%!PS-Adobe-3.0
%%Title: (INET '95 Paper.2column)
%%Creator: (Microsoft Word: LaserWriter 8 8.1.1)
%%CreationDate: (10:39 AM Monday, 24 April 1995)
%%For: (OLDS IIx)
%%Pages: 6
%%DocumentFonts: Times-Roman Times-Bold Times-Italic
%%DocumentNeededFonts: Times-Roman Times-Bold Times-Italic
%%DocumentSuppliedFonts:
%%DocumentData: Clean7Bit
%%PageOrder: Ascend
%%Orientation: Portrait
%ADO_PaperArea: -31 -28 811 567
%ADO_ImageableArea: 0 0 781 538
%%EndComments
/md 120 dict def md begin
/currentpacking where {pop /sc_oldpacking currentpacking def true setpacking}if
%%BeginFile: adobe_psp_basic
%%Copyright: Copyright 1990-1993 Adobe Systems Incorporated. All Rights Reserved.
/bd{bind def}bind def
/xdf{exch def}bd
/xs{exch store}bd
/ld{load def}bd
/Z{0 def}bd
/T/true
/F/false
/:L/lineto
/lw/setlinewidth
/:M/moveto
/rl/rlineto
/rm/rmoveto
/:C/curveto
/:T/translate
/:K/closepath
/:mf/makefont
/gS/gsave
/gR/grestore
/np/newpath
14{ld}repeat
/$m matrix def
/av 81 def
/por true def
/normland false def
/psb-nosave{}bd
/pse-nosave{}bd
/us Z
/psb{/us save store}bd
/pse{us restore}bd
/level2
/languagelevel where
{
pop languagelevel 2 ge
}{
false
}ifelse
def
/featurecleanup
{
stopped
cleartomark
countdictstack exch sub dup 0 gt
{
{end}repeat
}{
pop
}ifelse
}bd
/noload Z
/startnoload
{
{/noload save store}if
}bd
/endnoload
{
{noload restore}if
}bd
level2 startnoload
/setjob
{
statusdict/jobname 3 -1 roll put
}bd
/setcopies
{
userdict/#copies 3 -1 roll put
}bd
level2 endnoload level2 not startnoload
/setjob
{
1 dict begin/JobName xdf currentdict end setuserparams
}bd
/setcopies
{
1 dict begin/NumCopies xdf currentdict end setpagedevice
}bd
level2 not endnoload
/pm Z
/mT Z
/sD Z
/realshowpage Z
/initializepage
{
/pm save store mT concat
}bd
/endp
{
pm restore showpage
}def
/$c/DeviceRGB def
/rectclip where
{
pop/rC/rectclip ld
}{
/rC
{
np 4 2 roll
:M
1 index 0 rl
0 exch rl
neg 0 rl
:K
clip np
}bd
}ifelse
/rectfill where
{
pop/rF/rectfill ld
}{
/rF
{
gS
np
4 2 roll
:M
1 index 0 rl
0 exch rl
neg 0 rl
fill
gR
}bd
}ifelse
/rectstroke where
{
pop/rS/rectstroke ld
}{
/rS
{
gS
np
4 2 roll
:M
1 index 0 rl
0 exch rl
neg 0 rl
:K
stroke
gR
}bd
}ifelse
%%EndFile
level2 startnoload
%%BeginFile: adobe_psp_colorspace_level1
%%Copyright: Copyright 1991-1993 Adobe Systems Incorporated. All Rights Reserved.
/G/setgray ld
/:F/setrgbcolor ld
%%EndFile
level2 endnoload level2 not startnoload
%%BeginFile: adobe_psp_colorspace_level2
%%Copyright: Copyright 1991-1993 Adobe Systems Incorporated. All Rights Reserved.
/G
{
dup dup setcolor
}bd
/setcolor where
{pop/:F/setcolor ld}if
/initializepage
{
/pm save store mT concat
$c setcolorspace
}bd
%%EndFile
level2 not endnoload
%%BeginFile: adobe_psp_basic_text
%%Copyright: Copyright 1990-1993 Adobe Systems Incorporated. All Rights Reserved.
/S/show ld
/A{
0.0 exch ashow
}bd
/R{
0.0 exch 32 exch widthshow
}bd
/W{
0.0 3 1 roll widthshow
}bd
/J{
0.0 32 4 2 roll 0.0 exch awidthshow
}bd
/V{
0.0 4 1 roll 0.0 exch awidthshow
}bd
/fcflg true def
/fc{
fcflg{
vmstatus exch sub 50000 lt{
(%%[ Warning: Running out of memory ]%%\r)print flush/fcflg false store
}if pop
}if
}bd
/$f[1 0 0 -1 0 0]def
/:ff{$f :mf}bd
/MacEncoding StandardEncoding 256 array copy def
MacEncoding 39/quotesingle put
MacEncoding 96/grave put
/Adieresis/Aring/Ccedilla/Eacute/Ntilde/Odieresis/Udieresis/aacute
/agrave/acircumflex/adieresis/atilde/aring/ccedilla/eacute/egrave
/ecircumflex/edieresis/iacute/igrave/icircumflex/idieresis/ntilde/oacute
/ograve/ocircumflex/odieresis/otilde/uacute/ugrave/ucircumflex/udieresis
/dagger/degree/cent/sterling/section/bullet/paragraph/germandbls
/registered/copyright/trademark/acute/dieresis/notequal/AE/Oslash
/infinity/plusminus/lessequal/greaterequal/yen/mu/partialdiff/summation
/product/pi/integral/ordfeminine/ordmasculine/Omega/ae/oslash
/questiondown/exclamdown/logicalnot/radical/florin/approxequal/Delta/guillemotleft
/guillemotright/ellipsis/space/Agrave/Atilde/Otilde/OE/oe
/endash/emdash/quotedblleft/quotedblright/quoteleft/quoteright/divide/lozenge
/ydieresis/Ydieresis/fraction/currency/guilsinglleft/guilsinglright/fi/fl
/daggerdbl/periodcentered/quotesinglbase/quotedblbase/perthousand
/Acircumflex/Ecircumflex/Aacute/Edieresis/Egrave/Iacute/Icircumflex/Idieresis/Igrave
/Oacute/Ocircumflex/apple/Ograve/Uacute/Ucircumflex/Ugrave/dotlessi/circumflex/tilde
/macron/breve/dotaccent/ring/cedilla/hungarumlaut/ogonek/caron
MacEncoding 128 128 getinterval astore pop
level2 startnoload
/copyfontdict
{
findfont dup length dict
begin
{
1 index/FID ne{def}{pop pop}ifelse
}forall
}bd
level2 endnoload level2 not startnoload
/copyfontdict
{
findfont dup length dict
copy
begin
}bd
level2 not endnoload
md/fontname known not{
/fontname/customfont def
}if
/Encoding Z
/:mre
{
copyfontdict
/Encoding MacEncoding def
fontname currentdict
end
definefont :ff def
}bd
/:bsr
{
copyfontdict
/Encoding Encoding 256 array copy def
Encoding dup
}bd
/pd{put dup}bd
/:esr
{
pop pop
fontname currentdict
end
definefont :ff def
}bd
/scf
{
scalefont def
}bd
/scf-non
{
$m scale :mf setfont
}bd
/ps Z
/fz{/ps xs}bd
/sf/setfont ld
/cF/currentfont ld
/mbf
{
/makeblendedfont where
{
pop
makeblendedfont
/ABlend exch definefont
}{
pop
}ifelse
def
}def
%%EndFile
/currentpacking where {pop sc_oldpacking setpacking}if
end % md
%%EndProlog
%%BeginSetup
md begin
/$c[/CIEBasedABC 3 dict dup begin
/DecodeLMN[{1.8 exp}bind dup dup]def
/MatrixLMN[0.4439 0.2522 0.0436 0.3341 0.6371 0.1387 0.1725 0.1107 0.9067]def
/WhitePoint[0.9505 1.0 1.0890]def end
]def
countdictstack
[
{%stopped
%%BeginFeature: *ManualFeed False
<> setpagedevice
%%EndFeature
}featurecleanup
countdictstack
[
{%stopped
%%BeginFeature: *PageSize A4Small
<> setpagedevice
%%EndFeature
}featurecleanup
(OLDS IIx)setjob
/pT[1 0 0 -1 28 811]def/mT[1 0 0 -1 28 811]def
/sD 16 dict def
300 level2{1 dict dup/WaitTimeout 4 -1 roll put setuserparams}{statusdict/waittimeout 3 -1 roll put}ifelse
%%IncludeFont: Times-Roman
%%IncludeFont: Times-Bold
