるのを確実にしてください。
Networking all computers campus-wide can be expensive. You may want to investigate initially giving one lab, the library, and a few classrooms dial-up access, assuming phone lines are available. Even a connection to only one classroom as a demonstration may help you to garner more support for creating a campus-wide local area network that is routed to the Internet through a dedicated line.
キャンパス全体ですべてのコンピュータをネットワークでつなぐのは高価である場合があります。 あなたは初めは1つの研究室、ライブラリ、およびいくつかの教室にダイヤルアップアクセスを与えながら、調査したがっているかもしれません、電話回線が利用可能であると仮定して。 デモンストレーションとしての1個の教室だけとの接続さえ、あなたが専用線を通してインターネットに発送されるキャンパス全体のローカル・エリア・ネットワークを創設するより多くのサポートを集めるのを助けるかもしれません。
4.7 Can people get on the Internet from home?
4.7 人々は家からインターネットに乗ることができますか?
This depends on your network access provider. It is certainly a possibility and is definitely desirable for the educators at your school. To make it possible for teachers and other staff to dial in to the school network (and then out to the Internet) from home, you will need to employ, at the least, multiple phone lines and modems. Talk to your service provider about other technical requirements.
これはあなたのネットワークアクセスプロバイダによります。 それは、確かに可能性であり、あなたの学校の教育者には、確実に望ましいです。 教師と他のスタッフが家から学校ネットワーク(そしてインターネットへの外)に直通電話にかけるのを可能にするのに、最少で複数の電話回線とモデムを使うのが必要でしょう。他の技術的要求事項に関するサービスプロバイダーと話してください。
Many teachers like to be able to learn at home as well as on school grounds, and having the ability to explore when they have the time is invaluable. One school district we know of made low-interest loans available to teachers so that they could buy home computers. When the technology was later made available in their classrooms, they already had some experience and were comfortable beginning to use it in day- to-day instruction.
多くの教師が、家において学校の理由で学ぶことができるのが好きです、そして、それらに時間があるとき探検する能力を持っているのは非常に貴重です。 私たちが知っている1つの学区が、彼らがパソコンを買うことができるように、低利を教師にとって、利用可能なローンにしました。 後でそれらの教室で技術を利用可能にしたとき、それらは、既に何らかの経験を持って、日今日の指示にそれを使用する快適な始めでした。
The question of whether or not to make the option to dial in from home available to students is more difficult. On one hand, a school may not be able to escape the idea that it is responsible for how students use the Internet access it provides, even though the school has no control over the home environment. On the other hand, particularly in high school, much schoolwork is done at home. Since
学生にとって、利用可能な家から直通電話にかけるためにオプションをするかどうかに関する質問は、より難しいです。 一方では、学校はそれが学生がどう、それが提供するインターネット・アクセスを使用するかに責任があるという考えから逃げることができないかもしれません、学校が家庭環境を管理しませんが。 他方では、そして、特に高校では、多くの学業を家にします。 以来
Sellers & Robichaux Informational [Page 16] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[16ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
most classrooms don't have enough computers for all students to access the Internet at once, it is even more likely that work will not be completed during class time. Having Internet access from home becomes more important.
仕事はそれ以上クラス時間、ほとんどの教室にはすべての学生がすぐにインターネットにアクセスできるくらいのコンピュータがないのを終了さえしそうにないでしょう。 家からのインターネット・アクセスを持っているのは、より重要になります。
Discussion of whether or not you want to make this option available to students - even if it is technically possible - should involve as many school partners as possible, including faculty, administration, parents, and other community members. It might take place in a public forum such as a school/community meeting.
あなたがそれが技術的に可能であってもこのオプションを学生にとって利用可能にしたいと思うかどうかに関する議論はできるだけ多くの学校のパートナーにかかわるべきです、教授陣、管理、両親、および他の共同体のメンバーを含んでいて。 それは学校/地域集会などの公共のフォーラムで行われるかもしれません。
5. Questions About Using Internet Services
5. インターネットのサービスを使用することに関する問題
The way to find people, information, software, and anything else on the Internet is generally to use either printed or electronic guides and Internet services. In this section we will concentrate on the services. (See Section 6, "Questions about Classroom Resources, Projects, and Collaboration," for information on guides.) We answer more questions about the World Wide Web than about other online services for three reasons. First, the World Wide Web is the Internet tool coming into most prominence at the time of this writing. Second, many (if not all) of the other services are included seamlessly in the Web; that is, they're there, but you may or may not realize you're using them. Third, making your way around the Internet using the World Wide Web is easy; for people not interested in computers, access to the Internet and has become less frustrating.
一般に印刷された使用か電子ガイドとインターネットのサービスにはインターネットで人々、情報、ソフトウェア、および他の何かを見つける方法があります。 このセクションでは、私たちはサービスに集中するつもりです。 (ガイドの情報のためのセクション6と、「教室リソースに関する質問、プロジェクト、および共同」を見てください。) 私たちはWWWに関する他のオンラインサービスより多くの質問に3つの理由に答えます。 まず最初に、WWWはこの書くこと時点でほとんどの卓越に入るインターネット・ツールです。 2番目に、他のサービスの多く(すべて)がウェブに継ぎ目なく含まれています。 すなわち、彼らはそこにいますが、あなたは、それらを使用しているとわかることができます。 3番目に、インターネットの周りをWWWを使用することで進んでいるのは簡単です。 民族は、だめにしないことでコンピュータ、インターネットへのアクセスに関心があって、なっていません。
This is not to say that finding what you want is always simple. The Internet is like a vast library without a comprehensive card catalog. New ways to do indexing and searching are being devised and employed, and you'll need some time to learn how to use them.
これは、あなたが欲しいものを見つけるのがいつも簡単であると言わないためのものです。 インターネットは包括的なカードカタログのない巨大なライブラリに似ています。 インデックスと探すことをする新しい方法は、工夫されて、使われています、そして、あなたはそれらを使用する方法を学ぶいくらかの時間を必要とするでしょう。
5.1 What is the World Wide Web?
5.1 WWWは何ですか?
The World Wide Web (WWW) is a project initiated by the European Laboratory for Particle Physics (CERN) located in Geneva, Switzerland and currently driven by the World Wide Web Consortium. When exploring the World Wide Web, users navigate through documents by selecting highlighted text that leads to another document or location. The highlighted text can be called a "pointer," a "link," or an "anchor." This navigation results in a three-dimensional exploration of documents instead of a flat text document. The World Wide Web incorporates different media into its documents, including text, sound, graphics, and moving images.
WWW(WWW)はジュネーブ(スイス)に位置する欧州原子核共同研究機構(CERN)によって開始されて、現在ワールドワイドウェブコンソーシアムによって追い立てられているプロジェクトです。 WWWを探るとき、ユーザは、ドキュメントを通してドキュメントかもうの1つの位置につながる強調されたテキストを選択することによって、ナビゲートします。 強調されたテキストを「ポインタ」、「リンク」、または「アンカー」と呼ぶことができます。 このナビゲーションは平坦なテキストドキュメントの代わりにドキュメントの立体的な探検をもたらします。 WWWはテキスト、音、グラフィックス、および動画を含むドキュメントに異なったメディアを法人組織にします。
The World Wide Web presents either a graphical or a text interface to numerous Internet resources. Not only can users access documents specifically designed for the Web, they can also view documents on
WWWはグラフィカルであるかaテキストインタフェースを多数のインターネット資料に提示します。 また、ユーザはウェブのために明確に設計されたドキュメントにアクセスできるだけではなく、ドキュメントを見ることができる、オン
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Gopher servers, use FTP to download files, and launch a telnet session. Some World Wide Web clients also allow for the use of email and Usenet news. This is an easy-to-use, nonthreatening way to approach the Internet, and does not require in-depth technical knowledge. (See Question 5.5 for a discussion of these other services.)
ゴーファーサーバ、ダウンロードへのFTPがファイルする使用、および着手a telnetセッション。 WWWクライアントの中にはまた、メールとUsenetニュースの使用を考慮する人もいます。 これは、インターネットに近づく使用しやすい非脅迫方法であり、徹底的な技術知識を必要としません。 (これらの他のサービスの議論に関してQuestion5.5を見てください。)
5.2 How do I connect to the World Wide Web?
5.2 私はどのようにWWWに接続しますか?
First, you will need at least a SLIP or PPP connection. (See Question 4.1 for more information; SLIP or PPP is the "advanced individual user" solution described there.) Accessing the Web is like using any other service on the Internet: you run a client on your computer which accesses a server, in this case a Web server, running on another computer. In Web terms, the client is called a browser. The browser retrieves and reads documents from Web servers. Information providers establish Web servers for use by network users, and when you become proficient at using the Internet, you may want to become exactly that kind of information provider.
まず最初に、あなたは少なくともSLIPかPPP接続を必要とするでしょう。 (詳しい情報に関してQuestion4.1を見てください; SLIPかPPPがそこで説明された「高度な個々のユーザ」解決策です。) ウェブにアクセスするのは、インターネットでいかなる他のサービスも利用しているようです: あなたはサーバ、この場合ウェブサーバにアクセスするコンピュータでクライアントを車で送ります、別のコンピュータで動いて。 ウェブ用語で、クライアントはブラウザと呼ばれます。 ブラウザは、ウェブサーバからドキュメントを検索して、読みます。 情報提供者はネットワーク利用者による使用のためにウェブサーバを確立します、そして、インターネットを使用するところで堪能になると、あなたはちょうどその種類の情報提供者になりたがっているかもしれません。
Most Web browsers share common features. One feature is the hotlist, or bookmark. This allows you to mark your favorite sites. Your browser will store these sites and their addresses and allow you to revisit them later by simply selecting the name of a site from a menu. Another feature common to most browsers allows you to save the current file to your local disk. Some browsers keep a tally of the sites you've visited recently and allow you to revisit them without typing in the location again. Every browser is different, so it pays to explore your own client software and learn its features through practice. Most people, even those with little computer experience, find that it's easy to learn to use a browser just by exploring on their own.
ほとんどのウェブブラウザが共通点を共有します。 1つの特徴が、ホットリスト、またはブックマークです。 これで、あなたはお気に入りのサイトを示すことができます。 あなたのブラウザは、これらのサイトとそれらのアドレスを保存して、あなたが後で単にメニューからのサイトの名前を選択することによってそれらを再訪させるのを許容するでしょう。 ほとんどのブラウザに、一般的な別の特徴で、あなたは現在のファイルをローカルディスクに保存できます。 ブラウザの中にはあなたが最近見たサイトの合札を保管して、あなたが再び位置をタイプしないでそれらを再訪させるのを許す人もいます。 すべてのブラウザが異なっているので、あなた自身のクライアントソフトウェアを探って、習慣で特徴を学ぶのは得になります。 ほとんどの人々(少ないコンピュータ経験があるそれらさえ)が、一人で探検するだけでブラウザを使用することを学ぶのが簡単であることがわかります。
Each document contained on Web servers across the Internet has a unique address. This is called a URL, a uniform resource locator. Browsers negotiate URLs just like mail software negotiates email addresses. Users can type in the URL for the browser to access. URLs are also embedded in a Web document's text, providing a seamless link to another location or document.
インターネットの向こう側にウェブサーバに保管されていた各ドキュメントはユニークなアドレスを持っています。 これはURL、一定のリソースロケータと呼ばれます。 メールソフトウェアがまさしくEメールアドレスを交渉するようにブラウザはURLを交渉します。 ユーザはブラウザのためにアクセサリーにURLをタイプできます。 また、別の位置かドキュメントへのシームレスのリンクを提供して、URLはウェブドキュメントのテキストに埋め込まれています。
5.3 How is the World Wide Web linked?
5.3 WWWはどのようにリンクされますか?
The Web functions as a distributed hypermedia system. The purpose of this system is to allow the exchange of information across the Internet in the form of hypertext documents called Web pages or home pages. Hypertext is text with pointers or links to further information in various formats (text, graphic, video), allowing you to branch off to another document for more information on a given
ウェブは分配されたハイパーメディアシステムとして機能します。 このシステムの目的はウェブページかホームページと呼ばれるハイパーテキストドキュメントの形にインターネットの向こう側に情報交換を許容することです。 ハイパーテキストは様々な形式(テキスト、グラフィック、ビデオ)の詳細への指針かリンクがあるテキストです、あなたが当然のことに関する詳しい情報のための別のドキュメントに分岐するのを許容して
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topic, and then return to the same location in the original document with ease. Pointers in a Web document are analogous to HyperCard stacks or Microsoft help files in which you click on an option (a pointer or a link) and the program moves you to another document, or location.
話題、およびそして、容易さがある正本の同じ位置へのリターン。 ウェブドキュメントの指針はあなたがオプション(指針かリンク)をクリックするハイパーカードスタックかマイクロソフトヘルプファイルに類似しています、そして、プログラムはあなたを別のドキュメント、または位置に動かします。
Documents published on the Web are constructed in hypertext markup language, or HTML. This is a simple language that allows you to format text, insert images and sound, and create links in a document. Tutorials on creating Web services are available at the NCSA Mosaic Home Page, the automatic starting place for Web exploration when using the Mosaic client. There are also Web page creation resources listed in Section 9, "Resources and Contacts."
ウェブで発表されたドキュメントはハイパーテキストマークアップ言語、またはHTMLで構成されます。 これはあなたがドキュメントでリンクをテキストをフォーマットして、イメージを挿入して、鳴らして、作成する簡単な言語です。 ウェブサービスを作成するときのチュートリアルはNCSAモザイクホームページ(モザイククライアントを使用するときのウェブ探検のための自動始めの場所)で利用可能です。 また、セクション9と、「リソースと接触」でリストアップされたウェブページ作成リソースがあります。
5.4 Where do I get a World Wide Web browser?
5.4 どこで、私はウェブ・ブラウザーを手に入れますか?
The two most common graphical Web browsers at the time of this writing are Netscape and Mosaic. Netscape is a commercial product but is currently free for educational use. Mosaic is free. Both of these packages are available for Macintosh, PC, and Unix platforms through the Internet. See Section 9, "Resources and Contacts," for details.
この書くこと時点の2つの最も一般的なグラフィカルなウェブブラウザが、Netscapeとモザイクです。 Netscapeは、商品ですが、教育的な使用において、現在、無料です。 モザイクは無料です。 これらのパッケージの両方がインターネットを通してマッキントッシュ、PC、およびUnixプラットホームに利用可能です。 詳細に関してセクション9と、「リソースと接触」を見てください。
For those users with lower-speed connections that cannot accommodate full graphical browsers, there is a text-based browser available for Unix systems called Lynx. A public-access Lynx client is accessible through telnet at the server of the World Wide Web Consortium, which is listed in Section 9, "Resources and Contacts."
完全なグラフィカルなブラウザーを収容できない下側の速度接続のそれらのユーザを支持して、Lynxと呼ばれるUnixシステムに利用可能なテキストベースのブラウザーがいます。 パブリックアクセスLynxクライアントはワールドワイドウェブコンソーシアムのサーバにおけるtelnetを通してアクセスしやすいです。ワールドワイドウェブコンソーシアムはセクション9と、「リソースと接触」で記載されています。
Many commercial online services, such as CompuServe, Prodigy, and America Online, include a Web browser as part of their offerings. More and more often, Web browsers are being included as part of the standard connection software provided by the Internet Service Provider.
コンピュ・サーブなどの多くの商用オンラインサービス(Prodigy、およびアメリカ・オンライン)が、それらの提供の一部としてウェブブラウザを含んでいます。 ますますしばしば、ウェブブラウザはインターネットサービスプロバイダによって提供された標準の接続ソフトウェアの一部として含まれています。
5.5 What are the other services on the Internet?
5.5 インターネットにおける他のサービスは何ですか?
There are a number of other services to help you get around on the Internet. The most common ones are described here. For more information, see "EFF's (Extended) Guide to the Internet" by the Electronic Frontier Foundation, and "The Whole Internet User's Guide and Catalog" by Ed Krol, both of which are listed in Section 8, "Suggested Reading," in addition to the Glossary entries mentioned for each tool.
あなたがインターネットを動くのを助けるために、他の多くのサービスがあります。 最も一般的なものはここで説明されます。 電子フロンティア財団による「インターネットへの効率の(広げられる)のガイド」、およびエド・クロールによる「全体のインターネット使用手引書とカタログ」(それの両方がセクション8に記載されている)が、各ツールのために言及されたGlossaryエントリーに加えて「読むのを示すこと」がわかるという詳しい情報のために。
Email. Email is probably the most basic tool on the Internet. It is short for electronic mail and may be used in a couple of ways. You can send messages back and forth with just one person, or you can participate with a group of people who discuss topics of common
メールしてください。 メールはたぶんインターネットで最も基本的なツールです。 それは、電子メールに短く、2、3の方法で使用されるかもしれません。 あなたがちょうど1人の人と共にメッセージを前後に送ることができますか、またはあなたは一般的の話題について議論する人々のグループと共に参加できます。
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interest. These groups are called mail lists. You join and leave the lists by sending email to one address, and you post messages to all the people on the list by sending email to a slightly different address. Sometimes a human does the list registration and sometimes a software program does it. For more information see the entries for email and mailing lists in the Glossary. A list of mail lists related to primary and secondary education can be found in Section 9, "Resources and Contacts."
関心。 これらのグループはメール・リストと呼ばれます。 あなたは、リストにわずかに異なったアドレスにメールを送ることによって、1つのアドレスへのメールを発信するのによるリストに残して、加わって、すべての人々へのポストメッセージをあなたに残します。 時々、人間はリスト登録をします、そして、時々、ソフトウェアプログラムはそれをします。 詳しい情報に関しては、メールとメーリングリストのためのGlossaryのエントリーを見てください。 セクション9と、「リソースと接触」で予備選挙と中等教育に関連するメール・リストのリストを見つけることができます。
Network News. Also known as Usenet News or Net News. Reading news is similar to joining an email list, but instead of the messages coming to your mailbox, you use news reader software to read messages on a computer where they are accumulated. For more information see the entry for Usenet News in the Glossary.
ネットニュース。 また、Usenet NewsかネットNewsとして、知られています。 読書ニュースはメールリストを接合するのと同様ですが、あなたのメールボックスに来るメッセージの代わりに、あなたは、それらが蓄積されるコンピュータの上に関するメッセージを読むのにニュース読者ソフトウェアを使用します。 詳しい情報に関しては、GlossaryのUsenet Newsに関してエントリーを見てください。
FTP. FTP stands for File Transfer Protocol, and just as the name implies, it allows you to transfer files from one computer to another. It is the name for both the protocol and the program. A special kind of FTP, Anonymous FTP, allows you to access the many public archives on the Internet. FTP is not used by itself as much as it used to be, since people often use Web browsers and Gopher clients which incorporate FTP when they want to retrieve files. For more information see the entries for Anonymous FTP and FTP in the Glossary.
FTP。 FTPはFile Transferプロトコルを表します、そして、ちょうど名前が含意するように、それはあなたが1台のコンピュータから別のコンピュータまでファイルを移すのを許容します。 それはプロトコルとプログラムの両方のための名前です。 特別な種類のFTP(アノニマス・エフテーピー)で、あなたはインターネットに関する多くの公共のアーカイブにアクセスできます。 FTPはそれ自体でそれであまり使用されていた状態で使用されません、人々がしばしばウェブブラウザとゴーファークライアントを使用するので(彼らがファイルを取りたがっているとき、FTPを取り入れます)。 詳しい情報に関しては、アノニマス・エフテーピーとFTPのためのGlossaryのエントリーを見てください。
Telnet. Telnet allows you to log into a computer somewhere else on the Internet and use the services there. For example, if you don't have a Gopher client or a Web browser, there are some public access sites that you can telnet to in order to use a Gopher client or a text-based Web browser.
telnet。 telnetで、あなたは、インターネットの他のどこかでコンピュータにログインして、そこでサービスを利用します。 例えば、あなたにゴーファークライアントかウェブブラウザがないなら、あなたがそうすることができるいくつかのパブリックアクセスサイトがある、telnet、ゴーファークライアントかテキストベースのウェブブラウザを使用してください。
Gopher. Gopher is a tool that lets you browse for information on the Internet using menus. If you know what you're looking for and have an idea about where to find it, Gopher can make your search easier. And when you have located something of interest, whether it's a document, a data set, or a picture, Gopher will retrieve it for you. For more information see the entry for Gopher in the Glossary.
ゴーファー。 ゴーファーはあなたがメニューを使用することでインターネットの情報をブラウズできるツールです。 あなたが何を探しているかを知って、どこでそれを見つけるかに関する考えがありましたら、ゴーファーであなたの検索は、より簡単になる場合があります。 そして、あなたがそれがドキュメント、データセット、または画像であることにかかわらず何か興味があるものの場所を見つけたとき、ゴーファーはあなたのためにそれを検索するでしょう。 詳しい情報に関しては、Glossaryのゴーファーのためのエントリーを見てください。
Searching and Indexing Tools. Archie is a tool for searching FTP sites; Veronica (Very Easy Rodent-Oriented Network Index to Computerized Archives, which works the same way Archie does) is a tool for searching Gopherspace; WAIS (Wide Area Information Service; pronounced "wayz") is a tool for searching indexed databases, whether the databases are full of numbers, text, or graphics files; and Yahoo, Lycos, and WebCrawler are some of the many searching and indexing tools available on and for the World Wide Web. For more information see the entries for Archie, Gopher, WAIS, WWW, and Veronica in the Glossary.
