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<HTML><HEAD><TITLE> FYI: 22 </TITLE></HEAD><BODY><H6><BR>Network Working Group<BR>Request for Comments: 1941<BR>FYI: 22<BR>Obsoletes: 1578<BR>Catagory: Informational<BR>May 1996<BR></H6><P><I><B><BR>J. Sellers, Sterling Software/NASA IITA<BR>J. Robichaux, InterNIC</B></I><P><H1>Frequently Asked Questions for Schools</H1><P><A NAME="status"><H3>Status of This Memo</H3></A><P>This memo provides information for the Internet community. This memodoes not specify an Internet standard of any kind. Distribution ofthis memo is unlimited.<P><A NAME="abstract"><H3>Abstract</H3></A><P>The goal of this FYI document, produced by the Internet SchoolNetworking (ISN) group in the User Services Area of the InternetEngineering Task Force (IETF), is to act as an introduction to theInternet for faculty, administration, and other school personnel inprimary and secondary schools. The intended audience is educators whoare recently connected to the Internet, who are accessing theInternet by some means other than a direct connection, or who arejust beginning to consider Internet access as a resource for theirschools. Although the Internet Engineering Task Force is aninternational organization and this paper will be valuable toeducators in many countries, it is limited in focus tointernetworking in the United States.<P><A NAME="toc"><H3>Table of Contents</H3></A><p><BR><A HREF="#intro"> 1. Introduction................................................... 2</A><BR><A HREF="#ack"> 2. Acknowledgments................................................ 3</A><BR><A HREF="#3"> 3. Questions About the Internet in an Educational Setting......... 3</A><BR><A HREF="#4"> 4. Questions About Getting the Internet into the School........... 7</A><BR><A HREF="#5"> 5. Questions About Using Internet Services........................ 17</A><BR><A HREF="#6"> 6. Questions About Classroom Resources, Projects, & Collaboration. 21</A><BR><A HREF="#7"> 7. Questions About Security and Ethics............................ 25</A><BR><A HREF="#reading"> 8. Suggested Reading.............................................. 29</A><BR><A HREF="#9"> 9. Resources and Contacts......................................... 31</A><BR><A HREF="#ref"> 10. References.................................................... 50</A><BR><A HREF="#sec"> 11. Security Considerations....................................... 51</A><BR><A HREF="#author"> 12. Authors' Addresses............................................ 51</A><BR><A HREF="#App.A"> Appendix A: Glossary of Terms Used in this Document............... 52</A><BR><A HREF="#App.B"> Appendix B: Ways to Get Requests for Comments (RFCs).............. 60</A><BR><A HREF="#App.C"> Appendix C: Examples of Educational Projects Using the Internet... 61</A><P><A NAME="intro"><H3>1. Introduction</H3></A><BR><A HREF="#toc">Return to Table of Contents</A><p>As more and more schools begin using technology to achieveeducational goals, access to the worldwide network of computernetworks known as the Internet is expanding. Help for schools in theform of printed materials, electronic resources, and people is alsoexpanding. The Internet School Networking (ISN) group of the InternetEngineering Task Force (IETF) remains committed to articulating theadvantages of Internet connections for schools and providingsolutions to the challenges schools face in getting connected. TheFYI (For Your Information) series, which is a subset of the IETF-produced RFCs (Requests for Comments) is one way to achieve thesegoals. (See <A HREF="#App.A">Appendix A, "Glossary of Terms Used in This Document" </A> for further explanation of "FYI" and "RFC.")<P>While the IETF and ISN are international groups, the authors of thisdocument are experienced only in bringing the Internet to schools inthe United States. We are aware that culture and the national economyeffect how one views the issues surrounding school networking. (Togive just one example, in the United States, educational reform is animportant reason for schools to get connected to the Internet. Othercountries may not have the same incentive to transform the teacher'srole to more of a guide toward knowledge and less of a sole providerof information.) So, while this document may have a U.S. flavor, wefeel that the focus will not prevent it from being useful to those inother countries!<P>Some of the questions educators have about the Internet are of a moregeneral nature, and for those we recommend reading<A HREF="fyi4.html">FYI 4, "Answers to Commonly Asked 'New InternetUser' Questions."</A> (For information on how to get this and otherIETF documents of interest to the general Internet user, See <A HREF="#App.B">Appendix B, "Ways to Get RFCs."</A>)<P>Remember that the Internet is a changing environment. Although wehave tried to include only the most stable of network services andcontacts, you may still find that something listed is unavailable orhas changed. The positive side of this constant change is that youwill discover much on your own, and some of what you discover will benew since the writing of this document.<P>This is an update of an earlier document (FYI 22/RFC 1578, "Answersto Commonly Asked 'Primary and Secondary School Internet User'Questions"), and renders that document obsolete. If future updatesare produced, the RFC number will change again, and the FYI number(22) will remain the same.<P><A NAME="ack"><H3>2. Acknowledgments</H3></A><BR><A HREF="#toc">Return to Table of Contents</A><p>In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, EllenHoffman, William Manning, April Marine, Michael Newell, and AnthonyRutkowski, all of whom contributed to the first version of thisdocument, we would like to thank Sepideh Boroumand, Sandy Dueck, JeffGong, Bill Grenoble, Pat Kaspar, Ed Klein, Yermo Lamers, Gary Malkin,April Marine, Michael Newell, and Jan Wee for their invaluablesuggestions and contributions to this version. Thanks also to NathanHickson for checking each of the entries in the formidable <A HREF="#9">Section 9</A>.