%%IncludeFont: Times-Italic
/f0_1/Times-Roman :mre
/f0_12 f0_1 12 scf
/f0_10 f0_1 10 scf
/f0_9 f0_1 9 scf
/f1_1/Times-Bold :mre
/f1_12 f1_1 12 scf
/f2_1/Times-Italic :mre
/f2_10 f2_1 10 scf
/Courier findfont[10 0 0 -10 0 0]:mf setfont
%%EndSetup
%%Page: 1 1
%%BeginPageSetup
initializepage
(OLDS IIx; page: 1 of 6)setjob
%%EndPageSetup
gS 0 0 538 781 rC
42 13 :M
f0_9 sf
.513 .051(Teachers and Internet)J
240 13 :M
.083 .008(Proc. INET \32595)J
441 13 :M
.755 .075(P. Buchanan)J
117 48 :M
f1_12 sf
2.212 .221(Teachers and Internet: Charting a Course for Success)J
150 66 :M
f0_12 sf
.021 .002(Phil Buchanan
)J
42 113 :M
f1_12 sf
.337(Abstract)A
56 131 :M
f2_10 sf
.87 .087(As the interest in Internet intensifies, and more)J
42 142 :M
.648 .065(schools begin to consider establishing connections,)J
42 153 :M
1.672 .167(it becomes essential that we evaluate the impact)J
42 164 :M
.549 .055(such a connection has on the educational program,)J
42 175 :M
1.351 .135(and especially its impact on teachers. This paper)J
42 186 :M
.708 .071(discusses the results of a project in which teachers)J
42 197 :M
.674 .067(were given personal Internet accounts. While there)J
42 208 :M
.596 .06(were difficulties, the teachers were overwhelmingly)J
42 219 :M
3.122 .312(positive about the value of the Internet as a)J
42 230 :M
-.163(professional resource.)A
42 259 :M
f1_12 sf
(1)S
63 259 :M
.425(Introduction)A
56 277 :M
f0_10 sf
.486 .049(Early navigators had maps which were largely a)J
42 288 :M
1.492 .149(series of vaguely drawn coastlines punctuated by)J
42 299 :M
.844 .084(large areas of the unknown. As exploration\321often)J
42 310 :M
-.13(driven by commerce and trade\321increased, these holes)A
42 321 :M
2.052 .205(were slowly filled in. Although, for those early)J
42 332 :M
.24 .024(explorers the thought of venturing into the unknown)J
42 343 :M
.009 .001(must have been daunting, the siren call of new lands,)J
42 354 :M
-.003(conquest and potential treasure urged them on. Some)A
42 365 :M
1.497 .15(areas of the unknown were often associated with)J
42 376 :M
2.462 .246(mystic enchantments and carried such ominous)J
42 387 :M
.427 .043(warnings as 'Here Be Dragons'. How many of those)J
42 398 :M
-.053(early explorers were lost to the dragons?)A
56 415 :M
.374 .037(Today the Internet is being presented as the new)J
42 426 :M
1.272 .127(frontier, the new world for exploration. For those)J
42 437 :M
1.155 .115(venturing into this virtual world, the charts are as)J
42 448 :M
1.776 .178(incomplete as those of previous generations but,)J
42 459 :M
3.644 .364(again, the thought of possible treasure lures)J
42 470 :M
-.052(newcomers. This world of cyberspace is a land where)A
42 481 :M
-.093(sirens call and dragons abound.)A
56 498 :M
.419 .042(Teachers are among the first to explore this new)J
42 509 :M
.174 .017(world. Those exploring now are preparing the charts)J
42 520 :M
2.43 .243(for those who will come after. Each new skill)J
42 531 :M
-.033(learned, each new resource located, fills in another of)A
42 542 :M
.335 .033(those holes in the map.)J
42 571 :M
f1_12 sf
(2)S
63 571 :M
3.022 .302(Why explore?)J
56 589 :M
f0_10 sf
.597 .06(Access to the global network can bring an extra)J
42 600 :M
.094 .009(dimension to the classroom:)J
42 617 :M
(\245)S
56 617 :M
.187 .019(the capacity to make remote resources accessible)J
56 628 :M
(locally;)S
42 640 :M
(\245)S
56 640 :M
1.536 .154(facilitating collaboration among P-12 students)J
56 651 :M
1.276 .128(and teachers, university faculty, and education)J
56 662 :M
-.041(professionals;)A
42 674 :M
(\245)S
56 674 :M
.36 .036(making distinguished and comprehensive library)J
56 685 :M
-.157(resources and databases available; and)A
42 697 :M
(\245)S
56 697 :M
.097 .01(providing interactive courses to students/teachers)J
56 708 :M
.094 .009(in remote locations)J
56 725 :M
.497 .05(Access to these resources is gradually reshaping)J
42 736 :M
-.013(the image of a classroom from the standard four-wall)A
282 113 :M
.972 .097(self-contained structure to a global classroom, and)J
282 124 :M
3.024 .302(expanding \324educational practice from didactic,)J
282 135 :M
2.83 .283(classroom-based instruction to problem-solving)J
282 146 :M
.189 .019(based student generated learning in open classrooms)J
282 157 :M
-.072(across the world\325. [1])A
296 174 :M
1.145 .114(In 1993, the Bank Street College of Education)J
282 185 :M
.778 .078([2] conducted a survey of 550 educators who were)J
282 196 :M
.488 .049(actively involved in using telecommunications. The)J
282 207 :M
4.898 .49(survey looked at a wide variety of ways)J
282 218 :M
2.257 .226(telecommunications technology is used in K-12)J
282 229 :M
2.372 .237(education. Their findings on Internet usage are)J
282 240 :M
-.015(summarised below .)A
282 257 :M
(\245)S
296 257 :M
1.294 .129(Slightly less than half of these educators have)J
296 268 :M
1.474 .147(access to the Internet, which is supplied most)J
296 279 :M
5.045 .504(frequently by a university computer or)J
296 290 :M
-.126(educational service.)A
282 302 :M
(\245)S
296 302 :M
.811 .081(Internet services are used almost twice as often)J
296 313 :M
.432 .043(for professional activities as for student learning)J
296 324 :M
.04(activities.)A
282 336 :M
(\245)S
296 336 :M
1.015 .101(Sending e-mail is the most common use of the)J
296 347 :M
(Internet, followed by accessing news and bulletin)S
296 358 :M
-.051(boards and gaining access to remote computers.)A
296 375 :M
.995 .1(The Internet provides access to a vast range of)J
282 386 :M
2.684 .268(information sources. In addition it enables the)J
282 397 :M
.242 .024(development of \324communities of interest\325 which can)J
282 408 :M
.834 .083(exchange thoughts and views on a range of topics.)J
282 419 :M
.54 .054(This development is still constrained by connection)J
282 430 :M
-.078(capacities and service providers. Increasing interest in)A
282 441 :M
1.16 .116(the \324Information Superhighway\325 of which Internet)J