ツールを捜して、索引をつけます。 アーチーは探すFTPサイトのためのツールです。 ヴェロニカ(Computerizedアーカイブへの同じであるアーチーがするようので働いている非常にEasy Rodentが指向のNetwork Index)は探すGopher空間のためのツールです。 WAIS(広いArea情報Service; 著しい"wayz")は探すインデックス付きのデータベースのためのツールです、データベースが数、テキスト、またはグラフィックスファイルでいっぱいであるか否かに関係なく。 そして、Yahoo、ライコス、およびウェブクローラーはWWWにWWWの上と、そして、利用可能なツールを捜して、索引をつける多くのいくつかです。 詳しい情報に関しては、アーチー、ゴーファー、WAIS、WWW、およびヴェロニカのためにGlossaryのエントリーを見てください。
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Videoconferencing. At the time of this writing, schools are beginning to participate in conferences, meetings, and collaborative activities via video. The two services or applications used are Multicast Backbone (MBONE) and CU-SeeMe, both of which allow for desktop videoconferencing, or videoconferencing via computer.
テレビ会議。 この書くこと時点で、学校はビデオを通して会議、ミーティング、および共同作業に参加し始めています。 利用された2つのサービスかアプリケーションが、Multicast Backbone(MBONE)とCU-SeeMeです。それの両方がコンピュータを通してデスクトップテレビ会議、またはテレビ会議を考慮します。
MBONE is an option for videoconferencing using several operating systems at the time of this writing: Unix, Windows NT, Windows 95, and Mac Operating System 7.5.2. It requires that your Internet service provider be a part of the MBONE, which depends on a specialized routing strategy. Ask your service provider if they are equipped to support MBONE traffic. If so, you will need to work fairly closely with your provider to establish working configurations for your network. More information on MBONE is available at the MBONE Information Web. (See Section 9, "Resources and Contacts.")
MBONEはこの書くこと時点で数個のオペレーティングシステムを使用するテレビ会議のためのオプションです: unix、Windows NT、Windows95、およびMacオペレーティングシステム7.5.2。 それは、あなたのインターネット接続サービス業者がMBONEの一部であることを必要とします。(MBONEは専門化しているルーティング戦略によります)。 MBONEがトラフィックであるとサポートするためにそれらを備えているかどうかサービスプロバイダーに尋ねてください。 そうだとすれば、あなたは、あなたのネットワークのために仕事の構成を証明するためにあなたのプロバイダーでかなり緊密に働く必要があるでしょう。 MBONEの詳しい情報はMBONE情報ウェブで利用可能です。 (セクション9と、「リソースと接触」を見てください。)
CU-SeeMe, developed by Cornell University, also presents conferencing capabilities over an IP network. You may participate in a CU-SeeMe videoconference as a sender, a recipient, or both. Through use of reflectors, multiple sites may participate in any given conference. For any of these activities, you'll need a PC or a Macintosh with a connection to the Internet and CU-SeeMe software. Additionally, if you'd like to send video and audio, you will need a video camera and a video board in your computer. Full information on the hardware requirements is available at the CU-SeeMe Web site; there is also a mailing list for CU-SeeMe information. For guidance and discussion about using CU-SeeMe as an instructional tool, the Global SchoolNet Foundation hosts a mail list called cu-seeme-schools which announces opportunities for participation in CU-SeeMe events. For information on the Web site and mailing lists, see Section 9, "Resources and Contacts."
また、コーネル大学によって開発されたCU-SeeMeはIPネットワークの上に会議能力を示します。 あなたは送付者、受取人、または両方としてCU-SeeMeビデオ会議に参加できます。 反射鏡の使用で、複数のサイトがどんな与えられた会議にも参加するかもしれません。 これらの活動のいずれのためにも、あなたはインターネットとCU-SeeMeソフトウェアに接続があるPCかマッキントッシュを必要とするでしょう。 さらに、ビデオとオーディオを送りたいなら、あなたはコンピュータでビデオカメラとビデオボードを必要とするでしょう。 ハードウェア要件の完全情報はCU-SeeMeウェブサイトで利用可能です。 また、CU-SeeMe情報のためのメーリングリストがあります。 教育のツールとしてCU-SeeMeを使用するのと指導と議論のために、Global SchoolNet財団はCU-SeeMeイベントへの参加の機会を発表するCu seeme学校と呼ばれるメール・リストをホスティングします。 ウェブサイトとメーリングリストの情報に関しては、セクション9と、「リソースと接触」を見てください。
6. Questions About Classroom Resources, Projects, and Collaboration
6. 教室リソース、プロジェクト、および共同に関する問題
6.1 How can I find specific projects using the Internet that are
already developed?
6.1開発されて、私はどうやって既にインターネットを使用する特定のプロジェクトを見つけますか?
When you have learned to use some of the Internet services discussed in Section 5, "Questions About Using Internet Services," particularly the search tools, you will be able to answer that question more fully for yourself. In the meantime, since there are several resources on the Internet that are directed specifically at the primary and secondary school communities, here are some ideas to get you started.
「インターネットのサービスを使用することに関する質問」とインターネットのサービスのいくつかがセクション5で議論した使用に学んだとき、特に検索ツールであり、あなたはその質問に自分により完全に答えることができるでしょう。 差し当たり、特に予備選挙と中等学校共同体で指示されるインターネットに関するいくつかのリソースがあるので、あなたを開始させるいくつかの考えがここにあります。
Sellers & Robichaux Informational [Page 21] RFC 1941 Frequently Asked Questions for Schools May 1996
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Computer Information Servers:
コンピュータ情報サーバ:
Global SchoolNet. The Global SchoolNet Foundation's World Wide
Web site contains a wealth of valuable information and materials,
including help setting up projects by learning what has worked
best based on others' experience. The GSN site also contains a
landmark registry of projects in which schools can participate.
グローバルなSchoolNet。 Global SchoolNet財団のWWWサイトは豊富な貴重な情報と材料を含んでいます、他のものの経験に基づくうまくいったことを学ぶことによってプロジェクトを設立する助けを含んでいて。 また、GSNサイトは学校が参加できるプロジェクトの画期的な登録を含んでいます。
EdWeb. Andy Carvin's EdWeb is an excellent source of K-12
information.
EdWeb。 アンディCarvinのEdWebは幼小中高情報の素晴らしい源です。
CoSN. The Consortium for School Networking maintains an Internet
server.
CoSN。 学校NetworkingのためのConsortiumはインターネット・サーバを維持します。
NASA. NASA's Spacelink and Quest are directed at primary and
secondary school educators, and both house lesson plans,
Internet-based curriculum units, and interactive projects and
activities. Many NASA projects also maintain computer information
servers.
NASA。 予備選挙、中等学校の教育者、両方の家のレッスン・プラン、インターネットを利用するカリキュラムユニット、対話的なプロジェクト、および活動はNASAのスペースリンクとQuestに向けられます。 また、多くのNASAプロジェクトがコンピュータ情報サーバを維持します。
Empire Internet Schoolhouse. The New York State Education and
Research Network (NYSERNet) hosts the Empire Internet Schoolhouse,
an extension of its Bridging the Gap program.
帝国インターネット校舎。 ニューヨーク州EducationとResearch Network(NYSERNet)はEmpireインターネットSchoolhouse(GapがプログラムするBridgingの拡大)を接待します。
K-12 Schools on the Internet. Gleason Sackman of North Dakota's
SENDIT network for K-12 educators maintains an active list of K-12
schools on the Internet.
幼小中高はインターネットに群がります。 幼小中高の教育者のためのノースダコタのSENDITネットワークのグリーソン・ザックマンはインターネットで幼小中高学校に関する現役軍人名簿を維持します。
National School Network Testbed. The Bolt Beranek and Newman
(BBN) project called the National School Network Testbed provides
links to numerous schools and projects.
国立学校ネットワークテストベッド。 National学校Network Testbedと呼ばれるBolt Beranekとニューマン(BBN)プロジェクトは多数の学校とプロジェクトへのリンクを提供します。
Internet School Networking. The Web pages for the group which
brings you this paper contain a collection of documents and case
studies on projects.
インターネット学校ネットワーク。 この紙をあなたにもたらすグループのためのウェブページはプロジェクトにドキュメントとケーススタディの収集を含んでいます。
Mail lists:
リストを郵送してください:
Many people on electronic mailing lists such as Ednet, Kidsphere,
and the Consortium for School Networking Discussion List post
their projects and ask for partners and collaborators.
学校Networkingディスカッション・リストのためのEdnetや、Kidsphereや、Consortiumなどのメーリング・リストの上の多くの人々が、それらのプロジェクトを掲示して、パートナーと共同制作者を求めます。
News groups:
ニュースは分類されます:
The K12 hierarchy of Usenet News has several groups where
educators post these invitations as well. For subscription to
these and other electronic lists and for names of news groups see
Section 9, "Resources and Contacts."
Usenet NewsのK12階層構造には、教育者がまた、これらの招待状を掲示するいくつかのグループがあります。 これらの購読と他の電子リストとニュース・グループの名前に関しては、セクション9と、「リソースと接触」を見てください。
Sellers & Robichaux Informational [Page 22] RFC 1941 Frequently Asked Questions for Schools May 1996
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Conferences:
コンファレンス:
There are also a number of conferences worth looking in to. The
National Education Computing Conference (NECC) and Tel-Ed, both
held annually, are conferences sponsored by the International
Society for Technology in Education (ISTE). The Internet Society
(INET) conference is the annual conference for the Internet
Society. See Section 9, "Resources and Contacts" for contact
information for these organizations.
また、中を見る価値がある多くの会議があります。 毎年ともに保持された全米教育コンピューター協議会(NECC)とTel-エドはEducation(ISTE)でのTechnologyのために国際Societyによって後援された会議です。 インターネット協会(INET)会議はインターネット協会のための年次大会です。 これらの組織のための問い合わせ先に関してセクション9と、「リソースと接触」を見てください。
Specific computer information servers, mail lists, news groups,
and conference sponsors are listed in Section 9, "Resources and
Contacts." A number of Web sites also provide favorite
"bookmarks," or lists of sites for educators. Bookmarks are not
included in Section 9, but you will quickly find them if you begin
at any of the Web server entry points listed here.
特定のコンピュータ情報サーバ、メール・リスト、ニュース・グループ、および会議のスポンサーはセクション9と、「リソースと接触」でリストアップされています。 また、多くのウェブサイトがお気に入りの「ブックマーク」、またはサイトのリストを教育者に提供します。 ブックマークはセクション9に含まれていませんが、ここに記載されたウェブサーバエントリー・ポイントのどれかで始まると、あなたはすぐにそれらを見つけるでしょう。
6.2 What are some examples of how the Internet is being used in
classrooms now?
6.2 インターネットが現在教室でどう使用されるかに関するいくつかの例が何ですか?
Projects which use the Internet sometimes request sites from all over the world to contribute data from the local area then compile that data for use by all. Weather patterns, pollutants in water or air, and Monarch butterfly migration are some of the data that have been collected over the Internet. In Appendix C, "Examples of Educational Projects Using the Internet," you will find several examples collected from various online servers and electronic mailing lists pertaining to education, each from a different content area and representing different ways of using the Internet. Some of the projects require only that you be able to use email, some require that you have access to the most advanced Internet services, and some offer varying levels of participation.
インターネットを使用するプロジェクトは、時々その時局部からデータを寄付するためには世界中からのサイトがすべてで使用のためのそのデータをコンパイルするよう要求します。 天候の型、水か空気中の汚染物質、およびMonarch蝶の移行はインターネットの上に集められたデータのいくつかです。 Appendix C、「インターネットを使用する教育プロジェクトに関する例」では、あなたは、いくつかの例が様々なオンラインサーバと教育に関係するメーリング・リストを取ったのがわかるでしょう、それぞれ、異なった満足している領域とインターネットを使用する異なった方法を表すのから。 プロジェクトのいくつかが、あなたがメールを使用できるだけであるのを必要とします、そして、或るものは、あなたが最も高度なインターネットのサービスに近づく手段を持っているのを必要とします、そして、或るものは異なったレベルの参加を申し出ます。
There are a number of specific projects you may find interesting:
あなたがおもしろいのがわかることができる多くの特定のプロジェクトがあります:
KIDS. KIDS is a project managed by the nonprofit KIDLINK Society. It includes discussion lists and services, some of them only for people who are ten through fifteen years old.
子供。 KIDSは非営利のKIDLINK Societyによって経営されたプロジェクトです。 それは彼らの何人かが単に10〜15歳である人々である議論リストとサービスを含んでいます。
Academy One. Academy One is part of the National Public Telecomputing Network (NPTN) and usually has a number of projects running at a time.
アカデミー1。 アカデミーOneはNational Public Telecomputing Network(NPTN)の一部であり、通常、一度に経営している予定である多くのプロジェクトを持っています。
I*EARN. The International Education and Research Network (I*EARN), a project of the nonprofit Copen Family Fund, facilitates telecommunications in schools around the world.
*が稼ぐI。 国際EducationとResearch Network(I*EARN)、非営利のCopen Family Fundのプロジェクトは世界中の学校でテレコミュニケーションを容易にします。
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Chatback Trust. Initiated to provide email for schools in the United Kingdom and around the world with students who have mental or physical difficulty with communicating, Chatback Trust and Chatback International maintain a network server that you may want to investigate.
Chatback信頼。 イギリスの学校のためのメールを提供するために開始されて交信における精神的であるか物理的な苦労をする学生、Chatback Trust、およびChatbackがある国際世界の周りでは、あなたが調査したいかもしれないネットワークサーバを維持してください。
ESP. The European Schools Project (ESP) involves approximately 200 schools in 20 countries and has as its goal building a support system for secondary school educators.
特に ヨーロッパの学校Project(超能力)は20の国のおよそ200の学校にかかわって、目標ビルとして中等学校の教育者のサポート・システムを持っています。
Electronic Field Trips. The online interactive projects on NASA's Quest server and the JASON Project are designed especially to provide classroom contact with real science and scientists.
電子遠足。 NASAのQuestサーバとジェイソンProjectに関するオンライン対話的なプロジェクトは、本当の科学と科学者を教室接触に提供するように特に設計されています。
For contact information on these groups and computer information servers refer to Section 9, "Resources and Contacts."
これらのグループとコンピュータの問い合わせ先について、情報サーバはセクション9と、「リソースと接触」について言及します。
6.3 Are there any guides to using the Internet in schools that list all
these resources in one place?
6.3 何か1つの場所でこれらのすべてのリソースをリストアップする学校でインターネットを使用することへのガイドがいますか?
Printed guides to using the Internet in education are appearing along with the new books on the Internet and you can expect to see more in the near future. The problem with paper resource guides is that the Internet is a changing environment so they become outdated quickly. Most (like this document) try to list only the most stable resource sites, and even if not everything you try is available, these guides can be particularly helpful if you are new to the Internet. Try the books entitled "Education on the Internet," "Teaching with the Internet: Putting Teachers Before Technology," and "Brave New Schools" listed in Section 8, "Suggested Reading," for a sampling of those available at the time of this writing. Check bookstores, libraries, and booksellers' catalogs for others.
教育にインターネットを使用することへの印刷されたガイドはインターネットの新刊書をもって見えています、そして、あなたは近い将来さらに見ると予想できます。 資源紙ガイドに関する問題は彼らがインターネットが環境の変化であるので急速に時代遅れになるという、ことです。 大部分(このドキュメントのような)は最も安定したリソースサイトだけを記載しようとします、そして、あなたが試みるというわけではないすべてが利用可能であっても、あなたがインターネットに新しいなら、これらのガイドは特に助けになる場合があります。 「インターネットで以下を教え」て、「インターネットにおける教育」と題する本を試してください。 「Teachers Before Technologyを置きます」、および記載された「勇敢な新しい流派」セクション8 この書くこと時点で利用可能なそれらの標本抽出のために「読むのを示しました」。 他のものがないかどうか書店、ライブラリ、および本屋のカタログをチェックしてください。
One answer to the problem of printed Internet guides is the newsletter. Two we recommend are specifically for primary and secondary school educators interested in networking and contain information on new services on the Internet that are of interest to educators, projects for collaboration, conferences, new books and publications, essays, and practical tutorials on using network tools and services. NetTeach News is published ten times a year and is available both hardcopy and via email. Classroom Connect is published nine times a year. Information on subscribing and related online services for both newsletters can be found in Section 9, "Resources and Contacts."
印刷されたインターネットガイドの問題の1つの答えがニュースレターです。 ネットワークツールとサービスを利用するとき、2は、共同、会議、新刊書、刊行物、随筆、および実用的なチュートリアルのために特にネットワークに興味を持っている予備選挙と中等学校の教育者のためにあって、インターネットにおけるプロジェクトの教育者にとって、興味深い新種業務の情報を含みます私たちが、勧める。 NetTeach Newsは1年に10回発行されて、ハードコピーとメールで利用可能です。 教室Connectは1年に9回発行されます。 セクション9と、「リソースと接触」で申し込みに関する情報と両方のニュースレターのための関連するオンラインサービスを見つけることができます。
Internet computers which act as guides to the Internet for educators are, among others, BBN's Copernicus server, the Global SchoolNet server, NASA's Quest server, the University of Illinois College of
教育者のためにインターネットに案内役を務めるインターネットコンピュータは特にBBNのコペルニクスサーバです、Global SchoolNetサーバ、NASAのQuestサーバ、イリノイ大学の大学
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Education's Learning Resource Server, and Web66. All are listed in Section 9, "Resources and Contacts."
教育はリソースサーバ、およびWeb66を学んでいます。 すべてがセクション9と、「リソースと接触」で記載されています。
6.4 How can I add my own contributions to the Internet?
6.4 私はどうしたら私自身の貢献をインターネットに加えることができますか?
In addition to sharing your knowledge and expertise on the electronic mail lists and news groups mentioned, as you gain experience you may find you have the knowledge and inclination to put up a Web page for your own site. Many K-12 schools are maintaining Web pages, either on Web servers they set up at the school or on a computer at another site, to publish student projects and information about their schools. Gleason Sackman's Hot List of K-12 Internet School Sites and Web66 offer a comprehensive listing of these schools and provide links to their home pages. These pages may give you ideas about ways your school can use the World Wide Web to contribute to the K-12 Internet community. There are also a number of sites which give instruction in how to publish on the Web and how to maintain Web sites, including Web66, the National Center for Supercomputing Applications (NCSA), and the Geometry Forum. For the Internet locations of these resources see Section 9, "Resources and Contacts."
あなたが経験を積むのに従って参照された電子メールリストとニュース・グループであなたの知識と専門的技術を共有することに加えて、あなたは、あなた自身のサイトのためにウェブページに置く知識と傾向があるのがわかることができます。 多くの幼小中高学校が、それらの学校の学生プロジェクトと情報を発表するためにどちらかそれらが学校において、または、別のサイトのコンピュータで設定するウェブサーバのウェブページを維持しています。 グリーソン・ザックマンの幼小中高インターネットの学校SitesとWeb66のHot Listはこれらの学校の包括的なリストを提供して、それらのホームページへのリンクを提供します。 これらのページはあなたの学校が幼小中高インターネットコミュニティに貢献するのにWWWを使用できる方法に関する考えをあなたに与えるかもしれません。 また、ウェブでどのように発行するか、そして、どのようにウェブサイトを維持するかで教授する多くのサイトがあります、Web66、国立スーパーコンピューター応用研究所(NCSA)、およびGeometry Forumを含んでいて。 インターネットに、これらのリソースの位置はセクション9と、「リソースと接触」を見ます。
7. Questions About Security and Ethics
7. セキュリティと倫理学に関する問題
7.1 I've heard that there is a lot of objectionable material on the
Internet. How do I deal with that problem?
7.1 私は、多くの好ましくない材料がインターネットにあると聞きました。 私はどのようにその問題に対処しますか?
Because sensational media accounts tend to downplay the educational uses of the Internet in favor of the more controversial material available, this will almost certainly be an issue raised when you discuss getting an Internet connection in your school. Concerned educators should learn more about this issue and formulate a strategy for resolving problems before they arise. One important point to realize early is that students do not accidentally bump into objectionable material in the course of most educational explorations. Although we are not suggesting that people never run across objectionable material by chance, most find this material only because they're looking for it.
