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With today's growth in the use of electronic information systems for e-mail, data development and research, and the relative ease of access to such resources, protecting one's data and correspondence has become a great concern. "Pretty Good Privacy" (PGP), an encryption program developed by Phil Zimmermann, may be the software tool that will provide a person with a secure method to keep mail, manuscripts, and data private. PGP uses a two-key method of encryption. With PGP, a person gives out their public key to all who might send them encrypted messages. The person's private key, which they do not divulge, is then the only key that can access the encrypted messages, so information is secure. This paper contains detailed installation instructions, basic features and strengths of using PGP for e-mail purposes, and information on where and how to obtain current versions of the public domain PGP software. (Author/SWC)

Since electronic networking via microcomputers is fast becoming one of the most popular communications mediums of this decade, this manual is designed to help educators use personal computers as communication devices. The purpose of the document is to acquaint the reader with: (1) the many available communications options on electronic networks; (2) how-to activities that will, with some practice and experience, make one a "networking expert"; and (3) resources and services related to electronic networking. Presuming no technological sophistication since none is required, it presents a step-by-step description of computer networking and the ways it is being used by educators and students throughout the country. Suggestions for ways to ease into computer networking are also provided, along with some examples of how a typical networking session might proceed. The manual does not detail hardware and software requirements, nor does it recommend any particular brands of hardware and software. A glossary and 11 references are included. (THC)

This paper provides guidance through the process of upgrading the skills of information systems staff to fit the implementation of new technology. Specific examples are provided for the technology implementation at Mott Community College (Michigan). As with many major transitions, the key to success is planning. It is important to completely and thoroughly analyze existing technology, the new technology being implemented, and the strengths and weaknesses of each individual on the Information Systems staff. To determine the makeup of the Information Staff of the future: evaluate the new technology and the organization's needs; determine the organization chart for the new technology; determine the generic skills needed for each position; develop a job description for each "new" position; and identify the specific technical skills needed for each position. After developing a general timeline, Mott Community College formed a migration team to help with the transition and to: help implement the new system; help determine the best set of procedures and policies; work with the existing staff to help them contribute to decisions; and train existing staff. The migration team was critically important to the success of Mott Community College's transition. The paper also provides guidance for selling the staff on the new technology; building the training plan (including an example training plan); and working with the transition. (SWC)

World Wide Web authors are often tempted to use the latest and sexiest means to present their information. "Hot" and "cool" sites use dancing graphics, frames, tables, specific fonts, and background and foreground colors to entice the reader and delight the eye. Sound clips often convey emotional content that cannot be expressed in text, and digital video clips present movement. However, the use of these means tends to disenfranchise some users. It is important to consider potential users' limitations, and make information accessible to all. Deaf readers need text support for sound clips, as well as visual clues to any audio stimuli, including beeps and bells. Blind readers need to be able to access the information content through text presented in a linear manner, so that it can be rendered as sound through their specialized equipment. Readers at the end of a telephone line need access to the information content even when they turn off the display of online images, and readers with older computers need pages that work with a text browser, such as Lynx. This paper describes hypertext markup language (HTML) coding techniques to enhance accessibility without totally forsaking attractiveness. The paper is intended for Web authors who can understand HTML tagging without lengthy explanations. (Contains 15 references.) (Author/SWC)

For many librarians and information specialists, the World Wide Web presents a challenge, not only in terms of organizing information, but in creating a visual package that piques the user's curiosity and interest as well as provides orientation to a site. Creating original graphics gives a Web site a unique identity, and forces the designer to think carefully about the layout and hierarchies of the site before creating it. The best way to come up with ideas is to look at other web sites, but it is crucial to consider the future site's audience and the library's resources for building and maintaining the site. This paper provides an introduction and overview for those who do not have formal art or design training but are interested in creating graphics for the Web. Topics include: determining a "look" for Web pages; essential software for creating graphics; Web page layout; and designing graphics for various platforms and Web browsers. The paper also describes the difference between GIF and JPEG graphics format, and provides tips for dealing with color for the Web. For librarians who need to create a Web site, creating the graphics is their opportunity to give the library a unique identity in a new medium. (Author/SWC)