282 452 :M
.48 .048(might be seen as the prototype, makes it imperative)J
282 463 :M
.616 .062(that options be considered which would provide all)J
282 474 :M
1.694 .169(schools with fast, efficient access to information)J
282 485 :M
-.087(services.)A
296 502 :M
.645 .064(A national survey conducted in 1992 [3] of 362)J
282 513 :M
.869 .087(Australian teachers showed that although 51% had)J
282 524 :M
.921 .092(access to a modem in their schools, only 39% had)J
282 535 :M
.153 .015(made use of computer communications as a learning)J
282 546 :M
-.127(and teaching resource.)A
296 563 :M
.325 .032(Although, at the time, it might be considered the)J
282 574 :M
.267 .027(resource was under utilised, there was a high degree)J
282 585 :M
2.747 .275(of interest to use the area in the future. Two)J
282 596 :M
3.2 .32(impediments seen by these teachers were the)J
282 607 :M
.964 .096(difficulty of using dial-up services and the lack of)J
282 618 :M
.028 .003(suitable services for P-12.)J
296 635 :M
-.041(In their summary, Honey and Henriquez state that)A
296 652 :M
1.773 .177(In order for telecommunications to become a)J
296 663 :M
7.704 .77(widely utilized educational resource,)J
296 674 :M
5.664 .566(administrators and policy makers must)J
296 685 :M
1.538 .154(implement the following: teacher training and)J
296 696 :M
.612 .061(support; school and district planning for the use)J
296 707 :M
4.324 .432(of telecommunications in instruction and)J
296 718 :M
.341 .034(administration; time for professional and student)J
296 729 :M
5.639 .564(learning activities; effective assessment)J
endp
%%Page: 2 2
%%BeginPageSetup
initializepage
(OLDS IIx; page: 2 of 6)setjob
%%EndPageSetup
-28 -31 :T
gS 28 31 538 781 rC
70 44 :M
f0_9 sf
.513 .051(Teachers and Internet)J
268 44 :M
.083 .008(Proc. INET \32595)J
473 44 :M
.755 .075(P. Buchanan)J
84 79 :M
f0_10 sf
.866 .087(measures; financial support; and phone lines or)J
84 90 :M
-.086(local area networks.[4])A
70 119 :M
f1_12 sf
(3)S
91 119 :M
2.928 .293(Teachers as explorers)J
84 137 :M
f0_10 sf
.142 .014(While there is considerable discussion on the use)J
70 148 :M
1.657 .166(of telecommunications by students, it is teachers)J
70 159 :M
.63 .063(who need to be encouraged to be the explorers, the)J
70 170 :M
.93 .093(pathfinders. Research on the user of computer and)J
70 181 :M
2.154 .215(communications technologies often fails to take)J
70 192 :M
.09 .009(account of the needs and the role of the teacher\321the)J
70 203 :M
2.151 .215(most important element in instituting classroom)J
70 214 :M
-.097(change. [5])A
84 231 :M
.167 .017(If it is axiomatic to say that changes will occur if)J
84 242 :M
2.041 .204(and when teachers themselves make changes)J
84 253 :M
.876 .088(happen, then the training of the teacher in both)J
84 264 :M
.143 .014(the theory and the practical \(technical\) aspects of)J
84 275 :M
5.717 .572(integrating telecommunications into the)J
84 286 :M
.209 .021(curriculum is the critical ingredient in the recipe.)J
84 297 :M
-.328([6])A
84 314 :M
.873 .087(As the interest in Internet intensifies, and more)J
70 325 :M
.761 .076(schools begin to consider establishing connections,)J
70 336 :M
1.721 .172(it becomes essential that we evaluate the impact)J
70 347 :M
.835 .084(such a connection has on the educational program,)J
70 358 :M
.306 .031(and especially its impact on teachers. If teachers are)J
70 369 :M
.844 .084(to successfully explore this world and incorporate)J
70 380 :M
1.502 .15(its benefits into their classrooms, then they\321and)J
70 391 :M
6.17 .617(those who influence teacher professional)J
70 402 :M
.368 .037(development and classroom reform activities\321need)J
70 413 :M
1.55 .155(to have a firm grasp of what is meant by \324being)J
70 424 :M
-.075(connected to the Internet\325.)A
84 441 :M
.222 .022(At the very minimum, teachers need to learn and)J
70 452 :M
-.008(understand how an Internet connection can become a)A
70 463 :M
1.013 .101(part of their classrooms; they will need support in)J
70 474 :M
.537 .054(identifying and locating sources of information that)J
70 485 :M
.369 .037(contain resources of interest to them and relevant to)J
70 496 :M
.032 .003(their academic discipline; and they will need to learn)J
70 507 :M
1.084 .108(how to acquire this information and incorporate it)J
70 518 :M
.192 .019(into their teaching.)J
70 547 :M
f1_12 sf
(4)S
91 547 :M
2.17 .217(Preparing for the journey)J
84 565 :M
f0_10 sf
.482 .048(Open Access Support Centre, in the Department)J
70 576 :M
.339 .034(of Education, Queensland, embarked on a project in)J
70 587 :M
.812 .081(1994 to examine and describe the professional and)J
70 598 :M
.333 .033(educational interactions of a small group of primary)J
70 609 :M
.014 .001(teachers who have access from their classrooms \(and)J
70 620 :M
.305 .031(homes\) to the Internet. This project seeks to explore)J
70 631 :M
.289 .029(the barriers these teachers encounter when using the)J
70 642 :M
-.018(Internet; how and when they elect to use the Internet;)A
70 653 :M
.283 .028(the factors that influenced their continued use of the)J
70 664 :M
.992 .099(Internet; the resources they found most useful and)J
70 675 :M
.548 .055(the professional growth they experience from using)J
70 686 :M
-.025(the Internet.)A
84 703 :M
1 .1(One of the first difficulties encountered was to)J
70 714 :M
1.521 .152(locate a source of Internet accounts. Commercial)J
70 725 :M
.696 .07(providers were not considered appropriate since all)J
70 736 :M
.773 .077(had a timed charging structure. It was felt that this)J
70 747 :M
3.434 .343(would impose a significant limitation on the)J
70 758 :M
4.302 .43(teacher's free exploration. Universities were)J
70 769 :M
.074 .007(approached but they were not willing \(in early 1994\))J
310 79 :M
-.013(to provide accounts to teachers. Finally five accounts)A
310 90 :M
2.216 .222(were purchased from Griffith University. Later,)J
