rfc1941.html

著名的RFC文档,其中有一些文档是已经翻译成中文的的.

"Suggested
Reading."</A> Some student essays can be found on NASA's Quest server
listed in <A HREF="#9">Section 9, "Resources and Contacts,"</A> as can 
information on
the videos.
<P>
<A NAME="3.3"></A>
<H4>3.3  Will using the Internet replace teachers?</H4>
<P>
Just as textbooks, periodicals, videos, guest speakers, and field
trips are often used to support a curriculum, the Internet can be
used as a tool for teaching and learning. This does not mean that it
must be the sole instructional method in a classroom. Teachers will
remain responsible for making educated and informed decisions about
the best way to use the Internet as a tool, just as they do with
other materials used in the classroom. They can also use the Internet
to individualize student learning, making a student's classroom
experiences more relevant.
<P>
<A NAME="3.4"></A>
<H4>3.4  Will this technology replace books?</H4>
<P>
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.
<P>
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.
<P>
<A NAME="3.5"></A>
<H4>3.5  How can use of the Internet be integrated into the existing
curriculum?</H4>
<P>
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.
<P>
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.
<P>
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.
<P>
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.
<P>
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.
<P>
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.
<P>
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.
<P>
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.
<P>
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 <A HREF="#9">Section 9, "Resources and 
Contacts,"</A> address
infusion of technology into the curriculum. See also <A 
HREF="#App.C">Appendix C,
"Examples of Educational Projects Using the Internet."</A>
<P>
<A NAME="4"></A>
<H3>4.  Questions About Getting the Internet into the School</H3>
<BR><A HREF="#toc">Return to Table of Contents</A>
<P>
<A NAME="4.1"></A>
<H4>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?</H4>
<P>
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
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.
<P>
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.
<P>
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 <A HREF="#5">Section 5, 
"Questions
About Using Internet Services."</A>)
<P>
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.
<P>
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.
<P>
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.
<P>
Many FreeNets also offer shell account access gratis, but they may
not be able to offer much support.
<P>
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 <A HREF="#reading">Section 
8, "Suggested
Reading."</A>
<P>
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.
<P>
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.
<P>
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.
<P>
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
$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.
<P>
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.
<P>
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 <A HREF="#9">Section 9,
"Resources and Contacts,"</A> to keep abreast of new developments.
<P>
"Getting US Educators Online" and "Connecting to the Internet: An
O'Reilly Buyer's Guide" by Susan Estrada are both listed in <A 
HREF="#reading">Section
8, "Suggested Reading."</A> Other books about the Internet and how to get
connected to it are available and new ones are being published. Check
libraries, bookstores, and booksellers' catalogs. Two lists of
Internet providers available via the World Wide Web can be found in
<A HREF="#9">Section 9, "Resources and Contacts"</A> along with the