This paper describes how librarians can teach patrons the basics of hypertext markup language (HTML) so that patrons can publish their own homepages on the World Wide Web. With proper use of handouts and practice time afterwards, the three basics of HTML can be conveyed in only 60 seconds. The three basics are: the basic template of Web tags, used for all web pages, which can be copied from a standing file; certain typed characters that cannot be used as is; and a tag for a hyperlink. Suggestions are provided for customizing the 60-second web lesson for the needs of different patrons. Before learning any tags beyond the basics, a person should plan their Web page, and decide how their subject should be divided. The paper provides other basic tags: for clearly organizing and emphasizing parts of a page; for adding more "flash" by adding images; and for adding an e-mail link tag. Perhaps the ultimate goal of a Web teacher is to encourage people not only to complement their Web browsing with their own page, but to begin exchanging specific e-mail with others about their pages and interests. This level of engagement can truly show people the value of information and the newest methods of finding it. (SWC)

Noting that journalism and mass communication educators have experimented broadly with computer applications since the 1970s, this paper suggests that momentum is building in the 1990s in three areas (industry imperative, social significance, and pedagogic promise) to integrate computer-mediated communication (CMC) into the journalism and mass communication curriculum. The paper first defines CMC and discusses its development. The paper then notes that knowledge of and facility with CMC is becoming a requirement for the computer literate professional of the 1990s. Two general approaches toward the pedagogic use of CMC are outlined in the paper: adoption of CMC in every course as a supplemental means of student-professor and student-student communication; and introduction of CMC into target core courses (such as media law, reporting, and media management) where CMC would facilitate communication with and among students, and also enhance the instruction of a number of topics already addressed in various courses. The paper also discusses general points to consider when putting a class "online," such as: establishing students' computer accounts; creating a new bulletin board or participating in an existing board; motivating usage of CMC; and developing a student guide for the e-mail and bulletin board technology. The paper concludes that educators must find ways to overcome initial resistance among students and colleagues to CMC, and must locate niches in the curriculum in which CMC could be usefully integrated. Sixty-nine notes are included. (RS)

Information from the U.S. Government is appearing with increasing frequency on the Internet. In many cases, the Internet is the only place to locate important government information. Virtually all agencies maintain their own web pages, which include linked statistical data, news releases, and other full-text publications. In the future, more data will be in online format rather than standard print sources, and searching the Web will become the primary means of locating government data. This paper shows how to maximize retrieval of federal government information on the Web. It first describes and illustrates the organizational structure of the Federal Government, knowledge of which is one of the keys to finding federal information on the Web. The paper then addresses: using search engines and subject indexes to locate federal information; tips on how to locate government agencies on the Web; search strategies to locate government regulations and legislation; and how to find statistics, demographics, and other useful data. Some of the major issues associated with government information in an electronic environment are explored. Includes 27 search questions and answers for practice in searching for government information. (Author/SWC)

Reviews copyright issues that were addressed at the InCITE 1995 workshop, including copyright law, fair use guidelines, multimedia issues, copyright policy statements by national professional organizations, legal activities related to the Internet, and multimedia guidelines. (LRW)

This paper is intended to help institutions of higher education critically evaluate the principal technological tools and policies being used to enforce copyright on campus networks. It first explores where the goals of copyright holders and universities overlap and where they conflict. It then discusses the pros and cons of the major solutions and explores alternatives. Finally, it offers a series of questions designed to help university IT professionals develop criteria for evaluating future tools as they come to market. Questions to Ask Vendors If You're Considering a Technical Solution is appended. This paper was produced by the Electronic Frontier Foundation.

