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This document discusses integrating computers logically and affordably into a school building's infrastructure through the use of wireless technology. It begins by discussing why wireless networks using mobile computers are preferable to desktop machines in each classoom. It then explains the features of a wireless local area network (WLAN) and its common standards. The next section provides an update on advances, developments, and concerns in seven key areas: bandwidth, interference, system design and layout, security, network administration, occupant health, and vandalism. The documents then addresses the impact of WLANs on learning and on the future of school design, and issues of costs and equitable access. Appendices contain a comparison of wireless standards, a discussion of Bluetooth and 3G, and information on one-to-one computing. (Contains 12 references and a glossary of terms.) (EV)

This paper discusses the construction of the infrastructure for libraries' digital document telecommunications. The first section describes the topologies of the library LAN (Local Area Network) cabling system, including the main characteristics of the LAN and three classical topologies typically used with LANs, i.e., the bus, star, and ring topologies. The second section addresses using the PDS) Premises Distributing System for libraries' LAN cabling work, including the working area, horizontal, management, backbone, equipment, and entrance facility subsystems. The third section covers the transmission media (cable) for libraries' electronic document transportation, including unshielded twisted-pair cable, shielded twisted-pair cable, fiber optics, and coaxial cable. The fourth section suggests the distribution of outlets for library electronic document transportation in accordance with the following library functions or areas: electronic bibliographic service work; reading/reference service area; closed stack rooms of books, periodicals, and newspapers; technical services department; the service area of audiovisual and multimedia materials; office automation; and the fire and security alarm. (MES)

Where other educational technologies like television, the VCR and the stand-alone computer have failed to have much of an impact in public schools, local school networks and the Internet have been succeeding. As of 1997, 89% of America's high schools were connected to a computer network. This paper presents a view of network technology from the perspective of teachers at TechCity High School. Despite massive technical difficulties, little training, and minimal recognition, these teachers are finding new ways to use computer networks in labs and in their classrooms. The teachers are finding that computer networks, compared to older technologies, are versatile and easy to use. Results of this multifaceted, ethnographic study document the impact that school computer networks and Internet access are having on teachers' professional environments and on their teaching methods. Questions for the technology plan blueprint is appended. (Contains 13 references.) (Author/AEF)

This paper provides an overview of thin-client/server computing in higher education. Thin-clients are like PCs in appearance, but they do not house hard drives or localized operating systems and cannot function without being connected to a server. Two types of thin-clients are described: the Network Computer (NC) and the Windows Terminal (WT). Advantages of both types of thin-clients in the areas of network management and technical support, software, security, and cost are summarized. Differences between NCs and WTs are listed in the following categories: application support, NOS (network operating system) support, client hardware, bandwidth requirements, and systems staff expertise. The paper then focuses on the use of WTs at the Illinois Institute of Technology library. The hardware and software used are described, including Windows NT Terminal Server, Citrix Metaframe, Citrix ICA (Independent Computing Architecture), and Citrix MultiWin, and differences between ICA and RDP (Microsoft's Remote Desktop Protocol) are highlighted. (MES)

This study investigated the effectiveness of a shared, Intranet learning environment on problem-solving ability and reflective metacognition. Subjects were 78 9th and 10th grade biology students from three public high schools in Texas. Research focused on the following questions: (1) Will the use of a shared, Intranet environment improve learner problem-solving ability in science as measured by pre- and posttesting? (2) Will the use of a shared, Intranet environment increase learner metacognitive reflection as measured by use of pre- and posttest visual learning software (Inspiration) that measured the number of concepts used, number of concept links used, and number of concept nodes used to determine changes in learning thinking patterns, and by World Wide Web-based CourseInfo software tracking capabilities within a threaded discussion site? and (3) Will gender differences emerge with the use of a shared, Intranet environment in the science area as determined from pre- and posttest scores measuring problem-solving ability and metacognitive reflection? Results indicated that learning behaviors within science Web-based environments provide support for this learning environment model. (AEF)