センセーショナルなメディアアカウントが、利用可能なより論議を呼んだ材料を支持してインターネットの教育的な用途を控え目に扱う傾向があるので、これはほぼ確実にあなたが、あなたの学校でインターネット接続を得るのを議論すると提起された問題になるでしょう。 関係がある教育者は、この問題に関してもう少し学んで、起こる前に問題を解決するために戦略を定式化するべきです。 早くわかる重要な1ポイントは学生がほとんどの教育的な探検の間に偶然好ましくない材料にばったり出会わないということです。 私たちは、人々が偶然好ましくない材料を決して偶然見つけないことを提案していませんが、単に彼らがそれを探しているので、大部分はこの材料を見つけます。
At the time of this writing the most important and effective action schools can take is to develop clear policies to guide students' use of the Internet and establish rules - and consequences for breaking them - that govern behavior on the Internet. These policies, called Acceptable Use Policies (AUPs), work best when they are in line with rules governing other behavior at school. Additionally, schools should integrate issues around technology and ethics into the curriculum [3]. Schools need to exercise reasonable oversight while realizing that it is almost impossible to absolutely guarantee that students will not be able to access objectionable material. It may be
この書くこと時点で、学校が取ることができる最も重要で有効な行動はインターネットで学生のインターネットの使用を案内して、振舞いを治める規則(それらを壊すための結果)を証明するために明確な方針を開発することです。 学校で他の振舞いを治める規則に沿って彼らがいるとき、Acceptable Use Policies(AUPs)と呼ばれるこれらの方針はうまくいきます。 さらに、学校は技術と倫理の周りでカリキュラム[3]と問題を統合するべきです。 学校は、学生が好ましくない材料にアクセスできないのを絶対に保証するのがほとんど不可能であるとわかっている間、合理的な見落としを運動させる必要があります。 それはそうです。
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wise to make this clear to parents and students before a student is given access to the Internet. To limit a school's liability, some systems obtain signed releases from students and parents stipulating that they have read the AUP and that the student agrees to abide by it.
教えて、インターネットへのアクセスを学生に与える前に両親と学生にこれを明らかにしてください。 学校の責任を制限するために、いくつかのシステムが彼らがAUPを読んで、学生が、それを守るのに同意するのを規定する学生と両親から署名しているリリースを得ます。
Several commercial software products are available which attempt to address the problem of access to objectionable material. They block access to controversial sites, look for specific text in email messages, or do both. Some can be configured in the home or school and some block a preconfigured collection of sites which is maintained and configured by the company.
数個の商用ソフトウェア製品が利用可能です(好ましくない材料へのアクセスのその問題を訴えるのを試みます)。 彼らは、論議を呼んだサイトへのアクセスを妨げるか、メールメッセージの特定のテキストを探すか、または両方をします。 ホームか学校で或るものを構成できます、そして、或るものは会社によって維持されて、構成されるサイトのあらかじめ設定された収集を妨げます。
Some success has been achieved through the use of proxy servers. A school hooks up all its computers to a single computer that has full Internet access. This computer server then becomes the gateway to the Internet for all of the school computers. The server can be configured to mask away sites that have objectionable material, including Web pages, Gopher and FTP sites, and network news and WAIS servers. One further step can be taken by also installing a caching server on the gateway machine. A caching server can hold Web pages locally after they have been retrieved from other sites. Once a page has been loaded into the server it can thereafter be fetched from the cache, useful if a set of Web pages needs to be accessed frequently from a site that is usually busy.
何らかの成功がプロキシサーバの使用で遂げられました。 学校は完全なインターネット・アクセスを持っている単一のコンピュータにすべてのコンピュータを取り付けます。 そして、このコンピュータサーバは学校コンピュータのすべてのためのインターネットへのゲートウェイになります。 遠くで好ましくない材料を持っているサイトにマスクをかけるためにサーバを構成できます、ウェブページ、ゴーファー、FTPサイト、ネットニュース、およびWAISサーバを含んでいて。 また、ゲートウェイマシンの上にキャッシュサーバをインストールすることによって、さらなる1つの方法を取ることができます。 他のサイトからそれらを検索してある後にキャッシュサーバは局所的にウェブページを保持できます。 1ページがいったんサーバにロードされると、1セットのウェブページが、通常、忙しいサイトから頻繁にアクセスされる必要があるなら、その後、キャッシュからとって来られて、役に立つ場合があります。
Although proxy and caching servers are relatively easy to set up by a system administrator, entering all the sites that are objectionable and keeping the cache up to date can be time consuming. Also, this method does not stop teachers and students from receiving and sending objectionable material as email attachments.
プロキシとキャッシュサーバはシステム管理者で比較的セットアップしやすいのですが、すべての好ましくないサイトに入れて、キャッシュが時代について行かせるのは時間がかかっている場合があります。 また、このメソッドは、教師と学生がメール付属として好ましくない材料を受け取って、送るのを止めません。
The store-and-forward method is one way to filter information to which students are exposed. Usenet News and email (both described in Section 5, "Questions About Using Internet Services") are "stored" on a computer until the time appointed for that computer to contact the next one along the path to the final destination, at which time it is "forwarded" along its way. Most computers are set up to process outgoing requests at least every 30 minutes. This method requires quite a bit of management on the part of humans.
店とフォワードメソッドは学生が親しむ情報をフィルターにかけることにおいて一方通行です。 Usenet Newsとメール(ともに、セクション5では、「インターネットのサービスを使用することに関する質問」と説明する)はコンピュータでそのコンピュータが経路に沿った次のものに最終的な目的地へ連絡するように任命された時まで「保存されます」。(その時、それは道に沿って「進められます」)。 ほとんどのコンピュータが、少なくともあらゆる30分単位で送信する要求を処理するためにセットアップされます。 このメソッドは人間側のかなりの管理を必要とします。
It is also possible to control the times and opportunities that students have to access the Internet and only allow access under supervision. Many teachers find that engaging their students in meaningful, supervised learning activities operates as an effective deterrent to unauthorized Internet exploration.
また、学生がインターネットにアクセスして、監督下のアクセスを許すだけでよいのも、回と機会を制御するのにおいて可能です。 多くの教師が、重要で、監督された学習活動に彼らの学生を引き込むのが権限のないインターネット探検への効果のある抑止物として作動するのがわかります。
Sellers & Robichaux Informational [Page 26] RFC 1941 Frequently Asked Questions for Schools May 1996
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At the time of this writing none of the technical solutions discussed above has proven wholly successful in addressing the problem of student access to controversial material. However, this area is currently the focus of intense development efforts. In the mean time, these solutions may be used in combination with clear policies and consequences for breaking them to ensure the integrity of the school, its students, and its educators. No matter what option or combination of options you choose, teaching the ethics of Internet access as a matter of course is imperative.
この書くこと時点で、上で議論した技術的解決法のいずれも論議を呼んだ材料への学生アクセスのその問題を訴える際に完全に成功していません。 しかしながら、現在、この地域は激しい開発努力の焦点です。 その間に、これらのソリューションは、明確な方針と結果と組み合わせて学校、学生、およびその教育者の保全を確実にするためにそれらを壊すのに使用されるかもしれません。 あなたがオプションのどんなオプションか組み合わせを選んでも、インターネット・アクセスの倫理を教えるのは当然のこととして必須です。
There are resources for further exploration of the issue of students and objectionable material available on the Internet. The National Center for Missing and Exploited Children has produced a sensible and practical brochure entitled, "Child Safety on the Information Highway," written by Los Angeles Times columnist Lawrence J. Magid. It is available both online and hardcopy. Another good document, "Internet Parental Control Frequently Asked Questions," describes the tools available at the time of this writing to help with issues of children using the Internet, from guidance by parents to government restrictions to rating and filtering systems. It is produced by the Voters Telecommunications Watch and is available on the Internet. There is also at least one mailing list which you may want to join called Children Accessing Controversial Information (CACI). For information on all of these, please see Section 8, "Suggested Reading," and Section 9, "Resources and Contacts."
インターネットに手があいている学生と好ましくない材料の問題のさらなる探検のためのリソースがあります。 行方不明者および搾取された子供たちのためのセンターは題する、分別があって実用的な小冊子、ロサンゼルスタイムズのコラムニストローレンスJ.Magidによって書かれた「情報ハイウェイに関する子供安全」を生産しました。 それが利用可能である、ともにオンライン、そして、ハードコピー。 「インターネットペアレンタル・コントロールよく出る質問」という別の良いドキュメントは子供の問題がインターネットを使用していて助けるためにこの書くこと時点で利用可能なツールについて説明します、両親による指導から格付けへの政府制限とフィルタリング・システムまで。それは、Voters Telecommunications Watchによって生産されて、インターネットで利用可能です。 また、あなたが接合したいかもしれないChildren Accessing Controversial情報(CACI)と呼ばれる少なくとも1つのメーリングリストがあります。 これらのすべての情報に関しては、セクション8、「提案された読書」、セクション9、および「リソースと接触」を見てください。
7.2 How do we keep our own and other people's computers safe from
student "hackers"?
7.2 私たちはどのように私たち自身のと他の人々のコンピュータを学生「ハッカー」から安全に保ちますか?
In the language of computer folks, a "hacker" is someone who is excellent at understanding and manipulating computer systems. A "cracker" is someone who maliciously and/or illegally enters or attempts to enter someone else's computer system.
コンピュータ人々の言葉を借りて言えば、「ハッカー」はだれかです。コンピュータ・システムを理解して、操作するのに優れた人、「クラッカー」は陰湿不法に入るか、または他の誰かのコンピュータ・システムを入れるのを試みるだれかです。
Computer security is unquestionably important, both in maintaining the security of the school's computers and in ensuring the proper behavior of the school's students (and others who use the network). In this area, not only school policy, but also state and national laws may apply. One source of information which you can read to help you sort through security issues is the Site Security Handbook (FYI 8), which suggests to site computer administrators, Network Information Centers, Network Operation Centers, and others how to set up security policies and directs you to further information. A good book available commercially is "Computer Security Basics" by Russell and Gangemi. The full reference for these two sources of information can be found in Section 8, "Suggested Reading."
コンピュータセキュリティは明白に重要です、学校のコンピュータのセキュリティを維持して、学校の学生の適切な振舞いを確実にすることにおける両方(そして、ネットワークを使用する他のもの)。 この領域では、学校方針だけではなく、状態と国内法令も適用されるかもしれません。 あなたがあなたが安全保障問題を分類するのを助けるために読むことができる情報の1つの源がSite Security Handbook(FYI8)です。(そのSite Security Handbookはサイトコンピュータ管理者、Network Informationセンターズ、Network Operationセンターズ、および他のものに安全保障政策をセットアップする方法を示して、詳細にあなたを指示します)。 利用可能な良書はラッセルとGangemiによる商業的に「コンピュータセキュリティ基礎」です。 セクション8、「提案された読書」でこれらの2つの情報筋の完全な参照を見つけることができます。
Sellers & Robichaux Informational [Page 27] RFC 1941 Frequently Asked Questions for Schools May 1996
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Your school's AUP (see Question 7.4) should specify the consequences for such activity, and it may also be prudent to require a signed release from each student stating that he understands these consequences and possible legal implications of intentional exploitation of computer networks.
あなたの学校のAUP(Question7.4を見る)はそのような活動に結果を指定するはずです、そして、また、コンピュータネットワークの意図的な開発のこれらの結果と可能な法的な含意を理解していると述べる各学生からのサインされたリリースを必要とするのも慎重であるかもしれません。
In the unlikely event that someone from outside your school breaks in to a computer on your network, you should report the activity to the CERT Coordination Center. Contact information for the center can be found in Section 9, "Resources and Contacts."
あなたの学校の外からのだれかがあなたのネットワークでコンピュータに使いならすありそうもない出来事では、あなたは活動をCERTコーディネートセンターに報告するべきです。 セクション9と、「リソースと接触」でセンターのための問い合わせ先を見つけることができます。
7.3 How do we keep viruses from attacking all of our computers if we
get connected to the Internet?
7.3 私たちは、私たちがインターネットに関連づけられるならウイルスが私たちのコンピュータのすべてを攻撃するのをどのように妨げますか?
Even if you use the Internet to exchange only data (such as text or pictures), virus infection can be a problem. This is because many programs today allow data files to include commands which are run when the data is loaded. Certainly when you download software programs and run them on your own computer you should use caution. Anything you download over the Internet or an electronic bulletin board system could have a virus. For that matter, any program and even some documents, whether on tape or a disk, including commercial software still in its original packaging, might possibly have a virus. Therefore there are two precautions you should take. First, install virus protection software on all your computers. Second, use only trusted sources from which to download software and files. If you are uncertain about whether to download something, ask someone first.
あなたがデータ(テキストか絵などの)だけを交換するのにインターネットを使用しても、ウイルス感染は問題であるかもしれません。 これはデータファイルが今日多くのプログラムでデータがロードされているとき走るコマンドを含むことができるからです。 確かにあなたであるときに、ソフトウェアのダウンロードは、あなた自身のコンピュータでプログラムを作って、それらを走らせます。あなたは警告を使用するべきです。 あなたがインターネットか電子掲示板システムの上でダウンロードするものは何でもウイルスにかかるかもしれません。 さらに言えば、どんなプログラムといくつかのドキュメントさえもまだオリジナルのパッケージに商用ソフトウェアを含むテープかディスクにかかわらずことによるとウイルスにかかるかもしれません。 したがって、あなたが払うべきである2つの注意があります。 まず最初に、すべてのコンピュータの上にウイルス防止のソフトウェアをインストールしてください。 2番目に、使用がソースを信じただけである、どれ、ソフトウェアのダウンロードとファイルに。 何かをダウンロードするかどうか不確実であるなら、最初に、だれかに尋ねてください。
Virus checking software is available free over the Internet via Anonymous FTP from the CERT Coordination Center. Your hardware or software vendor, your network access provider, your technical support resources, or your colleagues on network mailing lists should be able to provide more specific information applicable to your site. Contact information for the CERT Coordination Center can be found in Section 9, "Resources and Contacts."
ウイルスチェックソフトはインターネットの上でCERTコーディネートセンターからのアノニマス・エフテーピーで無料で利用可能です。 あなたのハードウェアかソフトウェア業者、あなたのネットワークアクセスプロバイダ、あなたの技術サポートリソース、またはネットワークメーリングリストのあなたの同僚があなたのサイトに適切なより特定の情報を提供できるべきです。 セクション9と、「リソースと接触」でCERTコーディネートセンターのための問い合わせ先を見つけることができます。
7.4 What are the rules for using the Internet?
7.4 インターネットを使用するための規則は何ですか?
When your Internet connection is established, your access provider should acquaint you with their Acceptable Use Policy. This policy explains acceptable and unacceptable uses for your connection. For example, it is in all cases unacceptable to use the network for illegal purposes. It may, in some cases, be unacceptable to use the network for commercial purposes. If such a policy is not mentioned, ask for it. All users are expected to know what the acceptable and unacceptable uses of their network are.
あなたのインターネット接続が確立されるとき、あなたのアクセスプロバイダはそれらのAcceptable Use Policyにあなたを詳しいはずです。 この方針で、許容できてあなたの接続に、容認できない用途がわかります。 例えば、不法な目的にネットワークを使用するのにおいて容認できないすべての場合にはそれがあります。 いくつかの場合、商業目的にネットワークを使用するのは容認できないかもしれません。 そのような方針が言及されないなら、自ら災難を招いてください。 すべてのユーザが、それらのネットワークの許容できて容認できない用途が何であるかを知っていると予想されます。
Sellers & Robichaux Informational [Page 28] RFC 1941 Frequently Asked Questions for Schools May 1996
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Remember that it is essential to establish a school-wide policy in addition to the provider's AUP. A school's AUP is usually more restrictive and specific than the one used by the service provider. A repository of sample school AUPs can be found on the Armadillo Web server, listed in section 9, "Resources and Contacts." As mentioned earlier, some school systems have found it worthwhile to make Internet access contingent upon a student's signed agreement to abide by the school's AUP.
プロバイダーのAUPに加えた学校全体の方針を確立するのが不可欠であることを覚えていてください。 通常、学校のAUPはサービスプロバイダーによって使用されたものより、制限していて特定です。 セクション9で記載されたArmadilloウェブサーバ「リソースと接触」でサンプル学校AUPsの倉庫を見つけることができます。 先に述べたように、いくつかの学校組織が、学生次第でインターネット・アクセスを学校のAUPを守るサインされた協定にする価値があるのがわかりました。
Beyond your service provider's AUP and the one you create for your school, there are no overreaching rules for Internet use. There are, however, community standards and conventions that should be observed. You can review some generally agreed-upon guidelines at Arlene Rinaldi's etiquette page and by reading FYI 28 (RFC 1855), "Netiquette Guidelines." See Section 9, "Resources and Contacts," for the location of the etiquette page, and Appendix B, "Ways to Get RFCs" for instructions on obtaining FYI 28.
あなたが学校に作成するあなたのサービスプロバイダーのAUPとものを超えて、広がり規則は全くインターネットの利用のためにいません。 しかしながら、観測されるべきである生活環境水準とコンベンションがあります。 あなたはアーリン・リナルディのエチケットページにおいて読書FYI28(RFC1855)、「ネチケットガイドライン」でいくつかの一般に、同意しているガイドラインを再検討できます。 FYI28を入手して、指示に、エチケットページ、およびAppendix B、「RFCsを手に入れる方法」の位置に関するセクション9と、「リソースと接触」がオンであることを見てください。
8. Suggested Reading
8. 提案された読書
Those items marked with an asterisk (*) are available free online. For information on retrieving RFCs and FYIs, see Appendix B, "Ways to Get RFCs."
アスタリスク(*)でマークされたそれらの項目は無料でオンラインで利用可能です。 RFCsとFYIsを検索することの情報に関しては、Appendix B、「RFCsを手に入れる方法」を見てください。
* Connecting to the Future: A Guide For Building a Network
Infrastructure for Education. NASA IITA, Department of Education
NCES. 1995. Gopher: quest.arc.nasa.gov/How to Get Connected to and
How to Use the Internet (Also available from NASA CORE with
accompanying video. See NASA Central Operation of Resources for
Educators in Section 9, "Resources and Contacts.")
* 未来まで以下を接続します。 教育のためにネットワークインフラを築き上げるためのガイド。 NASA IITA、教育省NCES。 1995. ゴーファー: quest.arc.nasa.gov/、どう接続されるようになるか、そして、どうインターネットを使用するか。(また、付随のビデオがあるNASA COREから、利用可能です。 セクション9と、「リソースと接触」での教育者のためにリソースのNASAの主要な操作を見てください。)
* Conrad, L. B. "Getting US Educators Online"
http://quest.arc.nasa.gov/online/table.html (State-by-state
compilation of Internet service offerings especially for teachers.)
* コンラッド、L.B.「オンラインで私たち教育者を得ます」 http://quest.arc.nasa.gov/online/table.html (特に教師のためのインターネットのサービス提供の状態のそばの州の編集。)
Cummins, J. and D. Sayers. Brave New Schools: Challenging Cultural
Illiteracy Through Global Learning Networks. New York: St. Martin's
Press, 1995.
カミンズ、J.、およびD.セイヤーズ。 新しい流派に勇敢に立ち向かってください: グローバルな学習ネットワークを通して文化的な文盲に挑戦します。 ニューヨーク: セント・マーチンプレス、1995。
Ellsworth, J. H. Education on the Internet: A Hands-on Book of
Ideas, Resources, Projects, and Advice. Indianapolis, Indiana:
Sams Publishing, 1994.
エルズワース、インターネットにおけるJ.H.教育: 考え、リソース、プロジェクト、およびアドバイスの実地の本。 インディアナポリス(インディアナ): サムズPublishing、1994。
* Electronic Frontier Foundation. EFF's (Extended) Guide to the
Internet.
http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff
and from the EFF online archives at ftp.eff.org, gopher.eff.org,
AOL keyword EFF, CIS EFFSIG forum.
* 電子フロンティア財団。 EFFのものはftp.eff.orgで. インターネット http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff とEFFからオンライン・アーカイブを案内します(広がっています)、gopher.eff.org、AOLキーワードEFF、CIS EFFSIGフォーラム。
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Estrada, S. Connecting to the Internet: An O'Reilly Buyer's Guide.
Sebastopol, California: O'Reilly and Associates, Inc., 1993.
エストラダ、インターネットとのS.接続: オライリーBuyer's Guide。 Sebastopol、カリフォルニア: オライリーと仲間Inc.、1993
* FYI 4 "FYI on Questions and Answers: Answers to Commonly asked
`New Internet User' Questions," Marine, A., J. Reynolds, and
G. Malkin. (fyi4.txt or rfc1594.txt)
* FYI4、「質問と答でのFYI:」 「Commonlyの答えは尋ねたこと'の新しいインターネットUser'Questions」、海兵隊員、A.、J.レイノルズ、およびG.マルキン。 (fyi4.txtかrfc1594.txt)
* FYI 5 "Choosing a Name for Your Computer," Libes, D. (fyi5.txt or
rfc1178.txt)
* 「aを選ぶのはあなたのコンピュータにちなんで命名する」FYI5、リブス、D。(fyi5.txtかrfc1178.txt)
* FYI 8 "Site Security Handbook," Holbrook, J.P. and J.K. Reynolds.
(fyi8.txt or rfc1244.txt)
* FYI8「サイトセキュリティハンドブック」、ホルブルック、J.P.、およびJ.K.レイノルズ。 (fyi8.txtかrfc1244.txt)
* FYI 18 "Internet Users' Glossary," Malkin, G. and T. LaQuey Parker.
(fyi18.txt or rfc1392.txt)
* FYI18の「インターネットユーザの用語集」、マルキン、G.、およびT.LaQueyパーカー。 (fyi18.txtかrfc1392.txt)
* FYI 20 "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt
or rfc1462.txt)
* FYI20「インターネットは何ですか?」 クロール、E.、およびE.ホフマン。 (fyi20.txtかrfc1462.txt)
* FYI 26 "K-12 Internetworking Guidelines," J. Gargano, D. Wasley.