This paper presents tips for educators to integrate and facilitate virtual learning teams within online courses. The techniques are grounded in current research and theoretical foundations of systems theory and group dynamics. Tips emphasize facilitation of virtual learning teams, assembled for the purpose of formal education and supported by computer-mediated communication tools. Critical elements of virtual team learning are defined, including task/problem, team dynamics and interaction, team member roles, mediated communication, and facilitation. Tips are categorized as facilitating motivation and efficacy, problem-solving, skill building, knowledge construction, and conflict resolution. The ten techniques are: (1) help team members manage "cyberstress" by helping them feel connected to the facilitator and other team members; (2) plan frequent e-mail prompts to help team members overcome procrastination; (3) provide a variety of tools to support the different phases of problem solving; (4) assist team members when they struggle with achieving consensus; (5) assemble teams strategically based on task and talent; (6) provide timely and meaningful feedback; (7) scaffold topical discussions using a threaded discussion (asynchronous) tool; (8) encourage elaboration through questioning and hypertext linking; (9) discourage judgment, criticism, and personal attacks; and (10) intervene to highlight areas of common ground among conflicting team members. (DLS)

This paper addresses problems and issues that arise in electronic communications, and offers guidelines and etiquette. Topics covered include: (1) drafting an electronic message, including width of messages, abbreviations and smileys, salutation, name, author address, and responding to a message; (2) "Webtiquette" (i.e., guidelines for World Wide Web page development); (3) design guidelines for voice mail and automated answering services; (4) pager emotimetric codes; and (5) problems and issues, including flames, privacy, and lead time for e-mail. (AEF)

A district-wide Intranet offers school districts the potential for communication, efficiency, and organizational growth. This paper explains the difference between the Intranet and Internet, discusses how the Intranet can help schools, and notes potential problems when working with it. The paper recommends learning to communicate and collaborate locally before moving on to global networking. (SM)

As enrollments decline, many institutions rush to implement distance education programs, often with only crude or solely administrative guidelines for program development. The following seven principles of good practice can be useful to guide initial program development: (1) programs should have purpose, direction, leadership, and clearly identified target audiences; (2) course objectives should be clearly defined and comparable to those for traditional classes; (3) faculty participation and leadership should be encouraged; (4) administrator and faculty roles should be clearly delineated; (5) faculty should be experts in the discipline content, as well as in the technologies available to support instruction; (6) choices regarding technologies should be based on content matter, learning objectives, and availability to students; and (7) students should be provided with information regarding the nature of distance learning and skills required for success. Once the program has been designed, the following low and high tech solutions should be considered in implementing the program: telephone and voice mail systems to support instruction; fax, "fax on demand," and, time permitting, paper mail systems to disseminate assignments and receive completed work; electronic bulletin board systems with electronic mail and asynchronistic discussion forums to permit group work; computer software and audio tapes to provide instruction; and local cable channels to air locally produced video. (BCY)

This study examined the relationships between ATM (asynchronous transfer mode) adoption in universities and four organizational variables: university size, type, finances, and information processing maturity. Another purpose of the study was to identify the current status of ATM adoption in campus networking. Subjects were university domain LAN (local area network) administrators in the United States. A questionnaire was posted on the World Wide Web, and Internet e-mail was used to distribute the cover letter. A total of 199 usable responses were received. Logistic regression was used to study the relationship between the variables and ATM adoption, and nested models and an enrollment size model were designed for analyzing data. Results indicated that ATM adoption in campus networking is significantly related to the selected organizational variables. Tables present data on: frequencies for ATM adoption status; descriptive statistics for the predictor variables and categorical variables; and logistic regression coefficients and goodness-of-fit for the nested models and for the enrollment size model. (DLS)

Recent increases in the speed and accessibility of computers and networks have made it possible to administer tests on-line. On-line assessment can be conducted in a controlled setting, such as a testing center, or distributed over local area networks or the Internet to libraries and student homes, allowing students the flexibility to complete tests as their schedules permit. While on-line tests can contain virtually any type of question, the easiest test to develop are true/false, fill-in-the-blank, and multiple choice formats. Advantages of on-line tests include time savings for instructors and students, as well as increased learning opportunities for students in that the tests offer immediate feedback and do not take up class time. There are disadvantages to on-line testing for students, however, including the problem of procrastination, the lack of universal computer access and skills, and less flexibility in test-taking strategies. Disadvantages also exist for teachers, including problems with security and computer hardware, and issues related to "debugging" testing programs to ensure correct feedback and scoring. Tools for developing on-line tests include basic Hypertext Markup Language (HTML) with hyperlinked answers; HTML forms with Perl, CGI, or Personal Home Page (PHP) scripts to send feedback to students and commercial test development software. Sample HTML and PHP source code and test screen shots are included. (BCY)