Issues in teaching English academic writing in a networked classroom are discussed, particularly in the Asian context. Students (n=74) in four introductory classes in English academic writing in a Hong Kong university were surveyed concerning the usefulness of the networked writing laboratory to improve writing and the usefulness of their peers' comments on writing drafts. Aspects of the teaching technique investigated included the value of collaborative learning, time factors in computer-mediated communication, development of thinking skills, student interest and enjoyment of the experience, general writing skill development, and personal comfort with the delivery mode. Results indicate that while most students enjoyed collaboration in the real-time writing mode, over one-quarter felt it had not improved their writing skills. Students whose writing was more developed tended to find that feedback from other students was less helpful. Implications for classroom teaching and instructional design are discussed. The questionnaire is appended. Contains 11 references. (MSE)

Bennett College (North Carolina) has developed the use of an Integrated Computerized Instructional Support System (ICISS) featuring the use of large networked test-banks, a sophisticated test management system, application software, and multimedia. These materials are used both for interactive learning experiences in the classroom and for practice, drill, and tutorial in the computer laboratory. The system involves students in the learning process by providing interactive questions from the test-bank and visual presentation of concepts. The integration of test-banks for computer-based testing, textbooks, and electronic lecture notes allows the delivery of a variety of teaching methods and caters to a variety of learning styles. The ICISS has been set up on local area networks in two computer classrooms so that a variety of teaching/learning approaches can be used. Direct lecturing, writing on the board, class discussion, and seat work are combined with computer drill and practice and class projection of multimedia lecture materials. Learning lab activities and individualized use of these materials round out the entire teaching/learning package. At Bennett, the main use of the materials has been in teaching a variety of first- and second-year mathematics courses. (AEF)

This paper chronicles the long-term development of a conceptual framework for the training of prospective teachers in the area of computer competence. Today, that conceptual framework drives the curriculum of an information technology course required of students in all teacher certification programs at William Jewell College (Missouri). The four basic application types of the conceptual model include word processing, database management, draw and paint applications, and spreadsheet applications. Internet technologies constitute a new dimension that demands a place alongside of these four basic application types. Topics discussed include the definition of computer literacy by the college's QUE (Quality Undergraduate Education) Committee; funding issues; faculty development and the role of the faculty in the campaign to integrate computer literacy into the curriculum; use of the Macintosh graphical user interface; migration from local area networks to the Internet; evolution of the information technology course; and implications of Internet technologies for the course, including instructor modeling of expected behavior, student projects, reflections, and future plans. (AEF)

The integration of test-banks for computer-based testing, textbooks, and electronic lecture notes in first-year mathematics courses has changed the way mathematics is taught at Bennett College (Greensboro, North Carolina). Classes meet in two electronic classrooms each with 27 computers on a local area network and a projection system. An integrated computerized instructional system (ICISS) has been set up in both labs so that a variety of teaching/learning approaches can be used. The main objective of the system is to involve students in the learning process by avoiding excessive writing on the board, providing information in an interactive mode, and allowing students to explore some concepts through computer software. The system contains a set of extensive test-banks for each course and a graphics editor with many mathematical symbols available is used to add questions or modify questions in the test-banks. The ICISS system includes several programs that support the testing/tutorial process. An eight-digit coding system is used which allows the instructor to select the types of questions selected at random by the computer. The Course Management System produces an electronic grade book, so that scores can be entered into the grade book quickly and easily directly from the file server. Electronic Lecture Notes have been installed for Basic Mathematics, Beginning Algebra, and Pre-Calculus. A summary of the results of student attitudes in a questionnaire about the use of the ICISS materials is provided, as well as sample screens of online review and practice testing. (AEF)