310 101 :M
.758 .076(University of Queensland relaxed its policy and an)J
310 112 :M
-.106(additional account was purchased from there.)A
324 129 :M
2.321 .232(Educational regions were asked to nominate)J
310 140 :M
.171 .017(participants. Constraints on nominations were)J
310 157 :M
(\245 )S
324 157 :M
-.092(primary teachers \(P-7\))A
310 169 :M
(\245 )S
324 169 :M
2.853 .285(local call access to one of the universities)J
324 180 :M
-.061(providing the Internet account)A
310 192 :M
(\245 )S
324 192 :M
2.257 .226(some experience with the use of computers,)J
324 203 :M
-.005(although not necessarily telecommunications)A
324 220 :M
1.785 .179(A one day training session was conducted to)J
310 231 :M
1.516 .152(activate accounts and to introduce participants to)J
310 242 :M
.448 .045(each other and to the Internet. Additional follow-up)J
310 253 :M
.201 .02(and on-going support was \(and is\) being provided to)J
310 264 :M
1.385 .138(participants on an individual basis. This involved)J
310 275 :M
.334 .033(regular meetings with project participants to discuss)J
310 286 :M
.161 .016(problems and to provide additional training. Regular)J
310 297 :M
.498 .05(electronic mail contact was maintained between the)J
310 308 :M
-.085(participants and the project leader.)A
324 325 :M
.145 .014(Each participant kept a diary of their experiences)J
310 336 :M
-.059(exploring the Internet. This diary included a record of)A
310 347 :M
-.028(failures and successes, frustration levels and valuable)A
310 358 :M
.654 .065(resources located and how they may be used in the)J
310 369 :M
.763 .076(classroom and as professional support. Participants)J
310 380 :M
.244 .024(were to update these diary entries each time Internet)J
310 391 :M
-.091(access was established.)A
324 408 :M
.23 .023(In addition to informal contacts with participants)J
310 419 :M
3.841 .384(through visits and electronic mail, a formal)J
310 430 :M
1.855 .185(interview was conducted at the end of the 1994)J
310 441 :M
.865 .086(school year. At that time the participants had been)J
310 452 :M
.16 .016(using their Internet accounts for six months.)J
310 481 :M
f1_12 sf
(5)S
331 481 :M
3.605 .36(New lands, New people)J
324 499 :M
f0_10 sf
.542 .054(Exploring the Internet was, generally, a positive)J
310 510 :M
.268 .027(experience. In particular the teachers commented on)J
310 521 :M
.117 .012(the wealth of professional resources and the value of)J
310 532 :M
-.037(rapid and easy communication with their peers.)A
310 555 :M
f1_12 sf
2(5.1)A
335 555 :M
4.747 .475(Professional resources)J
324 573 :M
f0_10 sf
.239 .024(Teachers commented on the ready availability of)J
310 584 :M
3.141 .314(learning and teaching resources. Some of the)J
310 595 :M
1.097 .11(resources located and used by these teachers have)J
310 606 :M
-.277(included:)A
310 623 :M
(\245)S
324 623 :M
2.578 .258(retrieval of NASA space images for use in)J
324 634 :M
-.083(thematic development)A
310 646 :M
(\245)S
324 646 :M
.941 .094(retrieval of Queensland and Australian weather)J
324 657 :M
-.021(data and satellite images for use in the classroom)A
310 669 :M
(\245)S
324 669 :M
.712 .071(location, retrieval and evaluation of educational)J
324 680 :M
-.107(public domain and shareware software.)A
324 697 :M
2.189 .219(In addition, Internet has been used by these)J
310 708 :M
1.412 .141(teachers to pursue their own personal interests in)J
310 719 :M
-.023(astronomy, science fiction and patchwork quilts.)A
324 736 :M
.868 .087(I\325ve used it as a store of teaching material. For)J
324 747 :M
-.066(example, when we did space I pulled down a heap)A
324 758 :M
1.176 .118(of images and some lesson plans from NASA.)J
endp
%%Page: 3 3
%%BeginPageSetup
initializepage
(OLDS IIx; page: 3 of 6)setjob
%%EndPageSetup
-28 -31 :T
gS 28 31 538 781 rC
70 44 :M
f0_9 sf
.513 .051(Teachers and Internet)J
268 44 :M
.083 .008(Proc. INET \32595)J
473 44 :M
.755 .075(P. Buchanan)J
84 79 :M
f0_10 sf
.455 .045(We\325re doing fables at the moment and I found a)J
84 90 :M
-.064(HyperCard stack on Aesop\325s fables.)A
84 107 :M
.725 .073(A lot of the projects and the descriptions of the)J
84 118 :M
1.209 .121(projects and project reports make you think in)J
84 129 :M
.041 .004(different ways and give you lots of ideas that you)J
84 140 :M
-.097(can model.)A
84 157 :M
.428 .043(It\325s affected my perception which in turn affects)J
84 168 :M
2.356 .236(how I go about teaching. It\325s also probably)J
84 179 :M
1.953 .195(extended my idea that teaching is now more)J
84 190 :M
4.461 .446(preparing for the skills of dealing with)J
84 201 :M
1.523 .152(information rather than the old content-driven)J
84 212 :M
-.143(approach.)A
84 229 :M
5.414 .541(Initially there was a tendency to feel)J
70 240 :M
.46 .046(overwhelmed with information\321mailboxes flooded)J
70 251 :M
.695 .069(by subscribing to too many mailing lists, too many)J
70 262 :M
.474 .047(choices\321but this was resolved fairly quickly as the)J
70 273 :M
2.819 .282(participants established their own systems and)J
70 284 :M
.4 .04(followed their own interest pathways. It should also)J
70 295 :M
.921 .092(be pointed out here the importance of the pilot \(in)J
70 306 :M
.465 .046(this case the project leader from Open Access\) who)J
70 317 :M
-.028(was able to steer the participants to safe harbours and)A
70 328 :M
(profitable locations.)S
84 345 :M
.222 .022(The Internet is much, much bigger than you ever)J
84 356 :M
3.197 .32(realised and you\325re never going to master)J
84 367 :M
1.175 .117(whatever\325s there . . . you have to change your)J
84 378 :M
.245 .024(mindset about how you learn and what you learn)J
84 389 :M
1.103 .11(. . . you have to find some specific things you)J
84 400 :M
.062 .006(want and follow them through.)J
70 423 :M
f1_12 sf
2(5.2)A
95 423 :M
3.425 .343(Removal of isolation)J
84 441 :M
f0_10 sf
1.708 .171(The value of electronic mail for contact with)J
70 452 :M
1.911 .191(other teachers and classes both in Australia and)J