Virus programs have become a significant problem in the computer industry. The effects of these programs have been publicized widely. Anyone working with microcomputers cannot have escaped exposure to the term. Yet, there are a large number of people (teachers in particular) who have only vague notions of what viruses are. This paper provides a straightforward approach to the description of computer viruses, how they are transmitted and spread within computer systems, what viruses do once they are inside a computer system, and how computer systems can be debugged and protected against viruses. Computer systems are discussed at length, including hard disk drives, computer software, floppy disks, and computer networks such as local area networks. A glossary of important terms is included. (6 references) (DB)

This guide to the Internet is geared toward special education teachers. Descriptions of various resources, including discussion groups (sometimes known as LISTSERVS) or conferences that appear to be beneficial for educators who instruct students with learning disabilities, are provided. The explosion in communication via the information superhighway is discussed. The World Wide Web and SPEDTALK, a forum for people to discuss current issues about practices, policies, and research in special education, are described and evaluated. Individual testimonials on the helpfulness of the Internet are recounted. Examples from SPEDTALK in their original form are provided. Caution is given to users on the amount of material they may receive through electronic mail. (CR)

Creating and maintaining a web server, particularly for a large organization, is both an art and a science. The science of link management, statistical analysis, and error redirection is only a part of what is required of web managers. Additional responsibilities include knowing the information needs of users; data owner support services; training others in web document design and markup; policy formation and enforcement; defining server standards; encouraging creativity; monitoring users; and checking links. This document describes the web manager's responsibilities, and provides instructions on how to customize default error messages and tips for web page referrals and redirection. No web manager is perfect, but those that approach perfection will bring a mix of skills and talents appropriate to the needs of the organization in building effective web systems. (Author/SWC)

The World Wide Web (WWW) acts as a multimedia Internet, navigable via Web browsers. Web browsers (Mosaic, Netscape, Cello, WinWeb, etc.) read files treated in HyperText Mark-up Language (HTML) and display interactive pages to users. Teachers with computer-mediated classrooms or labs can use HTML and Web browsers to create multimedia presentations for their classes. Files required for HTML, including text, graphics, and other multimedia, are discussed. The process involves using text files to create HTML documents containing coding-embedded HTML commands. HTML commands are the language used to mark up text to make it interactive and "pretty." The most common HTML codes ("tags") for making text pretty are listed and defined. Additional codes are defined which are needed to turn the text into an interactive, multimedia experience. Appendices include sample text from a Web document and some Internet sites of interest to Web builders. (MAS)

The E-Mail (electronic mail) and BBS (electronic bulletin board systems) Course at Thomas Nelson Community College, in Hampton, Virginia is designed to provide an introduction to e-mail and BBS systems, as well as information on the installation, operation, and administration of such systems. This document describes the class and provides instructional materials and exercises used in the class. An introductory narrative indicates that the course is a 2-credit semester hour class and utilizes a local area network (LAN), 23 computers, 2 telephone lines and 3 modems. A course of study is then presented, providing a course description and information on prerequisites, objectives, goals, and lecture methods. Finally, the following instructional materials are presented: (1) a course syllabus, including meeting times, required student materials, an outline of class assignments, the grading scale, and attendance policies; (2) a grade sheet, given to each student to keep them aware of their progress in the course; (3) overhead slides used on the first day of class to introduce the topic; (4) a set of six classroom activities, including installing an E-Mail program, working with E-Mail on a LAN, simulating an office environment, gaining access and registering on a local BBS, gaining access to CompuServe (a commercial BBS), and establishing a BBS; (5) three laboratory activities, including using an E-Mail system, gaining access to the campus BBS, and installing a modem; and (6) examination materials. (MAB)