In January of 1996, North Central College (Naperville, Illinois) turned on its campus-wide, PC-based network. A Technology Training Group (TTG) was created; this group focused on technology training for new staff hires, while also considering the ongoing needs of the current employees. Goals of the TTG included bringing new employees quickly up to date on the most essential applications on the network; welcoming the new employees into the campus community; using in-house presenters; creating a flexible format that allowed for adaptation of changing needs and that served the largest segment of current faculty and staff possible; and following the model established with technology support to provide a variety of means and opportunites for training. With these goals as guides, the TTG developed a three-part training program, which consisted of: (1) immediate training provided by the new employee's supervisor; (2) a monthly "Training Day" set aside to take new hires beyond the basics; and (3) an orientation day to welcome the new employee which included a tour of the campus. Feedback sheets seent to particpants about a week after the sessions revealed consistent appreciation for the new program. Suggestions were also received in terms of modifying the schedule and adding specific topics. The New Employee Technology Training Checklist for Supervisors is appended. (AEF)

This document chronicles a project called Model Nets, which studies the characteristics of computer networks that have a positive impact on K-12 learning. Los Alamos National Laboratory undertook the study so that their recommendations could help federal agencies wisely fund networking projects in an era when the national imperative has driven schools to be wired to the information superhighway. The study involved assembling and training site visit teams, conducting three-day site visits to schools across the country selected for their pervasive use of networks, and conducting surveys and focus groups of teachers at those districts. Combining descriptive data and survey data yielded a set of guidelines regarding the technical infrastructure of the ideal network, policy and implementation issues, and teaching and learning practices. The study found that even though school districts are still struggling to define appropriate and productive uses for these networks, the networks are sparking motivation among students and teachers. Many networks were obtained for administrative use and expanded for classroom use. Four out of five networks in the study were purchased "a priori," because they were perceived as a "good thing," not necessarily in light of particular educational goals. Recommendations for future research include a study on how networking affects student achievement. (BEW)

This paper describes Lake Erie College's (Ohio) economical solution to providing electronic communication for faculty on its campus. The college first assessed its existing computer capabilities to determine its needs. The college wanted to increase the total number of users on the local area network in order to better utilize the existing network server and college administration software package, and to provide a local, campus-wide e-mail system. By posting a notice on the "Wanted" section of the Cleveland Freenet Classifieds, Lake Erie College was able to obtain from a local business close to 40 working, out-of-date personal computers which faculty and students cleaned, reformatted, and onto which they loaded software and installed internal modems. Faculty were given a reference handbook and trained on the "new" computers, particularly for using the local campus e-mail system. Most faculty members did not have computers at home. Since the implementation, e-mail has become a popular method of communication among faculty and administration departments, and faculty who act as academic advisors are able to view student records electronically. The project was an unqualified success, with a total cost of less than 10 dollars. The college is now actively trying to plan for newer and better equipment for faculty and staff use for daily administrative activities, on-line research, and other academic purposes. (SWC)

In using conventional print, CD-ROM and online resources, librarians are still middlepersons between publishers and users. By exploiting Internet and World Wide Web online technology and developing local databases, libraries can tap new information sources and make them available to local audiences and others dispersed around the world in an online knowledge exchange. The Library at Kapiolani College of the University of Hawaii has produced several Web-based, client/server, full-text and image databases containing unique bodies of information that are pertinent to the mission of the Library and the College, and valuable to students, faculty and other users worldwide. This paper presents some of Kapiolani College's local online databases as potential models for the type of resource that libraries of the future can develop. These databases have greater flexibility of content than print resources and much wider accessibility; overall, they are proving to be more economical. Local online databases like these will help libraries retain their crucial role in collecting and distributing current research in this era of electronic connectivity when the future of libraries is in question. (AEF)

This paper focuses on practical and cost-effective NetWare-specific approaches to information systems and computer security. A series of real world experiences is presented that illustrate fundamental information systems and security concepts. A NetWare network is a client-server network which uses a file server to share files while client workstations access the file server via some network typology (usually ethernet or token ring). Passwords are used to authenticate users; thus, password protection is a cornerstone of network security. Passwords can be encrypted, but this feature can be disabled. The bindery, which stores information about users, groups, and printers, is critical to the network and must be backed up. Trade secrets can be hidden from users by restructuring menus. Login scripts should be protected and not used for security purposes. Guest account access should be restricted or removed. Finally, the "security.exe" program can be used to find potential security loopholes. (Contains eight references.) (AEF)