70 463 :M
1.532 .153(overseas was a primary motivating factor for the)J
70 474 :M
.395 .04(continued use of Internet. The ease with which they)J
70 485 :M
.29 .029(could communicate with their peers both within and)J
70 496 :M
.435 .044(outside Australia was continually highlighted as the)J
70 507 :M
-.003(number one factor in their use of Internet.)A
84 524 :M
.384 .038(Use of networks can create new groups and new)J
84 535 :M
1.8 .18(forms of social interaction, thus reducing the)J
84 546 :M
1.542 .154(isolation many teachers experience. Computer)J
84 557 :M
.133 .013(networking allows teachers to reach beyond their)J
84 568 :M
-.015(classroom. [7])A
84 585 :M
2.539 .254(Networking activities play a critical role in)J
84 596 :M
3.602 .36(combating the isolation that is a familiar)J
84 607 :M
.381 .038(experience for many teaching professionals. Our)J
84 618 :M
7.317 .732(respondents view the opportunity to)J
84 629 :M
-.076(communicate with other educators and share ideas)A
84 640 :M
.971 .097(as one of the major benefits of the technology.)J
84 651 :M
-.328([8])A
84 668 :M
3.408 .341(A number of teachers commented on this)J
70 679 :M
.207 .021(\324isolation\325 which can be felt in a classroom and how)J
70 690 :M
4.22 .422(they used Internet to develop personal and)J
70 701 :M
2.472 .247(professional links with other teachers who had)J
70 712 :M
.338 .034(similar interests.)J
84 729 :M
.859 .086(I found that camaraderie at a professional level)J
84 740 :M
2.86 .286(really supportive. You didn\325t have to have)J
84 751 :M
.508 .051(someone in the staffroom to talk to because you)J
324 79 :M
1.232 .123(could talk to anywhere in the world and those)J
324 90 :M
-.116(barriers of distance just disappeared.)A
324 107 :M
.921 .092(It gave me access to my colleagues and people)J
324 118 :M
.216 .022(with the same interests.)J
324 135 :M
.773 .077(It\325s looking at how other people teach and then)J
324 146 :M
.442 .044(saying I can do that . . . but the nice thing is it\325s)J
324 157 :M
.731 .073(not like looking it up in a textbook or a journal)J
324 168 :M
-.027(article because you can actually write back to that)A
324 179 :M
.777 .078(individual and say . . . how did you do it, what)J
324 190 :M
.526 .053(were the benefits, what were the spin-offs, what)J
324 201 :M
-.017(would you do differently. You\325ve got that contact)A
324 212 :M
.083 .008(with the primary source of information.)J
324 229 :M
2.365 .236(At times in a primary school you feel very)J
324 240 :M
.391 .039(isolated . . . the primary school environment can)J
324 251 :M
.953 .095(be restrictive and narrow but the Internet gives)J
324 262 :M
.242 .024(you the knowledge that it doesn\325t have to be like)J
324 273 :M
1.423 .142(that. You can keep your vision, you can keep)J
324 284 :M
.994 .099(your big picture and there are plenty of people)J
324 295 :M
.14 .014(out there who share it.)J
324 312 :M
2.942 .294(People are more inclined to discuss things)J
324 323 :M
3.581 .358(intelligently than what they would in the)J
324 334 :M
.571 .057(staffroom. You ask intelligent questions and get)J
324 345 :M
1.22 .122(intelligent answers without all the usual social)J
324 356 :M
.017(constraints.)A
324 373 :M
.178 .018(. . . the increased awareness and more immediate)J
324 384 :M
.994 .099(access to what\325s occurring around the place. A)J
324 395 :M
1.098 .11(change of ideas . . . to get the an opinion of a)J
324 406 :M
.83 .083(Canadian educator who is going to have a very)J
324 417 :M
1.42 .142(different perspective to someone from here or)J
324 428 :M
2.315 .232(from the United States or the UK. You see)J
324 439 :M
2.906 .291(education as far more global. You see the)J
324 450 :M
-.023(uniqueness of yourself also.)A
310 473 :M
f1_12 sf
2(5.3)A
335 473 :M
3.338 .334(Supportive administration)J
324 491 :M
f0_10 sf
.412 .041(Although these accounts were personal accounts)J
310 502 :M
-.007(for the teacher\325s use, in general, teachers commented)A
310 513 :M
.852 .085(favourably on the support they received from their)J
310 524 :M
.221 .022(administration. While major use was from their own)J
310 535 :M
.062 .006(homes, participants took examples of electronic mail)J
310 546 :M
3.032 .303(or resources to their schools which generated)J
310 557 :M
2.27 .227(enthusiasm in other teachers and administrative)J
310 568 :M
5.225 .522(personnel. Tangible support received from)J
310 579 :M
3.201 .32(administration included, release from class to)J
310 590 :M
.993 .099(demonstrate Internet to other teachers and to meet)J
310 601 :M
2.37 .237(with the project leader. Additional support and)J
310 612 :M
2.386 .239(administrative recognition of the importance of)J
310 623 :M
.057 .006(Internet access has been the installation of additional)J
310 634 :M
4.05 .405(phone lines dedicated to modem use at all)J
310 645 :M
(participant\325s schools.)S
310 674 :M
f1_12 sf
(6)S
331 674 :M
1.838 .184(Where are the dragons?)J
324 692 :M
f0_10 sf
.072 .007(Issues relating to the technology, time and access)J
310 703 :M
(continued to cause problems throughout the project.)S
endp
%%Page: 4 4
%%BeginPageSetup
initializepage
(OLDS IIx; page: 4 of 6)setjob
%%EndPageSetup
-28 -31 :T
gS 28 31 538 781 rC
70 44 :M
f0_9 sf
.513 .051(Teachers and Internet)J
268 44 :M
.083 .008(Proc. INET \32595)J
473 44 :M
.755 .075(P. Buchanan)J
70 85 :M
f1_12 sf
2(6.1)A
95 85 :M
.501(Technical)A
84 103 :M
f0_10 sf
.243 .024(A major problem encountered by the group dealt)J
70 114 :M
6.307 .631(with equipment and establishing reliable)J
70 125 :M
2.102 .21(connections. Griffith University did not provide)J
70 136 :M
.465 .046(SLIP or PPP access and, as most of the participants)J
70 147 :M
.76 .076(only had access to 2400 baud modems, access was)J
70 158 :M
1.805 .181(limited to terminal connections to a UNIX host.)J
70 169 :M
1.147 .115(Also Griffith instituted a dialback security system)J
70 180 :M