November 1994. (fyi26.txt or rfc1709.txt)
* FYI26「幼小中高インターネットワーキングガイドライン」、J.ガルガノ、D.ウォズレイ。 1994年11月。 (fyi26.txtかrfc1709.txt)
* FYI 28 "Netiquette Guidelines," Hambridge, S. (fyi28.txt or
rfc1855.txt)
* FYI28「ネチケットガイドライン」、Hambridge、S。(fyi28.txtかrfc1855.txt)
Giagnocavo, G., et. al. Educator's Internet Companion (with diskette
and video). Lancaster, Pennsylvania: Wentworth Worldwide Media,
1995.
et Giagnocavo、G.、アル。 教育者のインターネットCompanion(ディスケットとビデオがある)。 ランカスター家、ペンシルバニア: ウェントワースの世界的なメディア、1995。
Harris, J. Way of the Ferret: Finding and Using Educational Resources
on the Internet. Eugene, Oregon: International Society for
Technology in Education, 1995.
ハリス、フェレットのJ.道: インターネットに関する教育資源を見つけて、使用します。 ユージン(オレゴン): 教育、1995年の技術のための国際社会。
Krol, E. The Whole Internet User's Guide & Catalog, Second Edition.
Sebastopol, CA: O'Reilly & Associates, Inc., 1994. (Also available
in textbook version)
E. クロールと全体のインターネット使用手引書とカタログ、第2版。 Sebastopol、カリフォルニア: オライリーと仲間Inc.、1994 (教科書バージョンで利用可能も)です。
* National Center for Missing and Exploited Children
http://www.missingkids.org/information_superhighway.html (Online
brochure "Child Safety on the Information Highway")
Also available from
National Center for Missing and Exploited Children
2101 Wilson Boulevard
Suite 550
Arlington, VA 22201-3052
1-800-THE-LOST (1-800-843-5678)
* 行方不明者および搾取された子供たちのためのセンター2101ウィルソンBoulevard Suite550アーリントン、ヴァージニア22201-3052 1-800-THE-LOSTから利用可能なも行方不明者および搾取された子供たちのためのセンター http://www.missingkids.org/information_superhighway.html (「子供は情報ハイウェイに保護している」オンライン小冊子)(1-800-843-5678)
Protheroe, N. and E. Wilson. The Internet Handbook for School Users.
Protheroe、N.、およびE.ウィルソン。 学校のユーザのためのインターネットハンドブック。
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Arlington, Virginia: Educational Research Service, 1994.
アーリントン(ヴァージニア): 教育的な調査業務、1994。
* RFC 1480 "The US Domain," Cooper, A. and J. Postel. June 1993.
(rfc1480.txt)
[This document will also be useful to people not in the United
States. See the sites listed under the FYI documents for the
location nearest you from which to download the file.]
* RFC1480「米国ドメイン」、クーパー、A.、およびJ.ポステル。 1993年6月。 (rfc1480.txt) [また、このドキュメントも合衆国でないところの人々の役に立ちます。 サイトが近くに位置のためのFYIドキュメントの下で記載されているのを見てください。]
* Rinaldi, A. "The Net: User Guidelines and Netiquette,"
http://rs6000.adm.fau.edu/rinaldi/netiquette.html
* リナルディ、A.、「ネット:」 「ユーザガイドラインとネチケット」、 http://rs6000.adm.fau.edu/rinaldi/netiquette.html
* Rogers, A. "Global Literacy in a Gutenberg Culture,"
http://gsn.org/gsn/article.gutenberg.html
* A. ロジャース、「グーテンベルクCultureにおけるグローバルな読み書き能力」、 http://gsn.org/gsn/article.gutenberg.html
Russell, D., and G. T. Gangemi, Sr. Computer Security Basics.
Sebastopol, California: O'Reilly and Associates, 1991.
ラッセル、D.、およびG.T.Gangemi、Sr。 コンピュータセキュリティ基礎。 Sebastopol、カリフォルニア: オライリーと仲間、1991
* Safdar, S. J. "Internet Parental Control Frequently Asked Questions,"
Voters Telecommunications Watch, 1995.
http://www.vtw.org/pubs/ipcfaq, or email vtw@vtw.org and in the
subject line type "send ipcfaq" without the quotes
* vtw@vtw.org とタイプという件名での引用文なしで「ipcfaqを送る」というSafdar、S.J.「インターネットペアレンタル・コントロールよく出る質問」、Voters Telecommunications Watch、1995 http://www.vtw.org/pubs/ipcfaq 、またはメール
Steen, D.R., M.R. Roddy, D. Sheffield, and M.B. Stout. Teaching with
the Internet: Putting Teachers Before Technology. Bellevue,
Washington: Resolution Business Press, Inc., 1995.
ステーン、D.R.、M.R.ロディー、D.シェフィールド、およびM.B.スタウト。 インターネットで以下を教えること。 教師を技術の前に置きます。 ベルビュー(ワシントン): 解決ビジネスプレスInc.、1995。
9. Resources and Contacts
9. リソースと接触
----------- CONFERENCES -----------
----------- 会議-----------
A list of other conferences, primarily in the United States, can be found at http://www.classroom.net/classroom/conf.htm
主として合衆国では、 http://www.classroom.net/classroom/conf.htm で他の会議のリストを見つけることができます。
NECC and Tel-Ed
International Society for Technology in Education
1787 Agate Street
Eugene, Oregon 97403-1923
USA
Phone: 503-346-4414 or 1-800-336-5191
Fax: 503-346-5890
Email: iste@oregon.uoregon.edu
(CompuServe: 70014,2117)
(AppleLink: ISTE)
1787Agate通りオレゴン97403-1923ユージン(米国)が電話をする教育における技術のためのNECCとTel-エド国際社会: 503-346-4414か1-800-336-5191Fax: 503-346-5890 メールしてください: iste@oregon.uoregon.edu (コンピュ・サーブ: 70014、2117)(AppleLink: ISTE)
See also "Internet Computers" in this section.
また、このセクションの「インターネットコンピュータ」を見てください。
Sellers & Robichaux Informational [Page 31] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[31ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
INET
Internet Society
12020 Sunrise Valley Dr.
Suite 210
Reston, Virginia 22091
USA
Phone: 703-648-9888
Fax: 703-620-0913
Email: isoc@isoc.org
INETインターネット協会12020日の出バレーSuite210レストンヴァージニア22091博士(米国)は以下に電話をします。 703-648-9888 Fax: 703-620-0913 メールしてください: isoc@isoc.org
--------------------- ELECTRONIC MAIL LISTS ---------------------
--------------------- 電子メールリスト---------------------
Lists of electronic mail lists which you can search by category can be found via the World Wide Web at http://tile.net/listserv, at http://k12.cnidr.org:90/lists.html, and at http://catalog.com/vivian/interest-group-search.html.
http://tile.net/listserv における http://k12.cnidr.org:90/lists.html における http://catalog.com/vivian/interest-group-search.html のWWWであなたがカテゴリで捜すことができる電子メールリストのリストを見つけることができます。
Classroom Connect mailing list
To subscribe, send a message to...
crc-request@wentworth.com
Leave the Subject field blank and in the first line of the body
of the message enter...
subscribe
教室ConnectメーリングリストToは申し込んで、… crc-request@wentworth.com LeaveへのSubject分野空白をメッセージに送って、メッセージ欄の最初の線に入ります… 申し込んでください。
CACI (Children Accessing Controversial Information)
To subscribe, send a message to...
caci-request@cygnus.com
申し込むCACI(子供Accessing Controversial情報)、… caci-request@cygnus.com にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、申し込んでください。
To post, send a message to...
caci@cygnus.com
掲示して、メッセージを送るために… caci@cygnus.com
Cosndisc (Consortium for School Networking Discussion List)
To subscribe, send a message to...
listproc@list.cren.net
申し込むCosndisc(学校Networkingディスカッション・リストのための共同体)、… listproc@list.cren.net にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe cosndisc YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、cosndisc YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
cosndisc@list.cren.net
掲示して、メッセージを送るために… cosndisc@list.cren.net
Sellers & Robichaux Informational [Page 32] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[32ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Cu-seeme-l (General CU-SeeMe discussion list)
To subscribe, send a message to...
listproc@cornell.edu
申し込むCu seeme l(一般CU-SeeMe議論リスト)、… listproc@cornell.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe cu-seeme-l YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、Cu seeme l YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
cu-seeme-l@cornell.edu
掲示して、メッセージを送るために… cu-seeme-l@cornell.edu
Cu-seeme-schools (Discussion about using CU-SeeMe as an instructional
tool)
To subscribe, send a message to...
majordomo@gsn.org
寄付して、メッセージを送るCu seeme学校(教育のツールとしてCU-SeeMeを使用するのと議論)… majordomo@gsn.org
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe cu-seeme-schools
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、Cu seeme学校を申し込んでください。
To post, send a message to...
cu-seeme-schools@gsn.org
掲示して、メッセージを送るために… cu-seeme-schools@gsn.org
Ednet
To subscribe, send a message to...
listproc@lists.umass.edu
Ednet Toは申し込んで、… listproc@lists.umass.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe ednet YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、ednet YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
ednet@lists.umass.edu
掲示して、メッセージを送るために… ednet@lists.umass.edu
Edtech (Educational Technology list)
To subscribe, send a message to...
listserv@msu.edu
申し込むEdtech(教育的なTechnologyは記載する)、… listserv@msu.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe edtech YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、edtech YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
edtech@msu.edu
掲示して、メッセージを送るために… edtech@msu.edu
European Schools Project (ESP)
To subscribe, send a message to...
listproc@educ.uva.nl
申し込むヨーロッパの学校Project(超能力)、… listproc@educ.uva.nl にメッセージを送ってください。
Sellers & Robichaux Informational [Page 33] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[33ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe bbs YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、bbs YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
bbs@educ.uva.nl
掲示して、メッセージを送るために… bbs@educ.uva.nl
Internet School Networking (List for the working group which produced
this document)
To subscribe, send a message to...
listmanager@nasa.gov
申し込むインターネット学校Networking(このドキュメントを製作したワーキンググループのために、記載する)、… listmanager@nasa.gov にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe isn-wg (NOTE: Do not add your name)
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、isn-wgを申し込んでください。(注意: 名前を加えないでください)
To post, send a message to...
isn-wg@nasa.gov
掲示して、メッセージを送るために… isn-wg@nasa.gov
Kidsphere
To subscribe, send a message to...
kidsphere-request@vms.cis.pitt.edu
Type any message asking to subscribe.
Kidsphere Toは申し込んで、… kidsphere-request@vms.cis.pitt.edu Typeへの申し込むように頼むあらゆるメッセージをメッセージに送ってください。
To post, send a message to...
kidsphere@vms.cis.pitt.edu
掲示して、メッセージを送るために… kidsphere@vms.cis.pitt.edu
KIDLINK (Also KIDS-96, KIDS-97, etc.)
KIDLINK operates 24 public mailing lists in English, Spanish,
Portuguese, Japanese, Hebrew, and Scandinavian languages, and
a private "chat" network for members.
KIDLINK(KIDS-96も、KIDS-97など) KIDLINKはメンバーのためにイギリスの、そして、スペインの、そして、ポルトガルの、そして、日本の、そして、ヘブライの、そして、スカンジナビアの言語、および私設の「チャット」ネットワークにおける24の公共のメーリングリストを操作します。
To learn about KIDLINK projects, subscribe to the news service by
sending a message to...
listserv@vm1.nodak.edu
KIDLINKプロジェクトに関して学ぶには、… listserv@vm1.nodak.edu にメッセージを送ることによって、通信社に加入してください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe KIDLINK YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、KIDLINK YourFirstName YourLastNameを申し込んでください。
To receive a file of general information on KIDLINK, send email to
the same listserv address, leave the Subject field blank, and in
the first line of the body of the message enter...
get kidlink general
… KIDLINKに一般情報のファイルを受け取って、同じlistservアドレスにメールを送って、空白の状態でSubject野原を出て、メッセージ欄の最初の線に入るには、kidlinkを一般的にならせてください。
Sellers & Robichaux Informational [Page 34] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[34ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
K12admin (A list for K-12 educators interested in educational
administration)
To subscribe, send a message to...
listserv@listserv.syr.edu
申し込むK12admin(教育行政に興味を持っている幼小中高の教育者へのリスト)、… listserv@listserv.syr.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe k12admin YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、k12admin YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
k12admin@listserv.syr.edu
掲示して、メッセージを送るために… k12admin@listserv.syr.edu
LM_NET (A list for school library media specialists worldwide)
To subscribe, send a message to...
listserv@listserv.syr.edu
申し込むLM_NET(世界中の学校のライブラリのメディアの専門家へのリスト)、… listserv@listserv.syr.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of the body
of the message enter...
subscribe LM_NET YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、LM_NET YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
LM_NET@listserv.syr.edu
掲示して、メッセージを送るために… LM_NET@listserv.syr.edu
NOVAE Group: Teachers Networking for the Future (Distribution list --
not discussion list -- of projects and happenings of interest
to educators)
To subscribe, send a message to...
listserv@idbsu.idbsu.edu
NOVAEは分類します: Future(教育者にとって、興味深いプロジェクトと出来事の発送先リスト(議論リストでない))が申し込む教師Networking、… listserv@idbsu.idbsu.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of
the body of the message, enter...
subscribe novae YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、novae YourFirstName YourLastNameを申し込んでください。
UK-schools (for teachers and others interested in the use of the
Internet in UK schools and for general discussion about
anything concerning international classroom connections)
To subscribe, send a message to...
mailbase@mailbase.ac.uk
寄付して、メッセージを送るイギリス-学校(イギリスの学校でのインターネットの使用に興味を持っている教師と他のものと国際的な教室接続に関する何についてので一般的な議論のためのも)… mailbase@mailbase.ac.uk
Leave the Subject field blank, and in the first line of the body
of the message enter...
join uk-schools YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、uk-学校YourFirstName YourLastNameを接合してください。
To post, send a message to...
uk-schools@mailbase.ac.uk
掲示して、メッセージを送るために… uk-schools@mailbase.ac.uk
Sellers & Robichaux Informational [Page 35] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[35ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
WWWedu (the World Wide Web in Education list; pronounced "we do")
To subscribe, send a message to...
listproc@educom.unc.edu
申し込むWWWedu(Educationリスト; 「私たちはします」と断言するところのWWW)、… listproc@educom.unc.edu にメッセージを送ってください。
Leave the Subject field blank, and in the first line of
the body of the message, enter...
subscribe wwwedu YourFirstName YourLastName
メッセージ欄の最初の線に、入ってください… 空白の状態でSubject野原を出てください、そして、wwwedu YourFirstName YourLastNameを申し込んでください。
To post, send a message to...
wwwedu@educom.unc.edu
掲示して、メッセージを送るために… wwwedu@educom.unc.edu
------------------ INTERNET COMPUTERS ------------------
------------------ インターネットコンピュータ------------------
Academy One (National Public Telecomputing Network)
via WWW:
http://www.nptn.org/cyber.serv/AOneP/index.html
WWWを通したアカデミーOne(国家のPublic Telecomputing Network): http://www.nptn.org/cyber.serv/AOneP/index.html
Armadillo's WWW Server
via WWW:
http://riceinfo.rice.edu:80/armadillo/
WWWを通したアルマジロのWWWサーバ: http://riceinfo.rice.edu:80/armadillo/
BBN National School Network Testbed
via Gopher:
copernicus.bbn.com
ゴーファーを通したBBN National学校Network Testbed: copernicus.bbn.com
via WWW:
http://copernicus.bbn.com:70/testbed/
WWWを通して: http://copernicus.bbn.com:70/testbed/
Censorship/Freedom of Speech/Child Safety on the Internet Web page
via WWW:
http://www.voicenet.com/~cranmer/censorship.html
WWWを通したインターネットウェブページのSpeech/子供Safetyの検閲/自由: http://www.voicenet.com/~cranmer/censorship.html
Classroom Connect on the Net
via WWW:
http://www.classroom.net/
WWWを通したネットの教室Connect: http://www.classroom.net/
via FTP:
ftp.classroom.net/wentworth/Classroom-Connect/aup-faq.txt (for an
FAQ document on Acceptable Use Policies)
FTPで: 教室でftp.classroom.net/wentworth/接続している/aup-faq.txt(Acceptable Use Policiesの上のFAQドキュメントのための)
Chatback Trust and Chatback International network server
via WWW:
http://www.tcns.co.uk/chatback/welcome.html
WWWを通したChatback TrustとChatbackの国際ネットワークサーバ: http://www.tcns.co.uk/chatback/welcome.html
Sellers & Robichaux Informational [Page 36] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[36ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
CERT Coordination Center
via WWW:
http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.html
http://www.sei.cmu.edu/technology/trustworthy.html
WWWを通したCERTコーディネートセンター: http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.html http://www.sei.cmu.edu/technology/trustworthy.html
via email:
cert@cert.org
メールで: cert@cert.org
via FTP: info.cert.org
cd pub/
FTPで: info.cert.org cdパブ/
Consortium for School Networking
via Gopher:
cosn.org
ゴーファーを通した学校Networkingのための共同体: cosn.org
via WWW:
http://cosn.org/
WWWを通して: http://cosn.org/
CU-SeeMe
via WWW:
http://cu-seeme.cornell.edu/
WWWを通したCU-SeeMe: http://cu-seeme.cornell.edu/
Educational Resources Information Center (ERIC)
via WWW:
http://ericir.syr.edu/
WWWを通した教育資源情報センター(エリック): http://ericir.syr.edu/
via Gopher:
ericir.syr.edu
ゴーファーで: ericir.syr.edu
via telnet:
telnet bbs.oit.unc.edu
login: launch
(Follow directions on screen for registration. At the main menu,
choose number 4, "Topical Document Search (WAIS)", and move to
eric-digests. For help in WAIS, type a question mark.)
telnetで: telnet bbs.oit.unc.eduログイン: 着手(登録における、スクリーンの上の指示に従ってください。 メインメニューでは、No.4、「時事問題のドキュメント検索(WAIS)」を選んでください、そして、eric-ダイジェストに動いてください。 WAISの助けには、疑問符をタイプしてください。)
via email:
askeric@ericir.syr.edu
(In your message ask for the topic you're interested in. A human
will answer you.)
メールで: askeric@ericir.syr.edu (メッセージでは、あなたが興味を持っている話題を求めてください。 人間はあなたに答えるでしょう。)
Empire Internet Schoolhouse
via Gopher:
nysernet.org (port 3000)
ゴーファーを通した帝国インターネットSchoolhouse: nysernet.org(ポート3000)
Electronic Frontier Foundation ("A non-profit civil liberties
organization working in the public interest to protect privacy,
free expression, and access to online resources and information.")