Berry College (Georgia) installed a new library computer and operating system, connected five buildings via a campus local area network (LAN), added eight faculty/staff offices to the LAN, completed an Internet connection, and has a name server operating. The college has also established e-mail and limited campus accounts for 300 of its 2,000 students. Some of the activities and problems encountered in the completion of Phases One and Two of this project are discussed: how to determine the community/customer needs; how to educate the community/customer on the use of the technology and its capabilities and limitations; and how to convince the administration of the need, not only for increased technology, but also for the personnel necessary to support the technology. (MAS)

The faculty of the College of Education at the University of Nebraska at Omaha, under the leadership of the dean, has developed a model for technology integration into teacher education. This document discusses the three key elements that are key to effectively integrating technology in teacher training: equipment, faculty training, and expectations. Desktop microcomputers for faculty and support staff, three mobile multimedia teaching stations, a local area network, and student microcomputer laboratories have been implemented and a project to install "high-tech" classrooms throughout the campus is underway. The faculty development efforts were designed around three levels: awareness, experience, and integration. Training activities addressed improving instruction, expanding research, and increasing scholarship using resources available through educational technology. The training was addressed in summer intercessions and lunch hour presentations. Expectations and encouragement for educational technology were provided by the dean's office and individual departments. The college also established an Educational Technology Task Force, comprised of faculty, administrators, and support staff from all departments to provide operational direction. The use and integration of technology has greatly increased in the College of Education over the past few years. (Contains seven references.) (AEF)

With the ever growing interest that libraries have in the Internet, the potentials of other computer resources may be overlooked or under-utilized. One such resource is the campus local area network (LAN). For libraries, a campus LAN presents possibilities ranging from simple library promotion to networked databases. The Internet provides unlimited but sometimes unreliable resources; a local area network can provide controlled, relatively reliable and custom-tailored resources and services for a campus. New Mexico State University-Alamogordo Library attempts to make use of the campus LAN to enhance and expand upon traditional resources offered to users, and also to provide new and unique library services. This paper describes how the library makes use of the campus LAN in library instruction, library services, automation supplement, database access, and library promotion. Reproductions of computer screens are included which depict and list resources available on the Library Noticeboard. (Author/SWC)

This report examines the effects of technological change on Arizona's Maricopa County Community College District (MCCCD) and assesses changes and progress made since the publication of MCCCD's Master Plan for Instructional Computing in 1986. The first section views constant change in computer technology as a running stream and examines the need for using resources to keep up with changes. The next section reviews planning assumptions and recommendations from the 1986 plan and measures progress at MCCCD as of 1993, indicating that student access to computer terminals has moved from 17 per terminal in 1986 to 7.7 per terminal in 1993 and that nearly all faculty and staff have networked desktop workstations. The next two sections describe the type of computing resources MCCCD would like to have in the future and issues of productivity, costs, learning/training, and understanding of change that present difficulties for reaching these goals. Finally, recommendations are offered for meeting future needs, including: (1) develop and implement a new learning paradigm for employee development which recognizes continual learning as a natural part of work; (2) support and encourage faculty who are preparing to relearn their art of teaching by utilizing new tools and techniques; (3) increase funding for instructional technology development for innovative projects; (4) describe and assess the effects of technology on student learning; (5) provide a base level of capital funding for technology; and (6) begin a thorough study of organizational structural reform of MCCCD. A chart of recommendations from the 1986 report and results is appended. (KP)