The program for City Technical Colleges (CTCs) draws on ideas and resources from government, private industry, and education to focus on the educational needs of inner city and urban children. Mathematics, science, and technology are at the center of the CTCs' mission, in a context which includes economic awareness and a commitment to enterprise and wealth creation. This discussion addresses the question of computer provision in the context of the need for children to learn skills in the technologies now central to their existence, and their need for sufficient access to relevant equipment through their learning experiences at school if they are to develop such skills. This paper presents a rationale for providing information technology (IT); a discussion of how subject areas in the National Curriculum, ranging from science to dance, can be enhanced by its use; suggestions for staffing and administering IT programs; and a discussion of issues concerned with system purchase, support, and maintenance. Suggestions are based on an analysis of needs, value for money, the nature of educational computing, parity between CTCs and the external world, and an attempt to predict the future direction of educational information technology. Two appendices provide an annotated list of sources of information and resources for curricular issues, the purchase and evaluation of equipment, satellite systems and remote sensing, issues relating to the management of information technology, MS-DOS educational software, and software for alternative computing platforms; and a glossary and explanation of terms. (KRN)

The purpose of this handbook is to provide background and teaching recommendations for instructors who will be remotely conducting Reserve Component training using asynchronous computer conferencing techniques. The recommendations in this handbook are based on an international review of the literature in distance learning and experience gained from developing and conducting Reserve Component training. The handbook is based on a remotely conducted, distributed training model called A System for Managing Asynchronous Remote Training (SMART). The cornerstones of the SMART model are that training is asynchronous in time, computer mediated, and distributed to soldiers' homes. The SMART classroom is one in which small groups of students work together as a group by asynchronously communicating with each other and the instructor(s) using computer conferencing; lessons may be paper-based, computer-based, or audio/video-based. The handbook is divided into three sections: (1) background information on the SMART model and typical student characteristics of adults learning at home; (2) techniques for conducting SMART classroom training (e.g., group and individual learning techniques, motivational techniques); and (3) methods for troubleshooting likely course problems (e.g., computer problems, lack of progress or achievement). A companion Handbook for SMART Course Conversion and Implementation is also available. (Author)

Discusses how useful desktop conferencing has become in library services. Describes how real-time conference tools are convenient, efficient, cost-effective, and beneficial for those who are not able to come to the library. Presents a guide to current guide for conference tools for PC and Mac OS. (ontains 8 references.)(AUTH/MZ)

Intended for journalism school instructors and administrators as they make decisions about purchasing computers to help teach graphics and typology, this guide discusses seven areas of weakness in journalism curricula and ways in which schools should prepare themselves for new technologies. The introduction first discusses WYSIWYG--"what you see is what you get"--which refers to students' ability to create and see exactly what a finished product will look like. Next, the guide describes those systems that have worked at the Florida A&M University School of Journalism, the new computers on the market, and the Macintosh Lab at Florida A&M. The bibliography lists periodicals specializing in computers and books about publication graphics and personal publishing. Attachments provide (1) printouts from a system using a Koala Pad with a Commodore 64 computer, a disk drive, a Tymac interface, and an Okidata 93 printer; (2) examples of classwork done by students with a normal coldtype system and work done using a Macintosh with a laser printer; (3) a photocopied reduction of a newspaper printed on a laser printer; and (4) an example of the use of Knight Ridder Graphics network at a school newspaper. (SRT)

Based on a doctoral dissertation that involved a study of the nation's 100 most successful school computer systems, this report summarizes the study's purpose, scope, methodology, resultant model, general observations, and future implications. The model is divided into two major sections: (1) strategic planning activities, focusing on computer system inputs; and (2) tactical planning activities, discussing computer system processes, outputs, and feedback. Questionnaires were submitted to 75 school districts nominated for their outstanding administrative computer systems and 50 districts nominated for their outstanding instructional computer systems. Responses from 100 (80 percent) of the school districts cited useful concepts and practices. Telephone interviews with 24 survey respondents augmented the questionnaire data. Focused on the design of microcomputer and minicomputer systems, the model guides the design of inhouse computer systems for both administrative and instructional applications. Step-by-step procedures outline the key concepts of the study: that planning is a central element of the computer design process at all stages, and that user involvement should be pervasive through the planning, implementation, and growth of the computer system. (MLF)

An inter-university network of computer centers, the "Because It's Time NETwork" (BITNET), is described. Specific guidelines and format requirements for using BITNET, with sample commands, are presented. More than 1,800 computers at over 600 institutions of higher education and research centers in Europe, Asia, and North America are linked in this "store-and-forward" network. Users must have access to a main-frame computer located in a BITNET member institution. Users share information via real-time terminal messages and electronic mail. Other applications of BITNET include document transfer, program sharing, data exchange, and access to BITNET data services. Four maps of regional BITNET nodes in the United States and other parts of the world are included. (SLD)