電子フロンティア財団(「非営利の市民権団体がプライバシーを保護するために一般の人々のために働いていて、表現、およびオンライン情報源と情報へのアクセスを解放してください」。)
Sellers & Robichaux Informational [Page 37] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[37ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
via WWW:
http://www.eff.org/
WWWを通して: http://www.eff.org/
via email:
ask@eff.org
メールで: ask@eff.org
via snailmail, telephone, and fax:
The Electronic Frontier Foundation
1550 Bryant Street
San Francisco CA 94103 USA
+1 415 668 7171 (voice)
+1 415 668 7007 (fax)
snailmailを通して、電話をしてください、そして、ファックスで以下を送ってください。 電子国境地方の財団1550ブライアント通りサンフランシスコカリフォルニア94103米国+1 415 668 7171(声)+1 415 668、7007(ファックス)
EdWeb
via WWW:
http://edweb.cnidr.org:90/
WWWを通したEdWeb: http://edweb.cnidr.org:90/
European Schools Project
via WWW:
http://www.educ.uva.nl/ESP/
WWWを通したヨーロッパの学校Project: http://www.educ.uva.nl/ESP/
Foundation Center
via WWW:
http://fdncenter.org/
WWWを通した財団センター: http://fdncenter.org/
Geometry Forum
via WWW:
http://forum.swarthmore.edu/
http://forum.swarthmore.edu/~steve/steve/wwwhtml.html ("Learning
to Use the Web and Create Web Pages")
WWWを通した幾何学Forum: http://forum.swarthmore.edu/ http://forum.swarthmore.edu/~steve/steve/wwwhtml.html (「ウェブを使用して、ウェブページを作成することを学びます」)
Global SchoolNet Foundation
via WWW:
http://gsn.org/
http://gsn.org/gsn/article.connect.levels.html ("Internet
Connectivity Levels")
http://gsn.org/gsn/article.design.project.html ("How to Design a
Successful Project")
http://gsn.org/gsn/article.gutenberg.html ("Global Literacy in
a Gutenberg Culture")
WWWを通したグローバルなSchoolNet財団: http://gsn.org/ http://gsn.org/gsn/article.connect.levels.html (「インターネット接続性レベル」) http://gsn.org/gsn/article.design.project.html (「どううまくいっているプロジェクトを設計する」) http://gsn.org/gsn/article.gutenberg.html (「グーテンベルクCultureにおけるグローバルな読み書き能力」)
Grants Web
via WWW:
http://infoserv.rttonet.psu.edu/gweb.htm
WWWを通した交付金ウェブ: http://infoserv.rttonet.psu.edu/gweb.htm
Hot List of K-12 Internet School Sites (Gleason Sackman, SENDIT)
via WWW:
http://www.sendit.nodak.edu/k12/
WWWを通した幼小中高インターネット学校Sites(グリーソン・ザックマン、SENDIT)の熱いList: http://www.sendit.nodak.edu/k12/
Sellers & Robichaux Informational [Page 38] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[38ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
International Education and Research Network (I*EARN)
国際教育と研究ネットワーク(*が稼ぐI)
via WWW:
http:// www.iearn.org/iearn/
WWWを通して: http://www.iearn.org/iearn/
via Gopher:
gopher.iearn.org (port 7008)
ゴーファーで: gopher.iearn.org(ポート7008)
via email:
iearn@iearn.org
メールで: iearn@iearn.org
Internet School Networking (ISN) working group home page (publishers
of this document)
via WWW:
http://spider.lloyd.com/isn/index.html
WWWを通したインターネット学校Networking(ISN)ワーキンググループホームページ(このドキュメントの出版社): http://spider.lloyd.com/isn/index.html
International Society for Technology in Education (ISTE)
via WWW:
http://isteonline.uoregon.edu/
WWWを通したEducation(ISTE)のTechnologyのための国際Society: http://isteonline.uoregon.edu/
via Gopher:
isteonline.uoregon.edu
ゴーファーで: isteonline.uoregon.edu
KIDLINK
via WWW:
http://www.kidlink.org/
WWWを通したKIDLINK: http://www.kidlink.org/
via Gopher:
gopher.kidlink.org
ゴーファーで: gopher.kidlink.org
Learning Resource Server, University of Illinois College of Education
via WWW:
http://www.ed.uiuc.edu/
http://www.ed.uiuc.edu/Activity-Structures/ (Judi Harris' Network-
Based Educational Activity Collection)
学習Resource Server、WWWを通したEducationのイリノイ大学大学: http://www.ed.uiuc.edu/ http://www.ed.uiuc.edu/Activity-Structures/ (ジュディ・ハリスネットワークのベースの教育活動収集)
via Gopher:
gopher.ed.uiuc.edu
ゴーファーで: gopher.ed.uiuc.edu
MBONE (Multicast Backbone)
via WWW:
http://www.mbone.com/techinfo/
WWWを通したMBONE(マルチキャストBackbone): http://www.mbone.com/techinfo/
NASA Jason Project
via WWW:
http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.html
WWWを通したNASAジェイソンProject: http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.html
Sellers & Robichaux Informational [Page 39] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[39ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
NASA Online Educational Resources
via WWW:
http://quest.arc.nasa.gov/OER/
WWWを通したNASA Online Educational Resources: http://quest.arc.nasa.gov/OER/
NASA Quest
via WWW:
http://quest.arc.nasa.gov/
http://quest.arc.nasa.gov/essay/essay-index.html ("Networks, Where
Have You Been All My Life" student essay contest winners)
WWWを通したNASA Quest: http://quest.arc.nasa.gov/ http://quest.arc.nasa.gov/essay/essay-index.html (「ネットワーク、どこであなたが」 学生がコンテストの優勝者を試みる一生か、)
via Gopher:
quest.arc.nasa.gov (port 70)
ゴーファーで: quest.arc.nasa.gov(ポート70)
via FTP:
ftp quest.arc.nasa.gov
FTPで: ftp quest.arc.nasa.gov
NASA Spacelink
via WWW:
http://spacelink.msfc.nasa.gov/
WWWを通したNASAスペースリンク: http://spacelink.msfc.nasa.gov/
via Gopher:
spacelink.msfc.nasa.gov
ゴーファーで: spacelink.msfc.nasa.gov
via telnet:
telnet spacelink.msfc.nasa.gov
login: guest
telnetで: telnet spacelink.msfc.nasa.govログイン: 客
via FTP:
ftp spacelink.msfc.nasa.gov
FTPで: ftp spacelink.msfc.nasa.gov
To find information on the NASA Teacher Resource Center Network, choose "Educational Services," then "Teacher Resource Center Network." For television schedules, follow the menu for "Educational Service" to nthe menu option, "Technology."
NASA Teacher ResourceセンターNetworkの情報を見つけるには、次に、「教育的なサービス」、「教師リソースセンターネットワーク」を選んでください。 テレビのスケジュールに関しては、ntheメニューオプション、「技術」への「教育的なサービス」のためのメニューに従ってください。
National Center for Missing and Exploited Children
via WWW:
http://www.missingkids.org/
http://www.missingkids.org/information_superhighway.html (Online
brochure "Child Safety on the Information Highway)
WWWを通した行方不明者および搾取された子供たちのためのセンター: http://www.missingkids.org/ http://www.missingkids.org/information_superhighway.html (オンライン小冊子、「情報ハイウェイに関する子供安全)」
National Center for Supercomputing Applications (NCSA)
via WWW:
http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html
(Mosaic Home Page)
http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html
(A Beginner's Guide to HTML)
WWWを通した国立スーパーコンピューター応用研究所(NCSA): http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html (モザイクのホームページ) http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html (HTMLへのビギナーズガイド)
Sellers & Robichaux Informational [Page 40] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[40ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
via FTP:
ftp ftp.ncsa.uiuc.edu (to download the Mosaic WWW browser)
FTPで: ftp ftp.ncsa.uiuc.edu(モザイクWWWブラウザをダウンロードする)
National Center for Technology Planning
via Gopher:
gopher.msstate.edu
ゴーファーを通したTechnology Planningのための国家のセンター: gopher.msstate.edu
Choose "Resources Maintained at MS State University," then select "National Center for Technology Planning."
「MS州立大学で維持されたリソース」を選んでください、そして、次に、「技術計画のための国家のセンター」を選択してください。
National Science Foundation's (United States) Science and Technology Information System (STIS)
科学基金の(合衆国)科技情報システム(STIS)
via WWW:
http://stis.nsf.gov/
WWWを通して: http://stis.nsf.gov/
via Gopher:
stis.nsf.gov
ゴーファーで: stis.nsf.gov
via telnet:
telnet stis.nsf.gov
login: public
Follow instructions on screen.
telnetで: telnet stis.nsf.govログイン: スクリーンの上の公共のFollow指示。
Netscape Communications
via WWW:
http://www.netscape.com/
WWWを通したネットスケープ・コミュニケーションズ: http://www.netscape.com/
via FTP:
ftp ftp.netscape.com
FTPで: ftp ftp.netscape.com
Netscape's WWW browser can be downloaded from Netscape's FTP sites at ftp.netscape.com, ftp2.netscape.com, ftp3.netscape.com...through ftp7.netscape.com.
ftp.netscape.com、ftp2.netscape.com、ftp3.netscape.comのNetscapeのFTPサイトからNetscapeのWWWブラウザをダウンロードできます…ftp7.netscape.comを通して。
Office of Educational Research and Improvement (U.S. Department of nEducation)
教育的な研究と改良のオフィス(nEducationの米国部)
via WWW:
http://oeri.ed.gov/
WWWを通して: http://oeri.ed.gov/
via Gopher:
gopher.ed.gov
ゴーファーで: gopher.ed.gov
Sellers & Robichaux Informational [Page 41] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[41ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Providers of Commercial Internet Access (for a list of Internet Service Providers)
商業インターネットアクセスのプロバイダー(インターネットサービスプロバイダのリストのための)
via WWW:
http://www.celestin.com/pocia/
WWWを通して: http://www.celestin.com/pocia/
THE LIST (for a list of Internet Service Providers)
via WWW:
http://thelist.com
WWWを通したTHE LIST(インターネットサービスプロバイダのリストのための): http://thelist.com
Voters Telecommunications Watch
via WWW:
http://www.vtw.org/
http://www.vtw.org/pubs/ipcfaq [Internet Parental Control
Frequently Asked Questions (FAQ) by Shabbir J. Safdar]
WWWを通した有権者Telecommunications Watch: http://www.vtw.org/ http://www.vtw.org/pubs/ipcfaq [Shabbir J.Safdarによるインターネットペアレンタル・コントロールよく出る質問(FAQ)]
World Wide Web Consortium
via WWW:
http://www.w3.org/pub/WWW/
WWWを通したワールドワイドウェブコンソーシアム: http://www.w3.org/pub/WWW/
via telnet:
telnet telnet.w3.org (public access Lynx client. Use "lynx"
without the quotes if a login is requested.)
telnetで: telnet telnet.w3.org(公衆はLynxクライアントにアクセスします。 ログインが要求されるなら、引用文なしで「オオヤマネコ」を使用してください。)
Web66
via WWW:
http://web66.coled.umn.edu/
http://web66.coled.umn.edu/schools.html (International WWW Schools
Registry)
http://web66.coled.umn.edu/Cookbook/contents.html (Classroom
Internet Server Cookbook)
WWWを通したWeb66: http://web66.coled.umn.edu/ http://web66.coled.umn.edu/schools.html (国際WWW学校登録) http://web66.coled.umn.edu/Cookbook/contents.html (教室インターネットサーバ料理の本)
----------- NEWS GROUPS -----------
----------- ニュース・グループ-----------
alt.algebra.help
alt.comp.shareware.for-kids
alt.education.distance
alt.kids-talk
bit.listserv.edtech
comp.security.announce
k12.chat.elementary
k12.chat.junior
k12.chat.senior
k12.chat.teacher
k12.ed.art
k12.ed.business
alt.algebra.help alt.comp.shareware.for-子供alt.education.distance alt.kids-話のbit.listserv.edtech comp.security.announce k12.chat.elementary k12.chat.junior k12.chat.senior k12.chat.teacher k12.ed.art k12.ed.business
Sellers & Robichaux Informational [Page 42] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[42ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
k12.ed.comp.literacy
k12.ed.health-pe
k12.ed.life-skills
k12.ed.math
k12.ed.music
k12.ed.science
k12.ed.soc-studies
k12.ed.special
k12.ed.tag
k12.ed.tech
k12.edu.life-skills (especially for school counselors)
k12.euro.teachers (in Europe)
k12.lang.art
k12.lang.deutsch-eng
k12.lang.esp-eng
k12.lang.francais
k12.lang.russian
k12.library
k12.news
k12.sys.projects
misc.education
misc.education.language.english
misc.education.multimedia
misc.kids
misc.kids.computer
news.announce.newusers
uk.education.misc
uk.education.teachers
k12.ed.comp.literacy k12.ed.health-pe k12.ed.life-skills k12.ed.はk12.ed.special k12.ed.tag k12.ed.tech k12.edu.life-skills(特にスクールカウンセラーのための)k12.euro.teachers(ヨーロッパの)k12.lang.art k12.langをmath k12.ed.music k12.ed.science k12.ed.soc研究します; deutsch-eng k12.lang.esp-eng k12.lang.francais k12.lang.russian k12.library k12.news k12.sys.projectsミスク教育ミスクeducation.language.englishミスクeducation.multimediaミスク子供ミスクkids.computer news.announce.newusers uk.education.misc uk.education.teachers
------------------------ NEWSLETTERS and JOURNALS ------------------------
------------------------ ニュースレターとジャーナル------------------------
Classroom Connect
教室は接続します。
Published monthly during the school year, a subscription currently
costs U.S. $39.00.
学年の間、毎月発行されて、米国は現在、39.00ドルを購読に費やします。
Wentworth Worldwide Media
1866 Colonial Village Lane
P.O. Box 10488
Lancaster, PA 17605-0488
USA
Phone: 1-717-393-1000
1-800-638-1639
Fax: 1-717-390-4378
Email: connect@wentworth.com
ウェントワースの世界的なメディア1866植民地の村のレーン私書箱10488ランカスター家、PA17605-0488米国電話: 1-717-393-1000 1-800-638-1639Fax: 1-717-390-4378 メールしてください: connect@wentworth.com
Sellers & Robichaux Informational [Page 43] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[43ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
via WWW:
http://www.wentworth.com/classroom/crcpub.htm (Classroom Connect
homen page)
http://www.wentworth.com/classroom/orderform.htm (order form for
Classroom Connect Newsletter, books, software, and videos about
the Internet for educators)
WWWを通して: http://www.wentworth.com/classroom/crcpub.htm (教室のConnect homenページ) http://www.wentworth.com/classroom/orderform.htm (教育者のためのインターネットの周りのClassroom Connectニュースレターのための注文用紙、本、ソフトウェア、およびビデオ)
Electronic Learning
電子学習
Published eight times per year, a current subscription to this
magazine for technology and school change costs $23.95.
1年に8回発行されて、技術と学校変化のためのこの雑誌の現在の購読は23.95ドルかかります。
Scholastic, Inc.
2931 East McCarty Street
P.O. Box 3710
Jefferson City, MO 65102-3710
ジェファーソンシティー、学校のInc.2931の東マッカーティ通りP.O. Box3710MO65102-3710
Learning and Leading with Technology (Formerly "The Computing Teacher")
技術を学んで、始めます。(以前「コンピューティングの教師」)
Published monthly, the current U.S. $61.00 ISTE membership fee
includes $36.00 for this journal.
毎月発行されて、61.00ドルの現在の米国ISTE会費はこのジャーナルの36.00ドルを含んでいます。
ISTE (International Society for Technology in Education)
1787 Agate Street
Eugene, OR 97403
Phone: 1-503-346-4414
ISTE(教育における技術のための国際社会)1787Agate通りユージン、または97403電話: 1-503-346-4414
MultiMedia Schools
マルチメディア学校
Published five times a year, a subscription currently costs
U.S. $38.00.
1年に5回発行されて、米国は現在、38.00ドルを購読に費やします。
Online, Inc.
462 Danbury Road
Wilton, CT 06897-2126
USA
Phone: 1-800-222-3766
オンラインInc.462ダンベリー道路ウィルトンカーペット、コネチカット06897-2126米国電話: 1-800-222-3766
NetTeach News
NetTeachニュース
Published ten times a year, subscription prices are as follows.
1年に10回発行されて、応募価格は以下の通りです。
Annual hardcopy subscription cost:
U.S. $38.00 for individual subscriptions in the U.S.
U.S. $45.00 for individual subscriptions in Canada and Mexico
U.S. $60.00 for individual subscriptions outside North America
一年のハードコピー購読費用: 北アメリカの外での個々の購読の米国のカナダとメキシコでの個々の購読の米国での個々の購読の米国38.00ドルの米国45.00ドルの60.00ドル
Sellers & Robichaux Informational [Page 44] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[44ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
Annual ASCII electronic copy cost:
U.S. $22.00 for individual subscriptions worldwide
一年のASCII電子コピー費用: 世界中の個々の購読の米国の22.00ドル
Site licenses are available for the electronic version.
Discounts are available for ten or more orders of the printed
version for educational institutions.
サイトライセンスは電子版に利用可能です。 割り引きは学園のための印刷されたバージョンの10以上の注文に利用可能です。
For subscription questions and submissions contact:
購読質問と差出には、以下に連絡してください。
Kathleen M. Rutkowski, Editor
Chaos Publications
13102 Weather Vane Way
Herndon, VA 22071
USA
Phone: 1-703-471-0593
Fax: 1-703-471-0596
Email: netteach@chaos.com
キャサリーン・M.ルトコフスキ、ヴァージニア22071ハーンドン(米国)が電話をするエディタカオス刊行物13102風向計道: 1-703-471-0593 Fax: 1-703-471-0596 メールしてください: netteach@chaos.com
via WWW:
http://www.chaos.com/netteach
WWWを通して: http://www.chaos.com/netteach
------------- ORGANIZATIONS -------------
------------- 組織-------------
Asia Pacific Network Information Center
c/o The United Nations University
53-70 Jingumae 5-Chome
Shibuya-ku, Tokyo 150
Japan
Phone: +81-3-5467-7014
Fax: +81-3-5467-7015
Email: hostmaster@apnic.net
WWW: http://www.apnic.net
国連大学53-70のJingumaeの5丁目の渋谷区、日本東京150が電話をするエイピーニック気付: +81-3-5467-7014 Fax: +81-3-5467-7015 メールしてください: hostmaster@apnic.net WWW: http://www.apnic.net
AskERIC Project
ERIC Clearinghouse on Information Resources
Syracuse University
4-194 Center for Science & Technology
Syracuse, New York 13244-4100
Phone: 315-443-3640
Fax: 315-443-5448
Email: AskERIC@ericir.syr.edu
AskERICは科学のためのシラクサ大学4-194センターとシラクサ、Technologyニューヨーク13244-4100が電話をする情報源のエリックClearinghouseを映し出します: 315-443-3640 Fax: 315-443-5448 メールしてください: AskERIC@ericir.syr.edu
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
Sellers & Robichaux Informational [Page 45] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[45ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
CERT Coordination Center (Formerly CERT, Computer Emergency Response
Team)
Software Engineering Institute
Carnegie Mellon University
Pittsburgh, PA 15313-3890
USA
Phone: 412-268-7090
Fax: 412-268-6989
Email: cert@cert.org
CERTコーディネートセンター(以前本命、コンピュータ緊急対応チーム)ソフトウェア工学研究所カーネギーメロン大学PA15313-3890ピッツバーグ(米国)は以下に電話をします。 412-268-7090 Fax: 412-268-6989 メールしてください: cert@cert.org
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
Chatback International
Dr. R. Zenhausern, Executive Director
Psychology Department
St. Johns University
SB 15, Marillac
Jamaica, NY 11439
USA
Phone: 718-990-6447
Fax: 718-990-6705
Email: drz@sjuvm.stjohns.edu
R.Zenhausern、Chatback事務局長国際心理学部の通り博士ジョーンズ大学SB15、マリヤック・ジャマイカニューヨーク11439米国は以下に電話をします。 718-990-6447 Fax: 718-990-6705 メールしてください: drz@sjuvm.stjohns.edu
The Chatback Trust
Tom Holloway, UK Director
6 St. Mary's Crescent
Royal Leamington Spa
Warwickshire, 1JL
Phone: +44-926-888333
Fax: +44-926-420204
Email: t.holloway@warwick.ac.uk
Chatbackはトム・ホロウェイ、1JLが電話をするイギリスのディレクター6セント・マリーの三日月形ロイヤルレミントンスパーウォリックシアを信じます: +44-926-888333Fax: +44-926-420204はメールされます: t.holloway@warwick.ac.uk
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
Consortium for School Networking
P.O. Box 65193
Washington, DC 20035-5193
USA
Phone: 202-466-6296
Fax: 202-872-4318
Email: info@cosn.org
学校のネットワークP.O. Box65193DC20035-5193ワシントン(米国)への共同体は以下に電話をします。 202-466-6296 Fax: 202-872-4318 メールしてください: info@cosn.org
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
Sellers & Robichaux Informational [Page 46] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[46ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
European Schools Project ("...a support system for secondary schools
to explore applications of educational telematics.")
University of Amsterdam
Centre for Tele-Learning
Wibautstraat 4
1091 GM Amsterdam
The Netherlands
Contact: Dr. Pauline Meijer or Dr. Henk Sligte
Phone: +31-20-5251248
Fax: +31-20-5251211
Email: risc@esp.educ.uva.nl
WWW: http://www.educ.uva.nl/ESP
Tele-学習Wibautstraat4 1091GMアムステルダムオランダContactのためのアムステルダムCentreのヨーロッパの学校Project(「中等学校が教育的なテレマティックスのアプリケーションを探る…aサポート・システム」)大学: ポーリーンMeijer博士かヘンクSligte博士が以下に電話をします。 +31-20-5251248Fax: +31-20-5251211はメールされます: risc@esp.educ.uva.nl WWW: http://www.educ.uva.nl/ESP
FidoNet
1151 SW Vermont Street
Portland, OR 97219
USA
Contact: Janet Murray
Phone: 1-503-280-5280
Email: jmurray@psg.com
WWW: http://bbs.owls.com/~jerrys/fidonet.html (A Fidonet Primer)
FidoNet1151SWバーモント通りポートランド、または97219米国の接触: ジャネットマレー電話: 1-503-280-5280 メールしてください: jmurray@psg.com WWW: http://bbs.owls.com/~jerrys/fidonet.html (Fidonet入門書)
Global SchoolNet Foundation (formerly FrEdMail)
P.O. Box 243,
Bonita, CA 91908
USA
Phone: (619) 475-4852
Fax: (619) 472-0735
Email: info@gsn.org
グローバルなSchoolNet財団(以前FrEdMail)私書箱243、Bonita、カリフォルニア91908米国電話: (619) 475-4852 Fax: (619) 472-0735 メールしてください: info@gsn.org
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
International Education and Research Network (I*EARN)
c/o Copen Family Fund
345 Kear Street
Yorktown Heights, NY 10598
USA
Contact: Dr. Edwin H. Gragert
Phone: 914-962-5864
Fax: 914-962-6472
Email: iearn@iearn.org
国際教育と研究は(*が稼ぐI)気付Copenファミリ・ファンド345Kear通りヨークタウンの高さ、ニューヨーク10598米国の接触をネットワークでつなぎます: エドウィンH.Gragert博士は以下に電話をします。 914-962-5864 Fax: 914-962-6472 メールしてください: iearn@iearn.org
See also "Internet Computers" above.