<P><A NAME="3"><H3>3. Questions About the Internet in an Educational Setting</H3></A><BR><A HREF="#toc">Return to Table of Contents</A><p><A NAME="3.1"><h4>3.1 What is the Internet?</h4></A><P>The Internet is a large and rapidly growing worldwide networkcomprised of smaller computer networks, all linked by a commonprotocol, that enables computers of different types to exchangeinformation. The networks are owned by countless commercial,research, government, and education organizations and individuals.<P>The Internet allows the almost 5 million computers [1] and countlessusers of the system to collaborate easily and quickly either in pairsor in groups. Users are able to discover and access people andinformation, distribute information, and experiment with newtechnologies and services. The Internet has become a major globalinfrastructure used for education, research, professional learning,public service, and business.<P>There is a confusing variety of types of Internet access. These typesof access are distinguished either by the services one can use(telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or bythe technology underlying the access (the protocol, or rules thecomputers must follow in order to communicate with one another). TheInternet is most clearly defined by its technology, but othertechnologies now offer access to many of the same Internet services,most notably electronic mail and the World Wide Web. The mostimportant question for a user today is probably not "Am I on theInternet?" but "Do I have access to the Internet services I want?"See <A HREF="#5">Section 5, "Questions About Using Internet Services," </A>for furtherdiscussion of telnet, Gopher, FTP, the World Wide Web, and electronicmail.<P>While there is no official governing body of the Internet, theInternet Society serves as the international organization forInternet cooperation and coordination. See <A HREF="#9">Section 9, "Resources and Contacts"</A> for Internet Society contact information.<P>For a more complete basic introduction to the Internet, see<A HREF="fyi20.html">FYI 20, "What is the Internet?" </A> cited in <A HREF="#reading"> Section 8,"Suggested Reading."</A> For information on how to retrieve FYI documentsproduced by the Internet Engineering Task Force, see <A HREF="#App.B">Appendix B,"Ways to Get RFCs."</A><P><A NAME="3.2"></A><H4>3.2 What are the benefits of using the Internet in the classroom?</H4><P>The Internet is an exciting classroom resource. It expands theclassroom dramatically by delivering information, data, images, andeven computer software from places otherwise impossible to reach, andit does this almost instantly. This access to up-to-the-minuteinformation can make a student's education more relevant. Some ofthese materials are original sources which are too expensive or inother ways difficult for schools to own. Some information is newsunfiltered by mass media, requiring students to critically assess itscontent and value.<P>But the Internet is not strictly a place from which to gathersomething. It is also a place to communicate, to make contact withpeople all over the world. The Internet brings into the classroomexperts in every content area, new and old friends, and colleagues ineducation. And it allows students and teachers to leave the classroomby sharing ideas with people far away. The isolation inherent in theteaching profession is well-known among educators. By having Internetaccess to colleagues in other parts of the world, as well as to thosewho work outside of classrooms, educators are not as isolated.<P>Your site can become a valuable source of information as well.Consider the expertise in your school which could be shared withothers around the world. For guidance in finding schools with apresence on the Internet, see <A HREF="#9">Section 9, "Resources and Contacts."</A><P>Use of the Internet shifts focus away from a teacher-as-expert modeland toward one of shared responsibility for learning, making it avital part of school reform. Many reform efforts attempt to move awayfrom teacher isolation and toward teacher collaboration, away fromlearning in a school-only context and toward learning in a lifecontext, away from an emphasis on knowing and toward an emphasis onlearning, away from a focus on content and toward a focus on concepts<A HREF="#ref2">[2]</A>. The Internet can play an integral part in helping to achievethese shifts, since it is well-suited for use as a project resource.Information on the Internet, as in the rest of the world outside theclassroom, is not divided into separate disciplines such as geometry,writing, geography, or painting.<P>As a hands-on classroom tool, the use of the Internet encourages thekind of independence and autonomy that many educators agree isimportant to the learning process. Internet use itself can also be amotivator for students. Additionally, because class, race, ability,and disability are removed as factors in communication while usingthe Internet, it is a natural tool for addressing the needs of allstudents.<P>There are a number of resources you can use to convince others of thebenefits of the Internet in the classroom. The NASA IITA (NationalAeronautics and Space Administration Information InfrastructureTechnology and Applications) K-12 Internet Initiative has produced an11-minute video describing the benefits to schools in using theInternet. Its title is "Global Quest: The Internet in theClassroom." Another video appropriate for a mixed audience ofstakeholders is "Experience the Power: Network Technology forEducation," produced by the National Center for Education Statisticsin the U.S. Department of Education. Several articles appearing invarious periodicals make a strong case for using the Internet in theclassroom. A particularly good one by Al Rogers of the GlobalSchoolNet Foundation is called, "Global Literacy in a GutenbergCulture." Student essays can also give compelling testimony. Forinformation on the Rogers article, see <A HREF="#reading">Section 8, ⌨️ 快捷键说明
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