3.88 .388(which caused a high level of frustration in)J
70 191 :M
(establishing reliable connections.)S
84 208 :M
2.382 .238(Technical problems no doubt influenced the)J
70 219 :M
.71 .071(attitude of the participants to the Internet, although)J
70 230 :M
1.618 .162(it did not deter them form exploring. A number,)J
70 241 :M
.268 .027(however, were pessimistic about the widespread use)J
70 252 :M
1.721 .172(of Internet amongst their peers if such problems)J
70 263 :M
-.041(could not be overcome.)A
84 280 :M
.918 .092(At the present time with the methods you have)J
84 291 :M
.967 .097(to use . . . the basic mechanics of getting in to)J
84 302 :M
.871 .087(the Internet and knowing the level of computer)J
84 313 :M
.832 .083(expertise of my colleagues . . . I would say the)J
84 324 :M
3.985 .399(Internet won't be used by more teachers)J
84 335 :M
-.078(generally.)A
70 358 :M
f1_12 sf
2(6.2)A
95 358 :M
.448(Time)A
84 376 :M
f0_10 sf
.022 .002(A significant issue is the amount of time required)J
70 387 :M
1.297 .13(to explore and feel comfortable with the Internet.)J
70 398 :M
-.008(Teachers in the project spent between 5 and 20 hours)A
70 409 :M
.407 .041(online per week, with an average of 5-7 hours. This)J
70 420 :M
.102 .01(is an important consideration for those schools faced)J
70 431 :M
1.42 .142(with the option of an Internet provider with time)J
70 442 :M
-.147(charges.)A
84 459 :M
5.771 .577(Professional commitments, both in the)J
70 470 :M
.128 .013(classroom and in meetings, meant that teachers were)J
70 481 :M
1.31 .131(unable to find this time during school hours. The)J
70 492 :M
2.217 .222(teachers also found it was necessary to reserve)J
70 503 :M
3.992 .399(significant blocks of time for their Internet)J
70 514 :M
4.224 .422(connection in order to accomplish anything)J
70 525 :M
(meaningful.)S
84 542 :M
.55 .055(Full time work, plus all the committee meetings)J
84 553 :M
.294 .029(and all the extra stuff we have to do and . . . you)J
84 564 :M
.659 .066(have to be able to actually set aside a couple of)J
84 575 :M
1.924 .192(hours for this. This is not something you sit)J
84 586 :M
.985 .098(down for five minutes and knock over because)J
84 597 :M
-.028(you just don\325t get far enough. You don\325t delve far)A
84 608 :M
.868 .087(enough into it to get anything meaningful from)J
84 619 :M
.512 .051(it in five minutes.)J
84 636 :M
1.19 .119(The result was major access was, and is, from)J
70 647 :M
.178 .018(teacher\325s homes. This is supported in the findings of)J
70 658 :M
1.888 .189(Honey and Henriquez [9] and Russett [10]. The)J
70 669 :M
1.503 .15(teachers on this project have willingly given this)J
70 680 :M
1.114 .111(time. Interaction with the Internet, their peers and)J
70 691 :M
5.233 .523(locating resources, has provided sufficient)J
70 702 :M
.93 .093(motivation for these teachers. It is likely however,)J
70 713 :M
1.447 .145(that many teachers would be unwilling or unable)J
70 724 :M
1.446 .145(\(due to other commitments\) to allocate this time.)J
70 735 :M
.193 .019(These teacher would require immediate and tangible)J
70 746 :M
-.108(rewards for their efforts.)A
324 79 :M
2.023 .202(While it was originally envisaged that usage)J
310 90 :M
-.013(would drop after an initial familiarisation period, this)A
310 101 :M
2.056 .206(has, so far, not been the case. In fact, as these)J
310 112 :M
-.007(teachers now act as \324pilots\325 for other teachers in their)A
310 123 :M
4.096 .41(schools, usage, in some cases, has actually)J
310 134 :M
-.25(increased.)A
324 151 :M
-.022(Teacher-librarians in the project have commented)A
310 162 :M
1.057 .106(on the greater flexibility in their work time which)J
310 173 :M
1.565 .157(enables them to make greater use of the Internet)J
310 184 :M
2.253 .225(during the day and to provide support to other)J
310 195 :M
1.41 .141(teachers. The role of the pilot will be critical for)J
310 206 :M
2.252 .225(developing awareness and a knowledge base in)J
310 217 :M
.503 .05(teachers. This would seem to be a potential role for)J
310 228 :M
-.09(teacher librarians.)A
324 245 :M
.258 .026(Being a teacher-librarian, Internet\325s an extension)J
324 256 :M
.72 .072(of my job. So it\325s perfect for me because it can)J
324 267 :M
2.721 .272(help me with my cooperative planning and)J
324 278 :M
-.046(teaching.)A
310 301 :M
f1_12 sf
2(6.3)A
335 301 :M
1.005(Access)A
324 319 :M
f0_10 sf
.994 .099(Coupled with finding the time, actually getting)J
310 330 :M
.055 .006(access to telephone lines and modems. Initially, only)J
310 341 :M
1.574 .157(one teacher was in a school which had a second)J
310 352 :M
-.02(telephone line which could be dedicated to a modem.)A
310 363 :M
.835 .084(This resulted in tensions arising due to the school\325)J
310 374 :M
.159 .016(primary telephone or fax line being used for Internet)J
310 385 :M
.55 .055(access point. This was another reason why teachers)J
310 396 :M
1.105 .11(chose to access their accounts from home. Due to)J
310 407 :M
2.19 .219(the success these teachers experienced with the)J
310 418 :M
.618 .062(Internet use and the enthusiasm they engendered in)J
310 429 :M
.135 .013(their schools, all schools have now installed an extra)J
310 440 :M
.569 .057(telephone line dedicated to modem use. This has to)J
310 451 :M
-.006(be seen as a significant success for the project.)A
310 480 :M
f1_12 sf
(7)S
331 480 :M
4.201 .42(Navigation beacons)J
324 498 :M
f0_10 sf
.288 .029(The success of the project may be gauged by the)J
310 509 :M
.109 .011(following outcomes)J
310 526 :M
(\245)S
324 526 :M
6.905 .691(All schools have installed additional)J
324 537 :M
.533 .053(infrastructure \(additional phone lines; additional)J
324 548 :M
-.09(and faster modems\) to facilitate Internet access)A
310 560 :M
(\245)S
324 560 :M
.338 .034(All teachers are now actively pursuing strategies)J
324 571 :M
.06 .006(for incorporating Internet activities and resources)J
324 582 :M