Internet e-mail is becoming more accessible to K-12 teachers. Many colleges and universities will give accounts to teachers for the price of asking. Unfortunately, many of these university systems are hard to use and are usually not offered to K-12 students. Also, most schools do not have phone lines in classrooms. This paper discusses two systems that will enable teachers to use their schools' local area network to give an Internet e-mail account to anyone they like. The necessary software is either inexpensive or free. The two systems described are Waffle, an MS-DOS bulletin board system, and Linux, a free Unix-like operating system that can act as an IMAP (Internet Message Access Protocol) and POP (Post Office Protocol) server for programs like PC-Pine, NUPOP (Northwest University Post Office Protocol), and Eudora. Both systems use a UUCP connection to exchange mail with an Internet host. A benefit of using UUCP (Unix-to-Unix Copy Program) is that only one modem is needed (users of the system don't need direct access to the modem), and that modem is controlled by a computer, minimizing time online. Included in this paper are FTP sites where these programs can be found and other sources of information about UUCP, Linux, and Waffle. (Author/AEF)

This paper describes the application of local area network (LAN) technology, especially electronic mail (E-mail), to develop the written communication skills of 10 deaf students in two pre-high school science classes at a school for the deaf. Students used E-mail for such activities as answering questions, keeping a log, communicating with an adult via a dialogue journal, and writing reports. Writing samples were collected at the beginning and end of the school year. In one classroom the network was used consistently throughout the school year in all areas of the curriculum, and students produced a great deal of writing on the network. In the second classroom, network activities remained separate from the curriculum and were only used during two intervals, one in the fall and one in the spring. Students in the high-use classroom demonstrated significant improvements in both the communicative effectiveness and connectedness of their writing. No improvement in writing performance was discerned for students in the second classroom. (DB)

This study assessed whether or not classroom-based micro-computer applications can help improve students' performance on standardized tests, and which subject areas such programs are most effective in for fourth graders in two Mississippi schools. The Teaching and Learning with Computers (TLC) program placed a local area network in the school with networked computers and a printer in each class in grades 2 through 5. Stanford Achievement Test scores for students at both schools were analyzed for spring 1991 and spring 1992. For School A, scores for 105 students represented pretest and posttest values, and scores for 231 students in School B served as controls. An analysis of variance was used to test for significant growth for each subtest and the total battery of the achievement test. Findings suggested that the TLC program had the effect of raising mathematics scores at School A. Mathematics was the only area in which post-TLC scores were significantly higher in the between-schools and within-school analyses. Teachers indicated that the mathematics courseware was used more than the courseware for other disciplines because it was the most appropriate for the existing curriculum. On the total battery, School A raised its mean score 8.87 points, a significant change. Overall, data suggest that the TLC program did have a favorable impact on the standardized test scores. Three tables present study data. (Contains 12 references.) (SLD)

A computer-oriented, classroom-based research project was conducted at Thomas Nelson Community College in Hampton, Virginia, to explore the ways in which students in a composition and literature class might use a local area network (LAN) as a catalyst to critical thinking, to construct a decentralized classroom, and to use various forms of discourse. The project focused on 49 freshmen enrolled in spring 1992 in two sections of a college composition course that develops writing skills through reflection on literary texts and culture. Students used interactive computer tutorials to analyze essays, plot, and characterization; and posted their work on the LAN electronic bulletin board for comments by other students and the instructor. Several times during the semester, instructors asked students to generate their own critical questions about the texts being read. Data on student progress were gathered through a writing attitude survey, a computer-assisted instruction attitude survey, and a typology used to rank the degree of complexity of students' questions. Study findings included the following: (1) the use of computers appeared to have less influence on attitudes toward writing than did the instructor assigned to the section; (2) most students reported that the computers were easy to learn; (3) students' questions resisted simple categorization through the typology; and (4) the degree of complexity of the questions did not correlate with final course grades. Recommendations concerning hardware and software, student and teacher preparation, and use of LANs are included. (Contains 15 references.) (PAA)