A framework for assessing the implementation and impact of office automation (OA) technology within shore-based facilities of the U.S. Navy is provided. Following a list of the assumptions guiding the evaluation plan, a model for data collection is presented which is based on the perspective of a work group, i.e., a small number of individuals who interact regularly. Several topics relating to measurement strategy are discussed: (1) previous efforts to assess the impact of OA; (2) sources of data; (3) question construction and format for OA assessment; (4) the magnitude of impact of OA; (5) value judgments about change; and (6) measuring productivity. Data to be gathered about implementation, activity within work groups, uses of technology, immediate impact of work group outputs, changes in the role and adaptability of work groups, and remote impact are specified. The timing of data collection and sampling strategies are considered, and the report concludes with a discussion of the differences in emphasis in evaluation of networking and stand-alone workstations. The appendix provides examples of questions that can be used in OA assessment. (12 references). (MES)

This paper is the first in a series to investigate the impact of state-of-the-art networking technologies in a reformed educational context on student learning, teacher instruction, and parental involvement. The findings presented in this report are based on standardized test results. Although the findings indicate that the reforms are having a substantial impact for all students in Union City, NJ, the role of technology is less clear. This report finds that a range of factors, both contextual and technology-facilitated, have made a difference in student performance. This report concludes with a discussion of the five elements that have been central to Union City's overall success. Contains 14 references. (ASK)

Suggests that teaching online can be advantageous to a teacher with a physical disability. Notes that the teacher's written voice may have more authority than the physical voice without the interference of students' perceptions of the teacher's physical body. Shows that both teachers and students can benefit from the freedom from concern about appearance and its effect on others. (RS)

Continues an ongoing discussion about networked computer technologies and writing center practice. Examines the underlying theories of technology shaping attitudes and actions toward technology. Offers lab administrators a framework for thinking about accounts of technology use they hear; whether they wish to add computer networked technologies to their center's services; and how to implement those technologies. (PA)

Argues that, for a successful pedagogy of online portfolios, teachers should set up the computer network before the term begins; guide students to teach themselves how to use the system; explain the portfolio system at the beginning of the term; prompt revision even on "satisfactory" submissions; accept revisions only from "clean" copy; and provide detailed portfolio guidelines. (RS)

Presents 20 networking etiquette guidelines taken from electronic and print sources. Highlights include focusing on one subject, condensing messages, editing quotes, spelling and grammar, typography, mistakes, acronyms, humor, researching discussion groups, intellectual property and copyright, manners, ethics, and damage. (AEF)

Discusses the World Wide Web, a system used to display and distribute information on the Internet through hypertext links. Topics include browsing software called Mosaic; Web resources for elementary and secondary education students and teachers; online educational resources; Web server sites; and creating a home page. (LRW)

Describes how to create a school or district model for an Internet staff development training program for integrating information access skills into the school curriculum. Highlights include instructional design; facility development, including computer workstations; hands-on workshops that include electronic mail, gopher, and downloading; follow-up training; and evaluation. (LRW)

Presents a practical guide to use of the Internet. Topics discussed include getting connected; the UNIX operating system; electronic mail; FTP (File Transfer Protocol); Finger; Telnet; Archie; Veronica; Gopher; teacher education; the Yanoff List; and expansion of the Internet. (three references) (LRW)

Describes a project designed to help high school language students learn about French-speaking countries that uses HyperCard and telecommunications capabilities and can be adapted to other related curriculum areas. Highlights include cooperative group work using the Internet and creating HyperCard stacks. (three references.) (LRW)

Three articles on evaluation cover the use of the Internet as a reference resource and raise network policy issues: "The Internet as a Reference and Research Tool" (Edmund F. Santa Vicca); "NREN Update, 1993: Washington Policy" (Carolyn S. Elliot); and "Evaluating Physical Science Reference Sources on the Internet" (Susan S. Starr). (Contains 36 references.) (KRN)