1.44 .144(in their classroom. Some of the teachers have)J
324 593 :M
.119 .012(already made this transition. Those who have not)J
324 604 :M
1.319 .132(have been hindered by the lack of appropriate)J
324 615 :M
-.002(infrastructure in their school.)A
310 627 :M
(\245)S
324 627 :M
2.147 .215(All teachers are actively using their Internet)J
324 638 :M
(accounts. Some have increased their online usage)S
324 649 :M
1.628 .163(and others have arranged additional accounts,)J
324 660 :M
.809 .081(which offer additonal facilities such as SLIP or)J
324 671 :M
.208 .021(PPP, for themselves and/or their schools.)J
310 683 :M
(\245)S
324 683 :M
2.509 .251(The administration in all schools are active)J
324 694 :M
.327 .033(supporters of the use of Internet for teachers and)J
324 705 :M
-.034(students.)A
310 717 :M
(\245)S
324 717 :M
1.314 .131(Project teachers are now taking on the role of)J
324 728 :M
.193 .019(pilots for other teachers both in their schools and)J
324 739 :M
.231 .023(in cluster groups.)J
324 756 :M
5.493 .549(The project provided evidence for the)J
310 767 :M
1.621 .162(effectiveness of electronic mail as a professional)J
endp
%%Page: 5 5
%%BeginPageSetup
initializepage
(OLDS IIx; page: 5 of 6)setjob
%%EndPageSetup
-28 -31 :T
gS 28 31 538 781 rC
70 44 :M
f0_9 sf
.513 .051(Teachers and Internet)J
268 44 :M
.083 .008(Proc. INET \32595)J
473 44 :M
.755 .075(P. Buchanan)J
70 79 :M
f0_10 sf
1.048 .105(support and professional development mechanism.)J
70 90 :M
3.65 .365(This support must, as far as practicable, be)J
70 101 :M
1.047 .105(immediate. The immediacy of communication and)J
70 112 :M
.114 .011(problem resolution is one of the greatest strengths of)J
70 123 :M
-.013(electronic mail.)A
84 140 :M
3.529 .353(The project also highlighted the need for)J
70 151 :M
.954 .095(increased access to communications infrastructure.)J
70 162 :M
.808 .081(The ulitmate goal would be for all schools to have)J
70 173 :M
.623 .062(continuous network access. While planning for this)J
70 184 :M
.991 .099(goal has commenced in the Queensland Education)J
70 195 :M
.267 .027(Department, immediate access for most schools will)J
70 206 :M
2.162 .216(be via dial up and modem. Increased access to)J
70 217 :M
-.034(dedicated and reliable telephone lines and high-speed)A
70 228 :M
.242 .024(modems, at the classroom level, should be a priority)J
70 239 :M
3.599 .36(for all schools wishing to access the global)J
70 250 :M
-.019(networks.)A
84 267 :M
1.756 .176(Teachers require time to become comfortable)J
70 278 :M
.199 .02(with the Internet at a personal and professional level)J
70 289 :M
1.168 .117(before they will be comfortable integrating it into)J
70 300 :M
3.126 .313(classroom activities. It is likely that teaching)J
70 311 :M
-.009(schedules and professional commitments will always)A
70 322 :M
1.597 .16(make it difficult for teachers to find this time at)J
70 333 :M
1.236 .124(school. It will be important for administrations to)J
70 344 :M
.285 .029(provide flexibility and support to teachers who wish)J
70 355 :M
.232 .023(to borrow equipment to use at home. It may even be)J
70 366 :M
.838 .084(possible for schools to provide financial assistance)J
70 377 :M
1.738 .174(for phone calls and to those teachers wishing to)J
70 388 :M
-.097(purchase equipment.)A
70 417 :M
f1_12 sf
(8)S
91 417 :M
2.966 .297(Continuing the exploration)J
84 435 :M
f0_10 sf
.727 .073(Each new advance in information technology\321)J
70 446 :M
.512 .051(radio, film,television, computers\321has brought with)J
70 457 :M
4.531 .453(it proclamations by its advocates, that the)J
70 468 :M
.241 .024(deployment of this technology would be the catalyst)J
70 479 :M
.408 .041(which would bring schools out of the dark ages and)J
70 490 :M
.381 .038(into the modern world [11]. Sadly, these prophecies)J
70 501 :M
.087 .009(have, more often than not, gone unfulfilled.)J
84 518 :M
.627 .063(Schools, and particularly teachers, have resisted)J
70 529 :M
2.467 .247(technological change. The deployment of these)J
70 540 :M
.612 .061(technologies has rarely empowered teachers. While)J
70 551 :M
.089 .009(the observation is often made \324the role of the teacher)J
70 562 :M
2.721 .272(is changing but the teacher is not\325 [12], little)J
70 573 :M
1.782 .178(emphasis is placed on redefining the role of the)J
70 584 :M
-.194(teacher.)A
84 601 :M
.679 .068(Only if teachers buy into change will it achieve)J
84 612 :M
-.068(success. Teachers will accept computers and other)A
84 623 :M
5.182 .518(technologies as effective tools in their)J
84 634 :M
2.891 .289(classrooms when, and only when, they are)J
84 645 :M
2.224 .222(comfortable with them and see what can be)J
84 656 :M
-.015(accomplished with them. [13])A
84 673 :M
.183 .018(Increased training courses are not necessarily the)J
70 684 :M
1.089 .109(answer. Such courses often cast the teacher in the)J
70 695 :M
.177 .018(role of student rather than learner, tourist rather than)J
70 706 :M
4.204 .42(explorer. They are a little like watching a)J
70 717 :M
2.062 .206(documentary of another\325s experiences but being)J
70 728 :M
.046 .005(unable to make the journey yourself.)J
84 745 :M
.028 .003(The uncharted dimensions of the Internet provide)J
70 756 :M
1.329 .133(an opportunity for teachers to take on the role of)J
70 767 :M
-.023(explorer. The charts are not complete.)A
324 79 :M
.741 .074(This project deliberately cast the participants in)J
310 90 :M
.671 .067(the role of explorer. While the group had a pilot to)J
310 101 :M
.747 .075(guide them through the more dangerous waters, no)J
310 112 :M
1.412 .141(attempt was made to preplan their journey. Their)J
310 123 :M
1.128 .113(journey was plotted by the siren call of their own)J
310 134 :M
-.045(interests; they located treasure which was meaningful)A
310 145 :M
3.197 .32(to themselves; and sometimes the dragons of)J
310 156 :M
-.062(technology caused the journey to be suspended.)A
324 173 :M
1.144 .114(The final words in this paper should be left to)J