This paper identifies a paradigm shift that must take place in school networking. The ultimate goal is to retool the schools with a local technical infrastructure that gives teachers and students immediate access to communication systems and information resources, thereby supporting the implementation of advances in pedagogy and educational technology. The current notion of telecomputing cannot address the information requirements locally within the school and, ultimately, will fragment and inhibit any move toward universal access to information resources. A technology is needed that combines local and wide area networking (LAN and WAN), making access to remote resources part of the everyday work with school computers. This report contains the following sections: (1) The Problem: Combining Local and Wide Area Communication--facts about the current state of school networks and the dissociation of school LANs and WANs; (2) A Brief History of Network Technology; (3) A Convergence of School LAN's and WAN's--integrating and simplifying a school internetwork; (4) Current Models of School LAN-WAN Connectivity--a comparison of six models; and (5) Prospects for the Future. (Contains 10 notes and 34 references.) (Author/ALF)

The Archivo General de Indias is operating a massive project to preserve and make accessible the contents of the 45 million documents and 7,000 maps and blueprints comprising the written heritage of Spain's 400 years in power in the Americas. The current objective is to scan about 10 percent of the archive (or about 8 million images) in preparation for the 1992 Seville World's Fair and the Columbus quincentenary. The archive was established by Carlos III in 1785 to collect in one place all documents associated with the Spanish colonization of the Americas, and documents date from the 15th through the 19th centuries, inclusive. It is expected that the King of Spain, who is very interested in the project, will officially open the "electronic archive" at the beginning of the quincentenary celebrations. This report provides information on the progress of the project; support being provided by the Ministry of Culture, IBM Spain, the Foundation Areces, and the Archivo itself; the bibliographic database; selection criteria; and the components of the system, i.e., an image database, a bibliographic database, and a management database linked together by an IBM token-ring local area network (LAN). The scanning of images and workstation access are also described. The record structure of the bibliographic database and examples of forms completed by archivists are appended. (Author/MAB)

The purpose of the Elementary Technology Demonstration Schools (ETDS) Project, funded by IBM and Apple, Inc., was to demonstrate the effectiveness of technology in accelerating the learning of low achieving at-risk students and enhancing the education of high achieving students. The paper begins by giving background information on the district, the schools involved in the project, and the ETDS project. It is noted that the four participating elementary schools received microcomputers for teachers, students, and laboratories from IBM (three schools) and Apple, Inc. (1 school); the laboratories at all four schools were networked through a file server into an integrated learning system; and all schools had both instructional and tools software. The paper then presents the lessons learned during the first year of implementation of the project as identified in interviews with the school principals. The lessons are presented as issues schools need to consider when implementing a computer technology program: (1) training of teachers should occur when equipment is installed and operable; (2) time goals for computer use should be set by each school for individual grade levels and subjects to conform to specific needs and goals; (3) establishing a computer continuum that delineates specific computer skills students should acquire in each grade facilitates meeting specific school needs; (4) computers can be used to help meet specific school objectives more effectively; and (5) the shift in instructional methods demands considerable time and effort from teachers and staff. Four tables provide additional details of the project, and two attachments contain data on the ETDS schools membership and ethnicity and a copy of the Galindo Elementary School Computer Continuum. (Contains 43 references.) (ALF)

This description of the Model Edspec, which can be used by itself or in conjunction with the "Format Guide of Educational Specifications," serves as a comprehensive planning tool for the selection and application of technology. The model is designed to assist schools in implementing the facilities development process, thereby making electronic learning a reality in each and every school; to serve as a primer for incorporating electronic technology into the educational plan of a specific school; and to stimulate exploration beyond the current limits of technology. Based on 12 belief statements, the model is not intended to be prescriptive or restrictive, but to provoke thoughtful consideration of the school's requirements. The first section of the document describes electronic communications systems, including voice systems, video systems, data systems, and electronic networks. Building components, including structural, electrical, lighting, climate control, fire/life safety, security, and acoustics are addressed in the next section; and the third section discusses activity areas, including administration, food service, guidance, health, instruction, and the library media center. Three appendixes present electronic communications systems planning criteria; a technical overview of local area networks; and functional and space requirements. (ALF)