rfc1941.txt

著名的RFC文档,其中有一些文档是已经翻译成中文的的.

3.4  Will this technology replace books?

   There is room in any school for all kinds of materials and resources.
   Books and other print materials will certainly continue to be
   important.  Internet resources have the advantage of tying together
   information from all over the globe, making them useful research
   tools. As mentioned before, they can also provide up-to-the-minute
   information and are therefore particularly relevant. In addition, you
   may be able to engage an expert in a dialog that clarifies or updates
   what you find in published materials.





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   One factor to consider is that much of the material published on the
   Internet lacks the authority imputed by an established publishing
   house or a reputable author, and may therefore be viewed as less
   reliable than books. For example, an encyclopedia or almanac found in
   a school library might reasonably be accepted as valid without
   question, while a source found on the Internet may require a more
   critical look. However, lack of authority is not always a negative.
   Reading an account of the fall of the Berlin Wall by a student in the
   local region the day it happened can be valuable even if the student
   is not a reputable author. Moreover, while it's true that with
   Internet materials it becomes increasingly important to evaluate
   where they came from, one of the hallmarks of a good education is the
   ability to assess information critically, whether the source be
   print, television, or some other media.

3.5  How can use of the Internet be integrated into the existing
     curriculum?

   This is a key question. In order for the Internet to be used
   successfully in schools, it must be employed as a tool to teach
   content and to reach educational goals that have already been
   established. It cannot be seen as an end in itself.

   Individual teachers will first need to become familiar enough with
   the Internet to know how to do at least two things: find information
   on topics they consider important and locate people with like
   educational goals.  Sections 5 and 6, "Questions About Using Internet
   Services" and "Questions About Classroom Resources, Projects, and
   Collaboration" will give you some ideas about how to begin.

   Once they are familiar with how to find content on the Internet, most
   teachers can decide how to use Internet resources to help their
   students meet goals. For example, science teachers often teach about
   hurricanes and other weather phenomena in the normal course of
   instruction. With Internet access they can use information and
   satellite data pertaining to the most recent storm to make their
   points, rather than outdated examples from textbooks.

   When teachers become familiar with finding other people on the
   Internet, some of them already grouped into network "communities" of
   interest, they can gain experience in using the Internet from
   educators who have been using it longer; they can join existing
   projects, contribute to the evolution of proposed projects, and
   propose their own projects; and they can ask for and give help to
   solve problems in the classroom ranging from the content they teach,
   to addressing students as individuals, to mastering effective
   discipline.




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   Internet access supports project-based learning. A teacher in an
   individual classroom can use the data and information available on
   the Internet as a resource for classroom projects, and there are also
   a variety of projects which take place over the Internet in more than
   one classroom at a time. A project may be initiated by any educator
   with an idea. A popular example of an educator-initiated project is
   one which requires data to be collected from diverse sites around the
   world or at least around the country. For example, together students
   in various locations have tracked butterfly and bird migrations,
   compared bodies of water, and measured the north-south circumference
   of the Earth. Various organizations also run projects in which
   schools can participate. Among the many groups which have invited
   schools to participate in projects with a focus on a specific topic
   are the Global SchoolNet Foundation, The European Schools Project,
   the International Educational and Research Network (I*EARN), and
   groups associated with such federal agencies as the Department of
   Energy, the United States Geological Survey, and the National
   Aeronautics and Space Administration.

   The Internet can also be used for peer review of student materials;
   as a medium for publishing student newspapers, art exhibits, and
   science fairs; and in a global email pen-pal program for the
   discussion of classroom topics.

   It cannot be stressed enough that the key factor these Internet uses
   have in common is that they are supporting classroom curriculum, not
   defining it.

   Learning about the Internet and how to use it is an important goal
   for any school's Internet program, but in the classroom, the message
   needs to be emphasized over the medium.

   There are several sources of material for discussing curriculum
   infusion, including mailing lists, World Wide Web sites, and archives
   of sample lesson plans. Most of the mail lists, Internet computers,
   and organizations in Section 9, "Resources and Contacts," address
   infusion of technology into the curriculum. See also Appendix C,
   "Examples of Educational Projects Using the Internet."

4.  Questions About Getting the Internet into the School

4.1  How much does it cost to connect to the Internet, and what kind of
     equipment does my school need to support the Internet connection?

   The cost of an Internet connection varies tremendously with the
   location of your site and the kind of connection that is appropriate
   to your needs.  In order to determine the cost to your school, you
   will need to answer a number of questions. For help in learning what



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   the questions are and getting answers to them, begin asking at local
   colleges, universities, technology companies, government agencies,
   community networks (often called "FreeNets"), local electronic
   bulletin board systems (BBS), Internet access providers, or
   technology consultants. See also Question 4.6.

   To give you an idea of possible cost and equipment needs, think of
   four groups of Internet users. We will call them basic individual
   users, advanced individual users, school networks, and school
   district networks.