また、「インターネットコンピュータ」が上であることを見てください。
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Internet Society
12020 Sunrise Valley Dr.
Suite 210
Reston, Virginia 22091
USA
Phone: 703-648-9888
Fax: 703-620-0913
Email: isoc@isoc.org
WWW: http://www.isoc.org/home.html
インターネット協会12020日の出バレーSuite210レストンヴァージニア22091博士(米国)は以下に電話をします。 703-648-9888 Fax: 703-620-0913 メールしてください: isoc@isoc.org WWW: http://www.isoc.org/home.html
KIDLINK Society
4815 Saltrod
Norway
Phone: +47-370-31204
Fax: +47-370-27111
Email: kidlink-info@kidlink.org
KIDLINK社会4815Saltrodノルウェーは以下に電話をします。 +47-370-31204Fax: +47-370-27111はメールされます: kidlink-info@kidlink.org
See also "Internet Computers" and "Electronic Mail Lists" above.
また、「インターネットコンピュータ」と「電子メールリスト」が上であることを見てください。
K12Net
1151 SW Vermont Street
Portland, OR 97219
USA
Phone: 503-280-5280
Contact: Janet Murray
Email: jmurray@psg.com
Gopher: gopher.psg.com
WWW: http://arlo.wilsonhs.pps.k12.or.us/k12.html
K12Net1151SWバーモント通りポートランド、または97219米国電話: 503-280-5280 以下に連絡してください。 ジャネットマレーメール: jmurray@psg.com ゴーファー: gopher.psg.com WWW: http://arlo.wilsonhs.pps.k12.or.us/k12.html
Reseaux IP Europeens Network Coordination Centre (RIPE NCC)
Kruislaan 409
NL-1098 SJ Amsterdam
The Netherlands
Phone: +31 20 592 5065
Fax: +31 20 592 5090
Email: ncc@ripe.net
WWW: http://www.ripe.net/ripe/default.html
Reseaux IP Europeensはコーディネートセンター(熟しているNCC)Kruislaan409NL-1098 SJアムステルダムオランダ電話をネットワークでつなぎます: +31 20 592 5065Fax: +31 20 592 5090はメールされます: ncc@ripe.net WWW: http://www.ripe.net/ripe/default.html
Sellers & Robichaux Informational [Page 48] RFC 1941 Frequently Asked Questions for Schools May 1996
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------ VIDEOS ------
------ ビデオ------
Master Communications Group
7322 Ohms Lane
Minneapolis, MN 55439
Phone: 1-800-862-6164
Fax: 1-612-835-9573
マスターコミュニケーションはLaneミネアポリス、ミネソタ 55439が電話をする7322オームを分類します: 1-800-862-6164Fax: 1-612-835-9573
Titles:
Experience the Power: Network Technology for Education (produced
by the National Center for Education Statistics)
Future Schools: Connected to the World (produced by MIT)
タイトル: パワーを経験してください: 教育(国家の教育統計センターによって生産される)の将来の学校に技術をネットワークでつないでください: 世界に関連づけられます。(MITによって生産されます)
NASA Central Operation of Resources for Educators (CORE)
Lorain County Joint Vocational School
15181 Route 58 South
Oberlin, OH 44074
USA
Phone: 1-216-774-1051, x293/294
Fax: 1-216-774-2144
Email: video-info@quest.arc.nasa.gov
おお、ローレンカウンティーの共同職業訓練所15181ルート58の南44074オバーリン(米国)が電話をする教育者(コア)へのリソースのNASAの主要な操作: 1-216-774-1051 x293/294Fax: 1-216-774-2144 メールしてください: video-info@quest.arc.nasa.gov
Titles:
Global Quest: The Internet in the Classroom
Connecting to the Future: A Guide for Building a Network
Infrastructure for Education
Global Quest II: The Internet in the Curriculum
Others
タイトル: グローバルな探索: 未来まで接続する教室のインターネット: 教育のグローバルな探索IIのためにネットワークインフラを築き上げるためのガイド: カリキュラム他のもののインターネット
The fee for the videos is cost plus shipping and handling. You may also make a copy yourself by taking a blank copy to the nearest NASA Teacher Resource Center. For information on the NASA Teacher Resource Center Network or on NASA Select, contact your nearest NASA facility or consult NASA Spacelink, listed above in "Internet Computers."
ビデオのための料金は、費用と送料と手数料です。 また、あなたは、最も近いNASA Teacher Resourceセンターに空白のコピーを持って行くことによって、自分で複写できます。 NASA Teacher ResourceセンターNetworkかNASA Selectの情報に関しては、最も近いNASA施設に連絡するか、またはNASAスペースリンクに相談してください、上では、「インターネットコンピュータ」に記載されています。
Sellers & Robichaux Informational [Page 49] RFC 1941 Frequently Asked Questions for Schools May 1996
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Wentworth Worldwide Media
1866 Colonial Village Lane
P.O. Box 10488
Lancaster, PA 17605-0488
USA
Phone: 1-717-393-1000
1-800-638-1639
Fax: 1-717-390-4378
ウェントワースの世界的なメディア1866植民地の村のレーン私書箱10488ランカスター家、PA17605-0488米国電話: 1-717-393-1000 1-800-638-1639Fax: 1-717-390-4378
Titles:
The Amazing Internet
Internet Email
Searching the Internet
Discovering the World Wide Web
Others
タイトル: WWW他のものを発見するインターネットを捜す驚くべきインターネットインターネットメール
10. References
10. 参照
[1] "Internet Domain Survey, January 1995," Network Wizards
http://www.nw.com/zone/WWW/report.html
[1] 「インターネットドメイン調査、1995年1月」はウィザーズ http://www.nw.com/zone/WWW/report.html をネットワークでつなぎます。
[2] "Restructuring Schools: A Systematic View," Action Line, the
newsletter of the Maryland State Teachers Association, a National
Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June,
1993.
[2] 「企業再構築は群がります」。 「Systematic View」、Action線、メリーランド州Teachers Association、米国教育協会Affiliateのニュースレター。 R。 キューン、エディタ。 No.93-6。 1993年6月。
[3] Sivin, J. P. and E. R. Bialo, "Ethical Uses of Information
Technologies in Education." Washington, D.C.: U.S. Department of
Justice, Office of Justice Programs, National Institute of
Justice. 1992.
[3] セビンとJ.P.とE.R.Bialo、「教育における、情報技術の倫理的な用途。」 ワシントンDC: 米国司法省、司法のオフィスプログラム、国立司法研究所。 1992.
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11. Security Considerations
11. セキュリティ問題
General security considerations are discussed in Section 7 of this document.
このドキュメントのセクション7で総合証券問題について議論します。
12. Authors' Addresses
12. 作者のアドレス
Julie Robichaux InterNIC 505 Huntmar Park Dr. Herndon, VA 22070 Phone: 703-742-4839 EMail: julier@internic.net
ハーンドン、ジュリーロビショーInterNIC505Huntmar Parkヴァージニア博士 22070は以下に電話をします。 703-742-4839 メールしてください: julier@internic.net
Jennifer Sellers Sterling Software/NASA IITA 700 13th Street, NW Suite 950 Washington, DC 20005 Phone: 202-434-8954 EMail: sellers@quest.arc.nasa.gov
ジェニファーセラーズ英貨のソフトウェア/NASA IITA700の第13通り、ワシントン、NW Suite950DC 20005は以下に電話をします。 202-434-8954 メールしてください: sellers@quest.arc.nasa.gov
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APPENDIX A: GLOSSARY OF TERMS USED IN THIS DOCUMENT
付録A: 本書では使用される用語の用語集
The following is a short glossary of terms used in this document. For a more complete glossary of Internet terms, refer to FYI 18, "Internet Users' Glossary." These definitions are largely excerpted from that glossary. (See Section 8, "Suggested Reading," above for complete reference information.)
↓これは本書では使用される用語の短い用語集です。 インターネット用語の、より完全な用語集について、FYI18、「インターネットユーザの用語集」を参照してください。 これらの定義はその用語集から主に抜粋されます。 (完全な参考情報において、セクション8、「提案された読書」が上であることを見てください。)
Acceptable Use Policy (AUP)
許容できる、方針を使用してください。(AUP)
The policy which defines the uses of the network that the network's administrators consider appropriate. Enforcement of AUPs varies with the network.
ネットワークの管理者が適切であると考えるネットワークの用途を定義する方針。 AUPsの実施はネットワークと共に異なります。
Anonymous FTP
アノニマス・エフテーピー
Accessing data via the File Transfer Protocol using the special username "anonymous." This was devised as a method to provide a relatively secure way of providing restricted access to public data. Users who wish to acquire data from a public source may use FTP to connect to the source, then use the special username "anonymous" and their email address as the password to log into a public data area.
File Transferプロトコルで、「匿名」という特別なユーザ名を使用することでデータにアクセスします。 提供する比較的安全な方法を提供するメソッドがアクセスを公衆データに制限したとき、これは工夫されました。 公共のソースからデータを取得したがっているユーザは、ソースに接するのにFTPを使用して、次に、公衆データ領域にログインするのにパスワードとして「匿名」という特別なユーザ名とそれらのEメールアドレスを使用するかもしれません。
Archie
アーチー
A system to automatically gather, index and serve information on the Internet. The initial implementation of Archie provided an indexed directory of filenames from all anonymous FTP archives on the Internet. Later versions provide other collections of information.
インターネットの自動的に集めるシステム、インデックス、およびサーブ情報。 アーチーの初期の実装はインターネットに関するすべての公開FTPアーカイブからファイル名の索引をつけられたディレクトリを提供しました。 後のバージョンは情報の他の収集を提供します。
Client
クライアント
An application which requests information from, or requests a service of, a shared resource (a computer or "server"). See also Server.
共用資源(コンピュータか「サーバ」)について情報を要求するか、またはサービスを要求するアプリケーション。 また、Serverを見てください。
Cracker
クラッカー
A person who uses computer knowledge to attempt to gain access to computer systems and/or maliciously damage those systems or data.
コンピュータ・システムへのアクセスを得る、そして/または、陰湿にそれらのシステムかデータを破損するのを試みるのにコンピュータ知識を使用する人。
Dial-in (also dial-up)
ダイヤルイン(ダイヤルアップも)
A connection, usually made via modems, between two computers (or servers) over standard voice grade telephone lines.
通常、標準の音声帯域電話回線の上に2台のコンピュータ(または、サーバ)の間でモデムを通して作られた接続。
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Download
ダウンロード
To copy data from a remote computer to a local computer. The opposite of upload.
リモート・コンピュータからローカルコンピュータまでデータをコピーするために。 アップロードの正反対。
DSU/CSU (Data Service Unit/Channel Service Unit)
DSU/CSU(データサービスユニット/チャンネルサービスユニット)
The digital equivalent of a modem. A Channel Service Unit connects to a telephone company-provided digital data circuit, and a Data Service Unit provides the electronics required to connect digital equipment to the CSU. Paired together a DSU/CSU allows computer equipment to be connected into the telephone digital service for highly conditioned, high speed data communications.
モデムのデジタル同等物。 Channel Service Unitは電話の会社によって提供されたディジタルデータ回路に接続します、そして、Data Service Unitはデジタル機器をCSUに接続するのに必要であるエレクトロニクスを供給します。 一緒に対にされて、DSU/CSUはコンピュータ機器を非常に条件として、高い速度データ通信のための電話のデジタルサービスに接続させます。
Electronic Bulletin Board System (BBS)
電子掲示板システム(BBS)
A computer, and associated software, which typically provides electronic messaging services, archives of files, and any other services or activities of interest to the bulletin board system's operator. Although BBSs have traditionally been the domain of hobbyists, an increasing number of BBSs are connected directly to the Internet, and many BBSs are currently operated by government, educational, and research institutions.
電子メッセージ通信サービスか、ファイルのアーカイブと、いかなる他のサービスか電子掲示板システムのオペレータにとって、興味深い活動も通常提供するコンピュータ、および関連ソフトウェア。 BBSは伝統的に趣味に熱中する人のドメインですが、増加する数のBBSが直接インターネットに接続されます、そして、多くのBBSが現在、政府、教育的、そして、研究団体によって運用されます。
Email (Electronic Mail)
メール(電子メール)
A system whereby a computer user can exchange messages with other computer users (or groups of users) via a communications network.
コンピュータユーザが通信網を通して他のコンピュータユーザ(または、ユーザのグループ)とメッセージを交換できるシステム。
FidoNet
FidoNet
A network of computers interconnected using the FIDO dial-up protocols. The FIDO protocol provides a means of "store and forward" file transfer similar to UUCP.
コンピュータのネットワークは、FIDOダイヤルアッププロトコルを使用することで内部連絡されました。 FIDOプロトコルはUUCPと同様の「店とフォワード」ファイル転送の手段を提供します。
FTP (File Transfer Protocol)
FTP(ファイル転送プロトコル)
A protocol which allows a user on one host to access, and transfer files to and from, another host over a network. Also, FTP is usually the name of the program the user invokes to execute the protocol.
そして、ファイルにアクセスして、移す1人のホストの上にユーザを許容するプロトコル、ネットワークの上の別のホスト。 また、通常、FTPはユーザがプロトコルを実行するために呼び出すプログラムの名前です。
FYI (For Your Information)
FYI(参考までに)
A subseries of RFCs that are not technical standards or descriptions of protocols. FYIs convey general information about topics related to TCP/IP or the Internet. See also RFC (Request for Comments).
プロトコルの規格でなくて、また記述でもないRFCsの「副-シリーズ」。 FYIsはTCP/IPかインターネットに関連する話題に関して一般情報を運びます。 また、RFC(Commentsのために、要求する)を見てください。
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Gopher
ゴーファー
A distributed information service that makes available hierarchical collections of information across the Internet. Gopher uses a simple protocol that allows a single Gopher client to access information from any accessible Gopher server, providing the user with a single "Gopher space" of information. Public domain versions of the client and server are available
インターネットの向こう側に情報の利用可能な階層的な収集をする分配された情報サービス。 ゴーファーは独身のゴーファークライアントがどんなアクセスしやすいゴーファーサーバからも情報にアクセスできる簡単なプロトコルを使用します、情報の単一の「ゴーファースペース」をユーザに提供して。 クライアントとサーバの公共の場バージョンは利用可能です。
Hacker
ハッカー
A person who delights in having an intimate understanding of the internal workings of a system, computers and computer networks in particular. The popular media has corrupted this term to give it the pejorative connotation of a person who maliciously uses computer knowledge to cause damage to computers and data. The proper term for this type of person is "cracker."
特にシステムの内部の作業の親密な理解を持っている、コンピュータ、およびコンピュータネットワークに大喜びする人。 ポピュラーなメディアは、今期に陰湿にコンピュータ知識を使用する人がコンピュータとデータに損害を与えるのを軽蔑語含蓄に与えるために買収されました。 このタイプへの適切な用語は「クラッカー」です。
Home page
ホームページ
A form of Web page that serves as the introductory or main page for a subject. The home page generally contains basic information about a subject and hypertext links to other pages which contain more detailed information. See also WWW and Web page.
対象のための紹介として機能するウェブページかメインページのフォーム。 一般に、ホームページは、より詳細な情報を含む他のページへの問題とハイパーテキストリンクに関する基本情報を含んでいます。 また、WWWとウェブページを見てください。
Internet Engineering Task Force (IETF)
インターネット・エンジニアリング・タスク・フォース(IETF)
The IETF is a large, open community of network designers, operators, vendors, and researchers whose purpose is to coordinate the operation, management and evolution of the Internet, and to resolve short-range and mid-range protocol and architectural issues. It is a major source of protocol proposals and standards.
IETFはインターネットの操作、管理、および発展を調整して、短距離と平均プロトコルと構造的な問題を解決する目的がことであるネットワーク設計者、オペレータ、ベンダー、および研究者の大きくて、開いている共同体です。 それはプロトコル提案と規格の主要な源です。
Internet Service Provider (ISP)
インターネットサービスプロバイダ(ISP)
See Network Access Provider.
ネットワークアクセスプロバイダを見てください。
InterNIC
InterNIC
A Network Information Center (NIC), funded by the National Science foundation, that provides information about the Internet. The InterNIC offers support in the areas of Information Services (the task most often cited in this document), Registration Services, and Directory and Database Services.
インターネットの情報を提供するNational Science基礎によって資金を供給されたNetworkインフォメーション・センター(NIC)。 InterNIC申し出は情報の領域でServices(本書ではたいてい引用されたタスク)、Registration Services、ディレクトリ、およびDatabase Servicesをサポートします。
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Kbs (Kilo-Bits per Second)
KB(1秒あたりのキロビット)
A data transmission rate expressed in 1000 bit per second units. For example, 56 Kbs is 56*1000 = 56,000 bits per second.
データ伝送レートは1000年のビット/秒でユニットを言い表しました。 例えば、56KBは56*1000 = 56,000のbpsです。
LAN (Local Area Network)
LAN(ローカル・エリア・ネットワーク)
A data network intended to serve an area of only a few square kilometers or less. Since such networks are relatively small, they can usually be directly controlled by the users and operate at relatively high speeds (up to 100 Mbs [10 million bits per second]) over inexpensive wiring.
データ網はほんのいくつかの平方キロメートルか以下の領域に役立つつもりでした。 そのようなネットワークが比較的小さいので、それらは、通常、ユーザによって直接制御されて、安価な配線の上で比較的高い速度(最大100Mbs[1000万のbps])で作動できます。
Leased line
専用線
A leased line is a special phone company permanent connection between two locations. Leased lines are generally used where high-speed data (usually 960 characters per second and higher) is continually exchanged between two computers (in the Internet, generally between routers). A leased line is billed at the same rate per month independent of how much the line is used and can be cheaper than using dial modems depending on the usage. Leased lines may also be used where higher data rates are needed beyond what a dial modem can provide.
専用線は2つの位置の間の特別な電話会社の永久的な接続です。 一般に、専用線は高速データ(通常1秒あたり960のキャラクタと、より高い)が2台のコンピュータ(インターネットと、一般にルータの間の)の間で絶えず交換されるところで使用されます。 系列が用法によるダイヤルモデムを使用するよりどれほど使用されていて、安い場合があることの如何にかかわらず専用線は同じ月利で請求されます。 また、専用線は、より高いデータ信号速度がダイヤルモデムが提供できるもので必要であるところで使用されるかもしれません。
Listserv (mailing list server)
リストサーブ(メーリングリストサーバ)
An automated program that accepts mail messages from users and performs basic operations on mailing lists for those users. In the Internet, listservs are usually accessed as "listname@host." For example, the list server for the hypothetical list "newsreports@acme.org" would be called "listserv@acme.org." Sending email to "newsreports@acme.org" causes the message to be sent to all the list subscribers, while sending a message (to subscribe or unsubscribe, for example) to "listserv@acme.org" sends the message only to the list server program. Not all mailing lists use list servers to handle list administration duties. More than one automated mailing program exists on the Internet, although the term "listserv" is sometimes confusingly used to refer to any such program.
ユーザからメール・メッセージを受け入れて、それらのユーザのためにメーリングリストに基本的な操作を実行する自動プログラム。 インターネットでは、通常、listservsは" listname@host "としてアクセスされます。 例えば、" newsreports@acme.org "という仮定しているリストのためのリストサーバは" listserv@acme.org "と呼ばれるでしょう。 " newsreports@acme.org "にメールを送ると、すべてのリスト加入者に送られるべきメッセージは引き起こされます、メッセージ(例えば、申し込むか、または外す)を" listserv@acme.org "に送ると、メッセージはリストサーバプログラムだけに送られますが。 すべてのメーリングリストが、リスト管理義務を扱うのにリストサーバを使用するというわけではありません。 1つ以上の自動化された郵送プログラムがインターネットに存在しています、存在という用語"listserv"は以前はどんなそのようなプログラムも時々よく紛らわしく示していましたが。
Mailing Lists
メーリングリスト
A list of email addresses. Generally, a mailing list is used to discuss a certain set of topics, and different mailing lists discuss different topics. A mailing list may be moderated. That is, messages sent to the list are actually sent to a moderator who determines whether or not to send the messages on to everyone else. Many mailing lists are maintained by mail handling software such as
Eメールアドレスのリスト。 一般に、メーリングリストはあるセットの話題について議論するのに使用されます、そして、異なったメーリングリストは異なった話題について議論します。 メーリングリストは加減されるかもしれません。 実際にメッセージを他の人皆に送るかどうかと決心している議長にすなわち、リストに送られたメッセージを送ります。 多くが取り扱いソフトウェアにそのようなものを郵送しますメーリングリストが主張される。
Sellers & Robichaux Informational [Page 55] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[55ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
listserv, majordomo, or listproc, which are programs that automatically handle operations such as adding new people to the list. (See above.) In the Internet, for those mailing lists maintained by a human, rather than by a program, you can generally subscribe to a list by sending a mail message to: "listname- REQUEST@host" and in the body of the message enter a request to subscribe. To send messages to other subscribers, you will then use the address "listname@host."
listserv、家令、またはlistproc、どれがそんなに自動的にプログラムであるかは新しい人々をリストに追加などなどの操作を処理します。 (上を見てください。) 一般に、インターネットでは、プログラムでというよりむしろ人間によって維持されたそれらのメーリングリストに関してあなたは、メール・メッセージを以下に送ることによって、リストに加入できます。 「listname REQUEST@host 」とメッセージ欄に、申し込むという要求を入力してください。 そして、他の加入者にメッセージを送るために、あなたはアドレス" listname@host "を使用するでしょう。
Modem (MODulator/DEModulator)
モデム(変調器/復調)
A device that converts the digital signals used by computers into analog signals needed by voice telephone systems.