310 184 :M
-.061(those teachers.)A
324 201 :M
f2_10 sf
2.693 .269(What motivates you to continue using your)J
310 212 :M
-.238(Internet account?)A
324 229 :M
f0_10 sf
1.841 .184(Discovery. You know something new around)J
324 240 :M
1.366 .137(every corner and I\325m likely to find something)J
324 251 :M
-.079(different or new or really beneficial.)A
324 263 :M
2.303 .23(I enjoy it. I enjoy learning and finding and)J
324 274 :M
.02(exploring.)A
324 286 :M
.202 .02(It\325s exciting.)J
324 298 :M
.194 .019(It\325s fun.)J
324 310 :M
-.061(And very useful.)A
310 339 :M
f1_12 sf
.672(References)A
310 357 :M
f0_10 sf
-.328([1])A
334 357 :M
.803 .08(C. Morton, C. Mojkowski, M. Roland and P.)J
334 368 :M
1.03 .103(Copen, \322The global education model \(GEM\))J
334 379 :M
2.011 .201(and the New York State US/Soviet school)J
334 390 :M
3.204 .32(program,\323 ERIC Document Reproduction)J
334 401 :M
.462 .046(Service No. 328233, 1989, p. 126.)J
310 418 :M
-.328([2])A
334 418 :M
11.024 1.102(M. Honey and A. Henriquez,)J
334 429 :M
f2_10 sf
2.983 .298(Telecommunications and K-12 educators:)J
334 440 :M
.382 .038(Findings from a national survey)J
f0_10 sf
.352 .035(, \(Bank Street)J
334 451 :M
.035 .003(College of Education, 1993\).)J
310 468 :M
-.328([3])A
334 468 :M
.526 .053(C. Sherwood and P. A. Buchanan, \322Changing)J
334 479 :M
.081 .008(classrooms - a national perspective: A national)J
334 490 :M
1.497 .15(survey on the integration of computers into)J
334 501 :M
.596 .06(schools,\323 )J
f2_10 sf
.817 .082(Australian Educational Computing)J
f0_10 sf
(,)S
334 512 :M
.717 .072(vol 8, 1993.)J
310 529 :M
-.328([4])A
334 529 :M
-.007(Honey and Henriquez, op. cit., p32)A
310 546 :M
-.328([5])A
334 546 :M
3.811 .381(International Society for Technology in)J
334 557 :M
2.381 .238(Education, )J
f2_10 sf
2.832 .283(Vision: TEST \(Technologically)J
334 568 :M
(Enriched Schools of Tomorrow\))S
f0_10 sf
(, \(International)S
334 579 :M
.048 .005(Society for Technology in Education, 1990\).)J
310 596 :M
-.328([6])A
334 596 :M
1.159 .116(B. Theisen, \322Integrating telecommunications)J
334 607 :M
.673 .067(into the K-12 classroom,\323 )J
f2_10 sf
.847 .085(Tel-Ed '93, Global)J
334 618 :M
1.025 .103(Connections. Conference Proceedings)J
f0_10 sf
.68 .068(, ERIC)J
334 629 :M
.589 .059(Document Reproduction Service No. 366334,)J
334 640 :M
.806 .081(1993, p. 21.)J
310 657 :M
-.328([7])A
334 657 :M
-.043(O. E. Benavides and A. E. Benavides, \322Internet)A
334 668 :M
.654 .065(and curriculum delivery: Training of teachers)J
334 679 :M
3.839 .384(and administrators,\323 )J
f2_10 sf
3.798 .38(Tel-Ed '93, Global)J
334 690 :M
1.025 .103(Connections. Conference Proceedings)J
f0_10 sf
.68 .068(, ERIC)J
334 701 :M
.589 .059(Document Reproduction Service No. 366334,)J
334 712 :M
.806 .081(1993, p. 35.)J
310 729 :M
-.328([8])A
334 729 :M
.132 .013(Honey and Henriquez, op. cit., p. 16.)J
310 746 :M
-.328([9])A
334 746 :M
.132 .013(Honey and Henriquez, op. cit., p. 32.)J
endp
%%Page: 6 6
%%BeginPageSetup
initializepage
(OLDS IIx; page: 6 of 6)setjob
%%EndPageSetup
-28 -31 :T
gS 28 31 538 781 rC
70 44 :M
f0_9 sf
.513 .051(Teachers and Internet)J
268 44 :M
.083 .008(Proc. INET \32595)J
473 44 :M
.755 .075(P. Buchanan)J
70 79 :M
f0_10 sf
-.039([10] )A
94 79 :M
2.683 .268(J. Russett, "Telecommunications and pre-)J
94 90 :M
1.037 .104(service science teachers: the effects of using)J
94 101 :M
1.045 .104(electronic mail and a directed exploration of)J
94 112 :M
4.214 .421(Internet on attitudes," ERIC Document)J
94 123 :M
1.125 .113(Reproduction Service No. 368571, 1994, p.)J
94 134 :M
.25(10.)A
70 151 :M
-.218([11])A
94 151 :M
2.729 .273(L. Cuban, )J
f2_10 sf
4.064 .406(Teachers and machines: The)J
94 162 :M
2.951 .295(classroom use of technology since 1920)J
f0_10 sf
(,)S
94 173 :M
-.015(\(Teachers College Press, 1986\).)A
70 190 :M
-.218([12])A
94 190 :M
1.138 .114(C. Bigum, )J
f2_10 sf
1.471 .147(Coming to terms with computers)J
94 201 :M
2.806 .281(in schools: Report to the Commonwealth)J
94 212 :M
3.203 .32(Schools Commission)J
f0_10 sf
1.799 .18(, \(Deakin Institute for)J
94 223 :M
.287 .029(Studies in Education, 1987\), p. 14.)J
70 240 :M
-.218([13])A
94 240 :M
3.811 .381(International Society for Technology in)J
94 251 :M
.525 .052(Education, op. cit., p. 26.)J
70 280 :M
f1_12 sf
2.602 .26(Author Information)J
84 298 :M
f0_10 sf
2.533 .253(Phil Buchanan is a former primary teacher,)J
70 309 :M
-.019(educational consultant and Lecturer in Education. He)A
70 320 :M
.759 .076(is currently a Senior Project Officer with the Open)J
70 331 :M
1.229 .123(Access Support Centre, Department of Education,)J
70 342 :M
4.508 .451(Queensland, Australia. The Centre provides)J
70 353 :M
1.453 .145(curriculum support through the development of a)J
70 364 :M
.059 .006(range of programs, materials and services. His major)J
70 375 :M
.238 .024(roles involves conducting research and development)J
70 386 :M
5.959 .596(projects addressing current and emerging)J
70 397 :M
.587 .059(technologies and their relationship to open learning)J
70 408 :M
.574 .057(strategies. He has a particular interest in interactive)J
70 419 :M
.601 .06(technologies, information and delivery systems and)J
70 430 :M
-.032(how they may be used for professional development.)A
84 447 :M
(Acknowledgment is given to the project teachers,)S
70 458 :M
.111 .011(their fellow teachers and their school administration.)J
70 469 :M
.217 .022(Their perseverance, foresight and good humour kept)J
70 480 :M
-.003(the project on course.)A
84 497 :M
-.133(Lindy McKeown)A
175 497 :M
-.055(Bundamba State School)A
84 508 :M
.366 .037(Chris Piper)J
84 519 :M
-.16(Leigh Urqhart)A
84 536 :M
-.043(Chris Lawler)A
175 536 :M
.083 .008(Springwood State School)J
84 553 :M
.175 .018(Romina Proctor)J
175 553 :M
-.074(Redland Bay State School)A
84 570 :M
-.096(Alie Blackwell)A
175 570 :M
-.005(Kruger State School)A
endp
%%Trailer
end % md
%%EOF