   How you approach acquiring service depends on which category you feel
   best describes your needs. This discussion is based on experiences in
   the United States. (For more information on the Internet services
   you'll be reading about in this section, see Section 5, "Questions
   About Using Internet Services.")

   Basic users are individuals who want to access common Internet
   services such as the World Wide Web, Gopher, and email. There are two
   types of basic users: those who plan to be online for a few hours per
   week, and those who plan to be online for many hours per day.

   Basic individual users who require access to common Internet services
   such as Web pages, FTP sites, and email for only a few hours per week
   may be best served by one of the nationwide online services such as
   America Online, CompuServe, or Prodigy. These services have the
   advantage of providing the user with a simple setup and easy,
   graphics-based access screens which hide the complex commands
   required by some Internet services. They also provide value-added
   services not available via the general Internet, such as access to
   news magazines and encyclopedias.  Hardware required is generally a
   standard Windows-based PC or Macintosh and a 14.4 kilobits per second
   (Kbs) or higher modem. At the time of this writing, prices typically
   run around $10 per month for the first 5 hours of connect time, and
   $2-4 per hour thereafter.

   Basic individual users who access common Internet services for many
   hours per day should consider a "shell" account from a local Internet
   Service Provider (ISP). Shell accounts generally provide access to a
   Unix computer which is connected to the Internet, so those choosing
   this option should be prepared to learn a few Unix commands. Shell
   account users will get all the standard Internet services but at a
   cheaper rate, generally in the $30 per month range for 6 hours per
   day access plus $1-2 per hour for extra hours. Most shell account
   vendors do not provide nationwide access, and shell accounts do not
   have graphical user interfaces, so you cannot use Web browsers such
   as Netscape and Mosaic.  While you may be able to use Lynx, a text-
   based browser, some ISPs do not install it on their computer servers.



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   Many FreeNets also offer shell account access gratis, but they may
   not be able to offer much support.

   In the United States, there are a number of statewide educational
   networks, most of them with access to the Internet. To find out if
   there is a state education network in your area which gives basic
   user accounts to educators and/or students, contact the Consortium
   for School Networking (CoSN) or consult the document "Getting US
   Educators Online"  by Linda Conrad, listed in Section 8, "Suggested
   Reading."

   Advanced individual users are those who want graphical user
   interfaces to Internet services and who may want to use their
   computers to offer services to other Internet users. For example,
   they may want to create Web pages for others to access or put files
   online for others to retrieve. If you are an advanced user, you might
   consider getting a Serial Line Internet Protocol (SLIP) or Point to
   Point Protocol (PPP) account from an Internet Service Provider. The
   interface is similar to that of nationwide online services available
   to basic users, but the performance is better and the cost is less
   for someone who wants to use the service for more than just a few
   hours per week.

   Setting up a SLIP or PPP account requires configuration and
   installation of Internet and SLIP/PPP software. Some ISPs only
   provide the software, some will install the software for you, and
   some preconfigure the software and send it on disk, with instructions
   to the user, via postal mail.  Again, hardware required is generally
   a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher
   modem. Costs are generally comparable to basic shell accounts, but
   for 24-hour connections expect to pay $100 or more per month.

   If in your school you plan to have more than a few individual
   Internet users, you will need to consider a network with a high-speed
   dedicated line connected to the Internet. This school network is
   probably a small- or medium-sized network in a single building or a
   very few geographically close buildings. It may include only one or
   several LANs.

   Most high speed connectivity is provided through a dedicated leased
   line, which is a permanent connection between two points. This allows
   you to have a high quality permanent Internet connection at all
   times. Most leased lines are provided by a telephone company, a cable
   television company, or a private network provider and cost $200 per
   month or more.  Typically the connection from your LAN or LANs is a
   digital leased line with a Channel Service Unit/Data Service Unit
   (CSU/DSU) which costs between $600 and $1000. Less frequently, the
   connection is an analog leased line with a modem which costs between



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   $200 and $800. You will also need a router which costs roughly $1500.
   This is a substantially more difficult setup to manage. After you
   have determined the ways in which you believe you will use Internet
   access, you should contact several ISPs in your area and compare
   prices and services.

   School district networks are even more complex. If you have several
   locations which require connectivity, you should contact several ISPs
   and get bids for the service.

   The ISP world is changing very rapidly, especially at the low end. At
   the time of the first edition of this document, local ISPs were rare,
   small, and fairly expensive. At the time of this writing ISPs abound,
   offering a wide variety of services at reasonable prices.
   Additionally, several groups are working on low-cost solutions to
   school networking. Subscribe to the mail lists in Section 9,
   "Resources and Contacts," to keep abreast of new developments.

   "Getting US Educators Online" and "Connecting to the Internet: An
   O'Reilly Buyer's Guide" by Susan Estrada are both listed in Section