音声電話によって必要とされたアナログ信号にコンピュータによって使用されるディジタル信号を変換するデバイス。
Network Access Provider (Network Service Provider, Internet Service Provider)
ネットワークアクセスプロバイダ(ネットワークサービスプロバイダー、インターネットサービスプロバイダ)
Any organization that provides network connectivity or dial-up access. Service providers may be corporations, government agencies, universities, or other organizations.
ネットワークの接続性かダイヤルアップにアクセサリーを提供するどんな組織 サービスプロバイダーは、会社、政府機関、大学、または他の組織であるかもしれません。
Network News
ネットニュース
Another name for "Usenet News."
「Usenetニュース」のための別の名前。
NIC (Network Information Center)
NIC(ネットワークインフォメーション・センター)
A central place where information about a network within the Internet is maintained. Usually NICs are staffed by personnel who answer user telephone calls and electronic mail, and provide general network usage information and referrals, among other possible tasks. Most network service providers also provide a NIC for their users.
インターネットの中のネットワークの情報が保守される中央の場所。 通常、NICsはユーザ通話と電子メールに答えて、一般的なネットワーク用法に情報と紹介を提供する人員によって配置されます、他の可能なタスクの中で。 また、ほとんどのネットワークサービスプロバイダーが彼らのユーザにNICを提供します。
Port
ポート
A specific access point on an Internet computer, designated by a number. Most common Internet services, such as the World Wide Web, have specific port numbers associated with them, which makes it easier for applications on the Internet to interact. Human users of the Intern et normally do not need to worry about port numbers.
A specific access point on an Internet computer, designated by a number. Most common Internet services, such as the World Wide Web, have specific port numbers associated with them, which makes it easier for applications on the Internet to interact. Human users of the Intern et normally do not need to worry about port numbers.
PPP (Point to Point Protocol)
PPP (Point to Point Protocol)
A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Similar to SLIP (see below), PPP is a later standard that includes features such as demand dial-up, compression, and better flow control.
A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Similar to SLIP (see below), PPP is a later standard that includes features such as demand dial-up, compression, and better flow control.
Sellers & Robichaux Informational [Page 56] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 56] RFC 1941 Frequently Asked Questions for Schools May 1996
Protocol
Protocol
A formal description of message formats and the rules two computers must follow to exchange those messages. Protocols can describe low- level details of machine-to-machine interfaces (e.g., the order in which bits and bytes are sent across a wire) or high-level exchanges between allocation programs (e.g., the way in which two programs transfer a file across the Internet).
A formal description of message formats and the rules two computers must follow to exchange those messages. Protocols can describe low- level details of machine-to-machine interfaces (e.g., the order in which bits and bytes are sent across a wire) or high-level exchanges between allocation programs (e.g., the way in which two programs transfer a file across the Internet).
Protocol Stack
Protocol Stack
A series of protocols linked together to provide an end-to-end service. For example, the File Transfer Protocol uses the Transmission Control Protocol, which uses the Internet Protocol, which may use the Point to Point protocol, to transfer a file from one computer to another. The series FTP->TCP->IP->PPP is called a protocol stack.
A series of protocols linked together to provide an end-to-end service. For example, the File Transfer Protocol uses the Transmission Control Protocol, which uses the Internet Protocol, which may use the Point to Point protocol, to transfer a file from one computer to another. The series FTP->TCP->IP->PPP is called a protocol stack.
RFC (Request for Comments)
RFC (Request for Comments)
The document series, begun in 1969, which describes the Internet suite of protocols and related experiments. Not all (in fact very few) RFCs describe Internet standards, but all Internet standards are written up as RFCs. The RFCs include the documentary record of the Internet standards process.
The document series, begun in 1969, which describes the Internet suite of protocols and related experiments. Not all (in fact very few) RFCs describe Internet standards, but all Internet standards are written up as RFCs. The RFCs include the documentary record of the Internet standards process.
Router
Router
A computer which forwards traffic between networks. The forwarding decision is based on network layer information and routing tables, often constructed by routing protocols.
A computer which forwards traffic between networks. The forwarding decision is based on network layer information and routing tables, often constructed by routing protocols.
Server
Server
A shared resource which provides information or services to user applications or clients. See also Client.
A shared resource which provides information or services to user applications or clients. See also Client.
SLIP (Serial Line Internet Protocol)
SLIP (Serial Line Internet Protocol)
A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Small computers, such as PCs and Macintoshes, can use SLIP to dial up to servers, which then allow the computer to act as a full Internet node. SLIP is generally used at sites with a few users as a cheaper alternative than a full Internet connection. SLIP is being replaced by PPP at many sites.
A protocol used to establish TCP/IP connections using serial lines such as dial-up telephone lines. Small computers, such as PCs and Macintoshes, can use SLIP to dial up to servers, which then allow the computer to act as a full Internet node. SLIP is generally used at sites with a few users as a cheaper alternative than a full Internet connection. SLIP is being replaced by PPP at many sites.
Sellers & Robichaux Informational [Page 57] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 57] RFC 1941 Frequently Asked Questions for Schools May 1996
TCP/IP (Transmission Control Protocol/Internet Protocol)
TCP/IP (Transmission Control Protocol/Internet Protocol)
TCP/IP is named for two of the major communications protocols used within the Internet (TCP and IP). These protocols (along with several others) provide the basic foundation for communications between hosts in the Internet. All of the service protocols, such as FTP, Telnet, and Gopher, use TCP/IP to transfer information.
TCP/IP is named for two of the major communications protocols used within the Internet (TCP and IP). These protocols (along with several others) provide the basic foundation for communications between hosts in the Internet. All of the service protocols, such as FTP, Telnet, and Gopher, use TCP/IP to transfer information.
Telnet
Telnet
Telnet is the Internet standard protocol for remote terminal connection service. The name "telnet" also is used to refer to programs that allow interactive access to remote computers, as well as the action of using said programs. For example, the phrase "Telnet to host xyzzy" means to interactively log into host "xyzzy" from some other host in the Internet.
Telnet is the Internet standard protocol for remote terminal connection service. The name "telnet" also is used to refer to programs that allow interactive access to remote computers, as well as the action of using said programs. For example, the phrase "Telnet to host xyzzy" means to interactively log into host "xyzzy" from some other host in the Internet.
Upload
Upload
To copy data from a local computer to a remote computer. The opposite of download.
To copy data from a local computer to a remote computer. The opposite of download.
Usenet News
Usenet News
An electronic bulletin board system created originally by the Unix community and which is accessible via the Internet. Usenet News forms a discussion forum accessible by millions of users in almost every country in the world. Usenet News consists of thousands of topics arranged in a hierarchical form. Major topics include "comp" for computer topics, "rec" for recreational topics, "soc" for social topics, "sci" for science topics, etc. Within the major topics are subtopics, such as "rec.music.classical" for classical music, or "sci.med.physics" for discussions relating to the physics of medical science.
An electronic bulletin board system created originally by the Unix community and which is accessible via the Internet. Usenet News forms a discussion forum accessible by millions of users in almost every country in the world. Usenet News consists of thousands of topics arranged in a hierarchical form. Major topics include "comp" for computer topics, "rec" for recreational topics, "soc" for social topics, "sci" for science topics, etc. Within the major topics are subtopics, such as "rec.music.classical" for classical music, or "sci.med.physics" for discussions relating to the physics of medical science.
UUCP (Unix-to-Unix CoPy)
UUCP (Unix-to-Unix CoPy)
This was initially a program run under the Unix operating system that allowed one Unix system to send files to another Unix system via dial-up phone lines. Today, the term is more commonly used to describe the large international network which uses the UUCP protocol to pass news and electronic mail.
This was initially a program run under the Unix operating system that allowed one Unix system to send files to another Unix system via dial-up phone lines. Today, the term is more commonly used to describe the large international network which uses the UUCP protocol to pass news and electronic mail.
Veronica (Very Easy Rodent-Oriented Network Index to Computerized Archives)
Veronica (Very Easy Rodent-Oriented Network Index to Computerized Archives)
A utility which searches Gopher servers based on a user's list of keywords.
A utility which searches Gopher servers based on a user's list of keywords.
Sellers & Robichaux Informational [Page 58] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 58] RFC 1941 Frequently Asked Questions for Schools May 1996
Virus
Virus
A program which replicates itself on computer systems by incorporating itself into other programs which are shared among computer systems. The term virus is also often used more generally to refer to any unauthorized software intrusion into a computer, no matter the type or behavior of the program.
A program which replicates itself on computer systems by incorporating itself into other programs which are shared among computer systems. The term virus is also often used more generally to refer to any unauthorized software intrusion into a computer, no matter the type or behavior of the program.
Web
Web
See WWW.
See WWW.
Web page
Web page
A document, usually containing hypertext links, which is available through the World Wide Web. Web pages are composed in a special language called Hypertext Markup Language (HTML), which allows basic formatting such as font sizes, bold, underline, blinking text, and inclusion of graphics images. Web pages usually contain hypertext links to other Web pages. See also WWW and Home page.
A document, usually containing hypertext links, which is available through the World Wide Web. Web pages are composed in a special language called Hypertext Markup Language (HTML), which allows basic formatting such as font sizes, bold, underline, blinking text, and inclusion of graphics images. Web pages usually contain hypertext links to other Web pages. See also WWW and Home page.
WAIS (Wide Area Information Server)
WAIS (Wide Area Information Server)
A distributed information service which offers simple natural language input, indexed searching for fast retrieval, and a "relevance feedback" mechanism which allows the results of initial searches to influence future searches. Public domain implementations are available.
A distributed information service which offers simple natural language input, indexed searching for fast retrieval, and a "relevance feedback" mechanism which allows the results of initial searches to influence future searches. Public domain implementations are available.
WWW (World Wide Web)
WWW (World Wide Web)
A hypertext-based, distributed information system created by researchers at the European Laboratory for Particle Physics (CERN) in Switzerland. The Web information system may be used to create, edit, or browse hypertext documents. The Web protocol interlinks information in such a way that a user can traverse the Web from any starting point. The protocol also interacts with many other Internet services, such as Gopher, to provide one consistent, transparent user interface to the Internet. Client and server software is widely available via a number of methods: as free software, as client software often included as part of an Internet connection package, or as a commercial product.
A hypertext-based, distributed information system created by researchers at the European Laboratory for Particle Physics (CERN) in Switzerland. The Web information system may be used to create, edit, or browse hypertext documents. The Web protocol interlinks information in such a way that a user can traverse the Web from any starting point. The protocol also interacts with many other Internet services, such as Gopher, to provide one consistent, transparent user interface to the Internet. Client and server software is widely available via a number of methods: as free software, as client software often included as part of an Internet connection package, or as a commercial product.
Sellers & Robichaux Informational [Page 59] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 59] RFC 1941 Frequently Asked Questions for Schools May 1996
APPENDIX B: WAYS TO GET RFCs
APPENDIX B: WAYS TO GET RFCs
FYI documents such as the one your are reading are a subset of the Internet Engineering Task Force's RFC documents.
FYI documents such as the one your are reading are a subset of the Internet Engineering Task Force's RFC documents.
Note that the latest version of the following file may be found on the World Wide Web at http://www.isi.edu/in-notes/rfc-editor/rfc-info
Note that the latest version of the following file may be found on the World Wide Web at http://www.isi.edu/in-notes/rfc-editor/rfc-info
For more information on Internet Engineering Task Force publications, visit the RFC Editor's home page on the World Wide Web at http://www.isi.edu:80/rfc-editor/rfc-sources.html
For more information on Internet Engineering Task Force publications, visit the RFC Editor's home page on the World Wide Web at http://www.isi.edu:80/rfc-editor/rfc-sources.html
RFC-Info Simplified Help ------------------------
RFC-Info Simplified Help ------------------------
Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU.
Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU.
1. To get a specific RFC send a message with text as follows:
1. To get a specific RFC send a message with text as follows:
Retrieve: RFC
Doc-ID: RFC1500
Retrieve: RFC Doc-ID: RFC1500
This gets RFC 1500. All RFC numbers in the Doc-Id are 4 digits (RFC 791 would be Doc-ID: RFC0791).
This gets RFC 1500. All RFC numbers in the Doc-Id are 4 digits (RFC 791 would be Doc-ID: RFC0791).
2. To get a specific FYI send a message with text as follows:
2. To get a specific FYI send a message with text as follows:
Retrieve: FYI
Doc-ID: FYI0004
Retrieve: FYI Doc-ID: FYI0004
3. To get a list of available RFCs that match a certain criteria:
3. To get a list of available RFCs that match a certain criteria:
LIST: RFC
Keywords: Gateway
LIST: RFC Keywords: Gateway
Returns a list of RFCs with the word Gateway in the title or specified as a keyword.
Returns a list of RFCs with the word Gateway in the title or specified as a keyword.
4. To get the Index of all RFCs published:
4. To get the Index of all RFCs published:
HELP: rfc_index
HELP: rfc_index
5. To get information about other ways to get RFCs, FYIs, STDs, or
IMRs.
5. To get information about other ways to get RFCs, FYIs, STDs, or IMRs.
HELP: ways_to_get_rfcs
HELP: ways_to_get_fyis
HELP: ways_to_get_stds
HELP: ways_to_get_rfcs HELP: ways_to_get_fyis HELP: ways_to_get_stds
Sellers & Robichaux Informational [Page 60] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 60] RFC 1941 Frequently Asked Questions for Schools May 1996
HELP: ways_to_get_imrs
HELP: ways_to_get_imrs
6. To get help about using RFC-Info:
6. To get help about using RFC-Info:
HELP: help
HELP: help
or
or
HELP: topics
HELP: topics
APPENDIX C: EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET
APPENDIX C: EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET
The following examples of projects using the Internet appeared on various online computers and electronic mailing lists pertaining to education during the 1995-96 school year. The messages have been edited in the interest of space and because many of the details about how to participate will become dated, but the information presented can give you a feel for the types and range of projects that are happening at the time of this writing.
The following examples of projects using the Internet appeared on various online computers and electronic mailing lists pertaining to education during the 1995-96 school year. The messages have been edited in the interest of space and because many of the details about how to participate will become dated, but the information presented can give you a feel for the types and range of projects that are happening at the time of this writing.
A good source for project examples is "Judi Harris' Network-Based Educational Activity Collection" and other World Wide Web sites listed above in Section 9, "Resources and Contacts."
A good source for project examples is "Judi Harris' Network-Based Educational Activity Collection" and other World Wide Web sites listed above in Section 9, "Resources and Contacts."
------------------------------------------ Example One: Interdisciplinary, Grades 2-4 ------------------------------------------
------------------------------------------ Example One: Interdisciplinary, Grades 2-4 ------------------------------------------
From> KIDSPHERE Mailing List <kidsphere@vms.cis.pitt.edu> Subject> interdisciplinary project - grades 2-4
From> KIDSPHERE Mailing List <kidsphere@vms.cis.pitt.edu> Subject> interdisciplinary project - grades 2-4
Project description: This interdisciplinary data collection activity will enable students to answer the question: Does our community size and location affect the types and numbers of pets we own?
Project description: This interdisciplinary data collection activity will enable students to answer the question: Does our community size and location affect the types and numbers of pets we own?
For grades 2,3,4
For grades 2,3,4
Timeline: January 29-March 4
Timeline: January 29-March 4
Our classes will collect and share information about our communities and will then collect and share data about the types and numbers of pets we own. Students will be able to use the collected information to draw conclusions.
Our classes will collect and share information about our communities and will then collect and share data about the types and numbers of pets we own. Students will be able to use the collected information to draw conclusions.
To participate, please send me your: Name and grade level School address community size generalization: rural, urban or suburban
To participate, please send me your: Name and grade level School address community size generalization: rural, urban or suburban
Sellers & Robichaux Informational [Page 61] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 61] RFC 1941 Frequently Asked Questions for Schools May 1996
----------------------------------------------------------- Example Two: Science, Engineering, and Careers, Levels K-12 -----------------------------------------------------------
----------------------------------------------------------- Example Two: Science, Engineering, and Careers, Levels K-12 -----------------------------------------------------------
NASA is pleased to announce another exciting opportunity for K-12 classrooms to interact with our scientists, engineers and support staff.
NASA is pleased to announce another exciting opportunity for K-12 classrooms to interact with our scientists, engineers and support staff.
This time, the men and women of the Galileo project will provide a behind-the-scenes look at what it's like to be part of the flight team on a pioneering interplanetary expedition through the ONLINE FROM JUPITER project.
This time, the men and women of the Galileo project will provide a behind-the-scenes look at what it's like to be part of the flight team on a pioneering interplanetary expedition through the ONLINE FROM JUPITER project.
Galileo scientists and mission engineers are opening their notebooks to classrooms, museums and the public via the Internet to share their observations and experiences working on the NASA spacecraft mission to Jupiter.
Galileo scientists and mission engineers are opening their notebooks to classrooms, museums and the public via the Internet to share their observations and experiences working on the NASA spacecraft mission to Jupiter.
From now through January 1996, members of the flight team will write brief field journal entries describing the scientific puzzles, engineering challenges and excitement of discovery as the Galileo orbiter and atmospheric entry probe begin their scientific investigation of Jupiter. The atmospheric probe is set to descend into Jupiter's atmosphere on Dec. 7, the same day the Galileo orbiter begins circling the giant planet for a two-year mission.
From now through January 1996, members of the flight team will write brief field journal entries describing the scientific puzzles, engineering challenges and excitement of discovery as the Galileo orbiter and atmospheric entry probe begin their scientific investigation of Jupiter. The atmospheric probe is set to descend into Jupiter's atmosphere on Dec. 7, the same day the Galileo orbiter begins circling the giant planet for a two-year mission.
"For the first time, we're providing a window on the inner workings and interactions of a scientific deep space mission," said Dr. Jo Pitesky, member of the Galileo Mission Planning Office. "In sharing the journal entries, we hope to give readers, particularly students, an idea of the tremendous efforts that go into controlling and collecting data from a robot spacecraft a half-billion miles away."
"For the first time, we're providing a window on the inner workings and interactions of a scientific deep space mission," said Dr. Jo Pitesky, member of the Galileo Mission Planning Office. "In sharing the journal entries, we hope to give readers, particularly students, an idea of the tremendous efforts that go into controlling and collecting data from a robot spacecraft a half-billion miles away."
After reading background material and the journals, kindergarten through 12th grade students and their teachers can ask project members questions -- via E-mail -- starting in late November and running through January 1996. They will receive personal responses, corresponding with experts on subjects ranging from atmospheric science to spacecraft systems. An archive of all questions and answers will be available online.
After reading background material and the journals, kindergarten through 12th grade students and their teachers can ask project members questions -- via E-mail -- starting in late November and running through January 1996. They will receive personal responses, corresponding with experts on subjects ranging from atmospheric science to spacecraft systems. An archive of all questions and answers will be available online.
In addition, students will be able to take part in online experiments that will use actual probe data. Another activity will challenge students to predict the exact timing of the Galileo probe's first-ever plunge into the Jovian atmosphere. Additionally, students will be invited to create Stumpers (riddles and puzzles) to share with one another. Other curriculum resources will help teachers integrate the Galileo project into their classrooms. As well, mechanisms will be
In addition, students will be able to take part in online experiments that will use actual probe data. Another activity will challenge students to predict the exact timing of the Galileo probe's first-ever plunge into the Jovian atmosphere. Additionally, students will be invited to create Stumpers (riddles and puzzles) to share with one another. Other curriculum resources will help teachers integrate the Galileo project into their classrooms. As well, mechanisms will be
Sellers & Robichaux Informational [Page 62] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 62] RFC 1941 Frequently Asked Questions for Schools May 1996
provided to help like-minded teachers connect with each another to pursue collaborative projects of their own.
provided to help like-minded teachers connect with each another to pursue collaborative projects of their own.
Other than your own time, there is no cost to get involved. Please consider joining us on this learning adventure. To participate, you must sign up for the ONLINE FROM JUPITER maillist. To do this, send an email message to listmanager@quest.arc.nasa.gov. In the message body, write only these words: subscribe updates-jup
Other than your own time, there is no cost to get involved. Please consider joining us on this learning adventure. To participate, you must sign up for the ONLINE FROM JUPITER maillist. To do this, send an email message to listmanager@quest.arc.nasa.gov. In the message body, write only these words: subscribe updates-jup
For more information, make a webstop at our "continuous construction" site: http://quest.arc.nasa.gov/jupiter.html
For more information, make a webstop at our "continuous construction" site: http://quest.arc.nasa.gov/jupiter.html
These projects are part of the "Sharing NASA with the Classroom" series. They are made possible by funding from the NASA Information Infrastructure Technology and Applications (IITA) program. IITA is part of the High Performance Computing and Communications program authorized by Federal legislation passed in December 1991.
These projects are part of the "Sharing NASA with the Classroom" series. They are made possible by funding from the NASA Information Infrastructure Technology and Applications (IITA) program. IITA is part of the High Performance Computing and Communications program authorized by Federal legislation passed in December 1991.