Discusses the growth of the Internet and the attitudes of users toward advertising, provides examples of kinds of advertising used on electronic networks, and lists several companies that help advertisers use the Internet. Fifteen guidelines are suggested to help advertisers use the Internet in a reasonable and appropriate way. (Contains 11 references.) (KRN)

Offers suggestions for training people to use the Internet. Topics discussed include levels of training; goals; matching objectives to student interests; the importance of interactive sessions; student log books; conducting student evaluations; follow-up; and the necessity for the instructor to keep current. (four references) (LRW)

Describes activities for elementary and secondary students who participate in AT&T's Learning Network. Topics include learning circles as virtual communities; forming learning circles; planning projects with teachers and students; exchanging work on the projects; creating a final publication as a group; and evaluating the process. (LRW)

Discusses rules of etiquette for communicating via computer networks, including conversing as politely as you would face-to-face; ethical behavior; becoming familiar with the domain that you are in; rules for discussion groups; quality of writing; sharing appropriate knowledge; and respecting individuals' privacy. (LRW)

Discussion of the proposed National Information Infrastructure (NII) focuses on the need for the NII to assist educational institutions, libraries, governments, and nonprofit organizations in carrying out their responsibilities for public access to information. New communications technologies are discussed; the role of librarians is examined; and NII guidelines are suggested. (LRW)

Provides technical recommendations for wiring of college campuses to provide for current and future computer network needs, considering wiring in and between existing and new buildings. The effects of trends in networking costs are discussed. The importance of higher education's involvement and influence in various information technology issues is stressed. (EAM)

Describes a study that researched elements necessary for the design of an interactive video learning (IVL) lab for business courses. Highlights include a review of pertinent literature; guidelines for the use of an IVL lab; IVL systems integration; system specifications; hardware costs; and system software. (five references) (LRW)

Discusses factors to consider when estimating the number of public access terminals (PACs) or workstations needed in public and academic libraries for online catalogs, including building size and layout, physical facilities, resources available through the system, peripheral equipment, graphical user interfaces, remote users, system capacity, and communications and networking issues. (Contains five references.) (LRW)

Reviews computer networks and online services designed especially for teachers, as well as networks broadly targeted for business, home, and education. Presents a resources directory of networks to assist persons with disabilities. (SR)

This manual is intended to provide directors of funded programs and teachers with an awareness of a wide range of technology services, programs, and applications for improving the quality and effectiveness of instructional support services in New York State schools. The first of nine chapters contains two papers: "Technology Support for Instructional Support Services Themes," which provides a description of management and instructional technology programs for helping teachers improve effectiveness; and "Context: Role of Technology in the 'New Compact for Learning'" a framework for guiding the use of information technology within instructional support programs. The second chapter, "Current Status of Technology in Instructional Support Services," describes the results of a 1991 statewide survey on the uses of computer technology in instructional support programs. Chapter 3, "Planning," begins with a brief review of several basic questions that form a framework for initiating the technology planning process, and then describes the State Education Department's Technology Planning for Improving Schools (TPIS) process. An overview of the major features of the Model Schools Program, which provides teacher training for integrating technology into the curriculum, is presented in chapter 4. Chapter 5 discusses software evaluation and selection, identifying steps in the process and criteria for software. Chapter 6, "Applications and Programs," describes several current technology services for management and instruction, including the Technology Network Ties (TNT) system that links schools, BOCES, and the State Education Department through a computer network. Examples are given of local school districts using such applications as communications technologies, management and instructional support programs, computer software applications, distance learning, and video technologies. Chapter 7 discusses the relationship between business and schools and provides examples of recent partnerships forged between the State Education Department and technology corporations. Chapter 8, "Funding for Technology in Instructional Support Services," identifies several current state and federal funding sources for supporting the implementation of technology. Chapter 9, "Profiles: Technology Applications in Instructional Support Services," presents short descriptions of 26 programs in New York State, including the equipment used, staff development, instructional results, funding, and contact persons. A glossary of program terms and acronyms concludes the manual. (DB)

This paper presents a guide to help teachers learn to use the Internet, describing what the Internet is, what they will need to access the Internet, how to speak Internet, and how to connect with online services. A final section presents eight recommended Internet resources for teachers. (SM)