------------------------------------------------------ Example Three: MathMagic; Math at Various Grade Levels ------------------------------------------------------
------------------------------------------------------ Example Three: MathMagic; Math at Various Grade Levels ------------------------------------------------------
[Note: The MathMagic World Wide Web home page is located at http://forum.swarthmore.edu/mathmagic/]
[Note: The MathMagic World Wide Web home page is located at http://forum.swarthmore.edu/mathmagic/]
What is MathMagic?
What is MathMagic?
MathMagic is a K-12 telecommunications project developed in El Paso, Texas. It provides strong motivation for students to use computer technology while increasing problem-solving strategies and communications skills. MathMagic posts challenges in each of four categories (k-3, 4-6, 7-9 and 10-12) to trigger each registered team to pair up with another team and engage in a problem-solving dialog. When an agreement has been reached, one solution is posted for every pair.
MathMagic is a K-12 telecommunications project developed in El Paso, Texas. It provides strong motivation for students to use computer technology while increasing problem-solving strategies and communications skills. MathMagic posts challenges in each of four categories (k-3, 4-6, 7-9 and 10-12) to trigger each registered team to pair up with another team and engage in a problem-solving dialog. When an agreement has been reached, one solution is posted for every pair.
MathMagic has received wide ideological acceptance by hundreds of past FidoNet users because it addresses most of the National Council of Teachers of Mathematics standards. A modified format has now expanded into the Internet and is available via regular e-mail or via the World Wide Web (WWW).
MathMagic has received wide ideological acceptance by hundreds of past FidoNet users because it addresses most of the National Council of Teachers of Mathematics standards. A modified format has now expanded into the Internet and is available via regular e-mail or via the World Wide Web (WWW).
Who can participate?
Who can participate?
K-12 teachers and students, but higher education teachers, librarians, technology coordinators, computer teachers, and even home-schoolers are joining to act as facilitators.
K-12 teachers and students, but higher education teachers, librarians, technology coordinators, computer teachers, and even home-schoolers are joining to act as facilitators.
Sellers & Robichaux Informational [Page 63] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 63] RFC 1941 Frequently Asked Questions for Schools May 1996
What is needed?
What is needed?
Any teacher with access to electronic mail via the Internet can participate. Several net service providers and most of the commercial boards (America Online, Genie, CompuServe, Delphi, The Well, etc.) now offer e-mail gateways and other Internet services. MathMagic is best suited to schools that use computers with modems and have direct Internet access.
Any teacher with access to electronic mail via the Internet can participate. Several net service providers and most of the commercial boards (America Online, Genie, CompuServe, Delphi, The Well, etc.) now offer e-mail gateways and other Internet services. MathMagic is best suited to schools that use computers with modems and have direct Internet access.
In some areas, a local Bulletin Board System (BBS) or a Net user (such as a parent with net access) may have to act as a go-between. Please ask about special arrangements.
In some areas, a local Bulletin Board System (BBS) or a Net user (such as a parent with net access) may have to act as a go-between. Please ask about special arrangements.
[Example challenge for grades 10-12:]
[Example challenge for grades 10-12:]
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MathMagic Cycle 18: Level 10-12 Regular
MathMagic Cycle 18: Level 10-12 Regular
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***************************************
Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31 day calendar for the month of October? You can use addition (+), subtraction (-), multiplication (*), division (/) exponents (^) factorial (!) square root (sqrt) and, naturally, parenthesis ( ).
Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31 day calendar for the month of October? You can use addition (+), subtraction (-), multiplication (*), division (/) exponents (^) factorial (!) square root (sqrt) and, naturally, parenthesis ( ).
Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?) (Notice that the numbers appear in the "locked" sequence)
Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?) (Notice that the numbers appear in the "locked" sequence)
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MathMagic Cycle 18: Level 10-12 Advanced
MathMagic Cycle 18: Level 10-12 Advanced
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What 6 digit number, with 6 different digits, when multiplied by all integers up to 6, circulates its digits through all 6 possible positions, as follows:
What 6 digit number, with 6 different digits, when multiplied by all integers up to 6, circulates its digits through all 6 possible positions, as follows:
ABCDEF * 1 - ABCDEF
ABCDEF * 3 - BCDEFA
ABCDEF * 2 - CDEFAB
ABCDEF * 6 - DEFABC
ABCDEF * 4 - EFABCD
ABCDEF * 5 - FABCDE
ABCDEF * 1 - ABCDEF ABCDEF * 3 - BCDEFA ABCDEF * 2 - CDEFAB ABCDEF * 6 - DEFABC ABCDEF * 4 - EFABCD ABCDEF * 5 - FABCDE
Sellers & Robichaux Informational [Page 64] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 64] RFC 1941 Frequently Asked Questions for Schools May 1996
********* Good luck MrH
********* Good luck MrH
[Example challenges for grades K-3:]
[Example challenges for grades K-3:]
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*************************************
MathMagic Cycle 16: Level K-3 Regular
MathMagic Cycle 16: Level K-3 Regular
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When two straight lines meet, they form an angle. Some angles are easy to recognize. For instance, a RIGHT ANGLE is any of the four angles formed by a piece of paper (like typing or computer paper) that has sharp corners.
When two straight lines meet, they form an angle. Some angles are easy to recognize. For instance, a RIGHT ANGLE is any of the four angles formed by a piece of paper (like typing or computer paper) that has sharp corners.
Using a clock and "talking" with your partners, try to figure out how many times in a day (24 hours) the hour hand and the minute hand form a right angle. You may want to do a chart and watch the hour hand move between the numbers, as you move the minute hand...
Using a clock and "talking" with your partners, try to figure out how many times in a day (24 hours) the hour hand and the minute hand form a right angle. You may want to do a chart and watch the hour hand move between the numbers, as you move the minute hand...
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MathMagic Cycle 16: Level K-3 Advanced
MathMagic Cycle 16: Level K-3 Advanced
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One of the better known works of architecture of the Roman Empire was the Coliseum. For a few months, at its maximum splendor (before the senate began cutting its funding... yes, old problem) there stood an Imperial Roman Guard in each of its 1000 arches. Imagine the splendor! (Not too cool if you were the entertainment.)
One of the better known works of architecture of the Roman Empire was the Coliseum. For a few months, at its maximum splendor (before the senate began cutting its funding... yes, old problem) there stood an Imperial Roman Guard in each of its 1000 arches. Imagine the splendor! (Not too cool if you were the entertainment.)
The first budget conscious cut called for the removal of every other Imperial Guard. Imagine, one stayed, the next went. The second senate cut called for the removal of every third guard (from the original count). So, the order went out that guards of gate 1 and gate 2 (if there was one) could stay, while guard of gate 3 (and every other third one) had to go... Naturally, what the senate was doing was getting rid of some guards, but also getting the credit for a lot of "cuts" of gates that had no guard.
The first budget conscious cut called for the removal of every other Imperial Guard. Imagine, one stayed, the next went. The second senate cut called for the removal of every third guard (from the original count). So, the order went out that guards of gate 1 and gate 2 (if there was one) could stay, while guard of gate 3 (and every other third one) had to go... Naturally, what the senate was doing was getting rid of some guards, but also getting the credit for a lot of "cuts" of gates that had no guard.
The "cuts" continued number after number, until a diligent member of the opposition party cried foul. He said, "Only some of the cuts are actually getting rid of guards. A lot of them are not!" Can you build an argument for this senator?
The "cuts" continued number after number, until a diligent member of the opposition party cried foul. He said, "Only some of the cuts are actually getting rid of guards. A lot of them are not!" Can you build an argument for this senator?
Sellers & Robichaux Informational [Page 65] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 65] RFC 1941 Frequently Asked Questions for Schools May 1996
Also, if you were a Roman Imperial Guard that every week had to choose a different gate you had to look after (and run the risk of loosing your job), which gates would be your choice?
Also, if you were a Roman Imperial Guard that every week had to choose a different gate you had to look after (and run the risk of loosing your job), which gates would be your choice?
------------------ Good luck MrH ------------------------------------------------------------ Example Four: Various Projects Announced by Global SchoolNet ------------------------------------------------------------
------------------ Good luck MrH ------------------------------------------------------------ Example Four: Various Projects Announced by Global SchoolNet ------------------------------------------------------------
Hi,
Hi,
Our teachers have been doing K12 projects over the Internet for the past 12 years.
Our teachers have been doing K12 projects over the Internet for the past 12 years.
There is NO CHARGE for schools to participate in the projects. Global SchoolNet organizes, manages, and facilitates collaborative learning projects for schools with any level of connectivity . . . from email only . . . to desktop videoconferencing.
There is NO CHARGE for schools to participate in the projects. Global SchoolNet organizes, manages, and facilitates collaborative learning projects for schools with any level of connectivity . . . from email only . . . to desktop videoconferencing.
To access these projects go to:
http://gsn.org/gsn/gsn.projects.html
To access these projects go to: http://gsn.org/gsn/gsn.projects.html
Sample of Projects you will find ---------------------------------
Sample of Projects you will find ---------------------------------
The Global Schoolhouse (Featuring Desktop Video-Conferencing)
The Global Schoolhouse (Featuring Desktop Video-Conferencing)
Today's "school of the future" uses the most powerful Internet tools, including live video, to link K12 classrooms to their communities and to other children around the world.
Today's "school of the future" uses the most powerful Internet tools, including live video, to link K12 classrooms to their communities and to other children around the world.
CALREN: Building the California Global Schoolhouse
CALREN: Building the California Global Schoolhouse
Education leader (Global SchoolNet) partners with business leader (Aldea Communications) to discover and document how schools, businesses, and the community can network to share resources.
Education leader (Global SchoolNet) partners with business leader (Aldea Communications) to discover and document how schools, businesses, and the community can network to share resources.
CyberStars: Number Ones of Tomorrow
CyberStars: Number Ones of Tomorrow
For the first time ever, children around the globe can share their musical talents with the world via the Internet.
For the first time ever, children around the globe can share their musical talents with the world via the Internet.
PAACE: Personal Achievement And Career Awareness
PAACE: Personal Achievement And Career Awareness
Students learn and practice important career skills, including those dealing with education, attitude, manners, grooming, and fashion.
Students learn and practice important career skills, including those dealing with education, attitude, manners, grooming, and fashion.
Sellers & Robichaux Informational [Page 66] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 66] RFC 1941 Frequently Asked Questions for Schools May 1996
Scientist-on-Tap
Scientist-on-Tap
Scientists from the Jet Propulsion Laboratory demonstrate the power of distance learning, by interacting with students around world, from the comfort of their own offices!
Scientists from the Jet Propulsion Laboratory demonstrate the power of distance learning, by interacting with students around world, from the comfort of their own offices!
Projects that Require Email Access Only --------------------------------------
Projects that Require Email Access Only --------------------------------------
Ask a Geologist (AAG)
Ask a Geologist (AAG)
Have you ever wondered about why California has so many earthquakes and New York does not? Why is there so much oil in Texas but not in Wisconsin? What are the deepest canyons in the United States? (The answer might surprise you!) While the answers to many of these questions might be as close as an encyclopedia, some questions are difficult to answer without checking many sources. Beginning Monday, October 3, 1994, the USGS will offer a new, experimental Internet service - Ask-A-Geologist. General questions on earth sciences may be sent by electronic mail
Have you ever wondered about why California has so many earthquakes and New York does not? Why is there so much oil in Texas but not in Wisconsin? What are the deepest canyons in the United States? (The answer might surprise you!) While the answers to many of these questions might be as close as an encyclopedia, some questions are difficult to answer without checking many sources. Beginning Monday, October 3, 1994, the USGS will offer a new, experimental Internet service - Ask-A-Geologist. General questions on earth sciences may be sent by electronic mail
Family Tree-Mail: Language Translation
Family Tree-Mail: Language Translation
In this pilot project, children use Globalink's language translation software to share family histories via email in their native languages of Spanish, French, German, and Italian.
In this pilot project, children use Globalink's language translation software to share family histories via email in their native languages of Spanish, French, German, and Italian.
Field Trips
Field Trips
Join other classes on their live field trips. In turn, you take other classes with you when you visit local places of interest. Our FIELDTRIPS-L mailing list manages this "exchange" of classroom field trips and excursions.
Join other classes on their live field trips. In turn, you take other classes with you when you visit local places of interest. Our FIELDTRIPS-L mailing list manages this "exchange" of classroom field trips and excursions.
Geogame
Geogame
This perennially favorite project will excite your students as they immerse themselves in atlases, maps, almanacs, and other references in order to solve a geography puzzle. Your students help create the puzzle by answering 8 questions about your community: latitude, typical weather, land formations, time zone, points of interest, etc. We combine their responses with other classes to create a geography puzzle your students will love to solve. A simple first project for beginning telecommunicators.
This perennially favorite project will excite your students as they immerse themselves in atlases, maps, almanacs, and other references in order to solve a geography puzzle. Your students help create the puzzle by answering 8 questions about your community: latitude, typical weather, land formations, time zone, points of interest, etc. We combine their responses with other classes to create a geography puzzle your students will love to solve. A simple first project for beginning telecommunicators.
Sellers & Robichaux Informational [Page 67] RFC 1941 Frequently Asked Questions for Schools May 1996
Sellers & Robichaux Informational [Page 67] RFC 1941 Frequently Asked Questions for Schools May 1996
Global Grocery List
Global Grocery List
Your students visit their local grocery stores and record the prices of items on the grocery list, then share their prices with other participating classes all over the world. The result is a growing table of current, peer-collected data that can be used in math, social studies, science, and health classes (and others). This project is especially good for telecomputing beginners: it has very little structure and no timeline.
Your students visit their local grocery stores and record the prices of items on the grocery list, then share their prices with other participating classes all over the world. The result is a growing table of current, peer-collected data that can be used in math, social studies, science, and health classes (and others). This project is especially good for telecomputing beginners: it has very little structure and no timeline.
Jane Goodall Institute
Jane Goodall Institute
Students learn about the interconnectedness of all life on earth as they observe the world around them and become involved in environmental and humanitarian issues. Explore Gombe and Kibira National Parks, ChimpanZoo, and the Roots & Shoots Program.
Students learn about the interconnectedness of all life on earth as they observe the world around them and become involved in environmental and humanitarian issues. Explore Gombe and Kibira National Parks, ChimpanZoo, and the Roots & Shoots Program.
The Jason Project
The Jason Project
The Jason Project brings the thrill of exploration and discovery live to students around the world as they participate in an amazing electronic field trip. In 1995 they trekked to Hawaii to study volcanoes. The Global SchoolNet Foundation manages the Jason Project Listservs and features them in our Global SCHLnet Newsgroup Service.
彼らが驚くべき電子実地研究旅行に参加するとき、ジェイソンProjectは世界中の学生にとって、ライブな探検と発見のスリルを持って来ます。 1995年に、彼らは、火山を研究するためにハワイにトレッキングしました。 Global SchoolNet財団は、ジェイソンProjectリストサーブを管理して、私たちのGlobal SCHLnetニュースグループServiceでそれらを特集します。
LOGO Foundation
ロゴ財団
The Logo Foundation, in cooperation with the Global SchoolNet Foundation, is now managing a Logo listserv discussion group available to anybody on the Internet.
Global SchoolNet財団と提携して、Logo財団は現在、だれにとっても、インターネットで利用可能なLogo listservディスカッション・グループを経営しています。
Newsday
ニューズデー
Your students write articles and post them on the Newsday Newswire for the whole world to see! Then they read and choose articles from other schools to download and include in their own newspaper! Finally... you share your newspaper with other classes... and they in turn share theirs with you. Your students' reading and writing skills will improve while they learn about current local, national, and global issues.
あなたの学生は、全世界が見られるためにニューズデーNewswireに記事を書いて、それらを掲示します! 次に、彼らは、それら自身の新聞にダウンロードして、含んでいる他の学校からの記事を読んで、選びます! 最終的に、あなたは他のクラスと…新聞を共有します、そして、それらは順番にあなたと彼等のものを共有します。 彼らが現在の地方の、そして、国家の、そして、グローバルな問題に関して学んでいる間、あなたの学生の読書と文章技術は向上するでしょう。
Where on the Globe is Roger?
どこで、ロジャーはグローブの一員ですか?
Children are invited to learn about history, culture, geography, and the environment, while they electronically travel around the world with Roger Williams - in his quest to promote world peace!
子供が歴史、文化、地理学、および環境に関して学ぶよう誘われています、彼らは世界の平和を促進するためにロジャー・ウィリアムズと共に彼の探索で電子的に世界を旅行して回りますが!
Sellers & Robichaux Informational [Page 68] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[68ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
-------------------------------------- Example Five: Professional Development --------------------------------------
-------------------------------------- 例Five: プロの開発--------------------------------------
THE WEATHER UNDERGROUND ANNOUNCES "DISASTER IN THE CLASSROOM"
A *LIVE* TELEVISION PROGRAM TO ILLUSTRATE USES OF REAL-TIME
WEATHER AND ENVIRONMENTAL IMAGERY IN K-12 EDUCATION
地下の天気は、幼小中高教育におけるリアルタイムの天気と環境イメージの用途を例証するために「教室の災害」A*ライブ*テレビ番組を発表します。
Beginning in September 1995, Professor Perry Samson, University of Michigan professor and Director of the Weather Underground, will host an innovative, biweekly series of live, interactive, television shows aimed at teachers, administrators, and parents interested in K-12 education, Internet resources, and the use of real-time weather information in science. Aimed specifically at the professional development of teachers, the programs create a model for teachers to carry back into their classroom, a model that promotes project-based student centered learning environments using new technology and science ideas creatively.
1995年9月から、ペリーサムソン教授(ミシガン大学教授とWeather Undergroundのディレクター)は、科学におけるリアルタイムの気象通報の幼小中高教育、インターネット資料、および使用に興味を持っている教師、管理者、および両親を対象にした革新的で、隔週のシリーズのライブで、対話的なテレビ番組を主催するでしょう。 特に教師のプロの進化は目的とされます、教師が彼らの教室(新技術と科学考えを創造的に使用することでプロジェクトベースの学生中心に置かれた学習環境を促進するモデル)に戻すように、プログラムがモデルを創造します。
The programs, interactive in design, allow participants to ask questions and respond to information through a simultaneous e-mail dialogue. A strength in the design of this series is its ability to allow an interactive discussion of environmental issues (severe weather, snowstorms, droughts, earthquakes, volcanic activity , El Nino, etc.) in a timely manner, matching current news items to science activities. The programs in the virtual classroom series are uplinked to a satellite from the University of Michigan. Teachers, administrators, parents or students can view the class either on their own or in groups. Participants will be encouraged to use their computer and modem to log into our server during the show. This interactive virtual classroom will allow participants to pose or answer questions live (or after the show).
デザインで対話的なプログラムで、関係者は、同時のメール対話で質問して、情報に応じます。 このシリーズのデザインにおける強さは直ちに環境問題(天気擾乱、吹雪、干ばつ、地震、火山活動、エルニーニョなど)の対話的な議論を許す性能です、現在の新聞記事項目を科学活動に合わせて。 仮想の教室シリーズにおけるプログラムはミシガン大学からの衛星にuplinkedされます。 教師、管理者、両親または学生がそれら自身のかグループでクラスを見ることができます。 関係者がショーの間、私たちのサーバにログインするのに彼らのコンピュータとモデムを使用するよう奨励されるでしょう。 関係者がこの対話的な仮想の教室でポーズをとることができるでしょうか、または答え質問は生きています(またはショーの後に)。
Navigation on the Internet and pointers to information specific to the science curriculum ideas presented on the show are emphasized and made available to teachers for use in their classrooms. Participants are shown where on the Internet to find imagery and activities relevant to the topics discussed and are lead through a discussion of new methods to utilize these data in their classroom activities. Example activities utilizing current weather, climate and environmental conditions are demonstrated.
ショーでインターネットのナビゲーションと考えが提示した科学カリキュラムに特定の情報へのポインタを強調して、彼らの教室で教師にとって使用に利用可能にします。関係者は、話題に関連しているイメージと活動が議論されているのがわかるインターネットで示されて、彼らの学級活動でこれらのデータを利用する新しい方法の議論でリードです。 現在の天気、気候、および環境条件を利用する例の活動が示されます。
Sellers & Robichaux Informational [Page 69] RFC 1941 Frequently Asked Questions for Schools May 1996
情報[69ページ]のRFC1941が1996年5月に頻繁に学校への質問をした売り手とロビショー
If you are interested in participating in this series from your home or school and would like to receive graduate credit for it, please contact:
あなたの家か学校からこのシリーズに参加するのに興味を持っていて、それのために卒業生クレジットを受けたいなら、以下に連絡してください。
The Weather Underground
URL: http://groundhog.sprl.umich.edu
気象の地下URL: http://groundhog.sprl.umich.edu
[other contact information deleted]
[削除された他の問い合わせ先]
First show is Sept. 18, contact us or look to URL above for more information soon!!!!!!
最初のショーは9月18日です私たちに連絡するか、またはすぐ、詳しい情報における、上のURLを当てにしてください!
Sellers & Robichaux Informational [Page 70]
セラーズとロビショーInformationalです。[70ページ]
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