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.

information see the entry for Gopher in the Glossary.
<P>
<B>Searching and Indexing Tools.</B>  Archie is a tool for searching FTP
sites; Veronica (Very Easy Rodent-Oriented Network Index to
Computerized Archives, which works the same way Archie does) is a
tool for searching Gopherspace; WAIS (Wide Area Information Service;
pronounced "wayz") is a tool for searching indexed databases, whether
the databases are full of numbers, text, or graphics files; and
Yahoo, Lycos, and WebCrawler are some of the many searching and
indexing tools available on and for the World Wide Web. For more
information see the entries for Archie, Gopher, WAIS, WWW, and
Veronica in the <A HREF="#App.A">Glossary.</A>
<P>
<B>Videoconferencing.</B> At the time of this writing, schools are beginning
to participate in conferences, meetings, and collaborative activities
via video. The two services or applications used are Multicast
Backbone (MBONE) and CU-SeeMe, both of which allow for desktop
videoconferencing, or videoconferencing via computer.
<P>
MBONE is an option for videoconferencing using several operating
systems at the time of this writing: Unix, Windows NT, Windows 95,
and Mac Operating System 7.5.2. It requires that your Internet
service provider be a part of the MBONE, which depends on a
specialized routing strategy.  Ask your service provider if they are
equipped to support MBONE traffic.  If so, you will need to work
fairly closely with your provider to establish working configurations
for your network. More information on MBONE is available at the MBONE
Information Web. (See <A HREF="#9">Section 9, "Resources and Contacts."</A>)
<P>
CU-SeeMe, developed by Cornell University, also presents conferencing
capabilities over an IP network. You may participate in a CU-SeeMe
videoconference as a sender, a recipient, or both. Through use of
reflectors, multiple sites may participate in any given conference.
For any of these activities, you'll need a PC or a Macintosh with a
connection to the Internet and CU-SeeMe software. Additionally, if
you'd like to send video and audio, you will need a video camera and
a video board in your computer. Full information on the hardware
requirements is available at the CU-SeeMe Web site; there is also a
mailing list for CU-SeeMe information. For guidance and discussion
about using CU-SeeMe as an instructional tool, the Global SchoolNet
Foundation hosts a mail list called cu-seeme-schools which announces
opportunities for participation in CU-SeeMe events. For information
on the Web site and mailing lists, see <A HREF="#9">Section 9, "Resources and
Contacts."</A>
<P>
<A NAME="6"></A>
<H3>6.  Questions About Classroom Resources, Projects, and Collaboration</H3>
<BR><A HREF="#toc">Return to Table of Contents</A>
<P>
<A NAME="6.1"></A>
<H4>6.1  How can I find specific projects using the Internet that are
already developed?</H4>
<P>
When you have learned to use some of the Internet services discussed
in <A HREF="#5">Section 5, "Questions About Using Internet Services,"</A> 
particularly
the search tools, you will be able to answer that question more fully
for yourself. In the meantime, since there are several resources on
the Internet that are directed specifically at the primary and
secondary school communities, here are some ideas to get you started.
<P>
<H5>   Computer Information Servers:</H5>
<P>
<B>Global SchoolNet.</B>  The Global SchoolNet Foundation's World Wide
Web site contains a wealth of valuable information and materials,
including help setting up projects by learning what has worked
best based on others' experience. The GSN site also contains a
landmark registry of projects in which schools can participate.
<P>
<B>EdWeb.</B>  Andy Carvin's EdWeb is an excellent source of K-12
information.
<P>
<B>CoSN.</B>  The Consortium for School Networking maintains an Internet
server.
<P>
<B>NASA.</B>  NASA's Spacelink and Quest are directed at primary and
secondary school educators, and both house lesson plans,
Internet-based curriculum units, and interactive projects and
activities. Many NASA projects also maintain computer information
servers.
<P>
<B>Empire Internet Schoolhouse.</B>  The New York State Education and
Research Network (NYSERNet) hosts the Empire Internet Schoolhouse,
an extension of its Bridging the Gap program.
<P>
<B>K-12 Schools on the Internet.</B>  Gleason Sackman of North Dakota's
SENDIT network for K-12 educators maintains an active list of K-12
schools on the Internet.
<P>
<B>National School Network Testbed.</B>  The Bolt Beranek and Newman
(BBN) project called the National School Network Testbed provides
links to numerous schools and projects.
<P>
<B>Internet School Networking.</B>  The Web pages for the group which
brings you this paper contain a collection of documents and case
studies on projects.
<P>
<H5>Mail lists:</H5>
<P>
Many people on electronic mailing lists such as Ednet, Kidsphere,
and the Consortium for School Networking Discussion List post
their projects and ask for partners and collaborators.
<P>
<H5>News groups:</H5>
<P>
The K12 hierarchy of Usenet News has several groups where
educators post these invitations as well. For subscription to
these and other electronic lists and for names of news groups see
<A HREF="#9">Section 9, "Resources and Contacts."</A>
<P>
<H5>Conferences:</H5>
<P>
There are also a number of conferences worth looking in to. The
National Education Computing Conference (NECC) and Tel-Ed, both
held annually, are conferences sponsored by the International
Society for Technology in Education (ISTE). The Internet Society
(INET) conference is the annual conference for the Internet
Society. See <A HREF="#9">Section 9, "Resources and Contacts"</A> for contact
information for these organizations.
<P>
Specific computer information servers, mail lists, news groups,
and conference sponsors are listed in <A HREF="#9">Section 9, "Resources and
Contacts."</A>  A number of Web sites also provide favorite
"bookmarks," or lists of sites for educators. Bookmarks are not
included in Section 9, but you will quickly find them if you begin
at any of the Web server entry points listed here.
<P>
<A NAME="6.2"></A>
<H4>6.2  What are some examples of how the Internet is being used in
classrooms now?</H4>
<P>
Projects which use the Internet sometimes request sites from all over
the world to contribute data from the local area then compile that
data for use by all. Weather patterns, pollutants in water or air,
and Monarch butterfly migration are some of the data that have been
collected over the Internet. In <A HREF="#App.C">Appendix C, "Examples of 
Educational
Projects Using the Internet,"</A> you will find several examples
collected from various online servers and electronic mailing lists
pertaining to education, each from a different content area and
representing different ways of using the Internet. Some of the
projects require only that you be able to use email, some require
that you have access to the most advanced Internet services, and some
offer varying levels of participation.
<P>
<H5>There are a number of specific projects you may find interesting:</H5>
<P>
<B>KIDS.</B>  KIDS is a project managed by the nonprofit KIDLINK Society. It
includes discussion lists and services, some of them only for people
who are ten through fifteen years old.
<P>
<B>Academy One.</B> Academy One is part of the National Public Telecomputing
Network (NPTN) and usually has a number of projects running at a
time.
<P>
<B>I*EARN.</B>  The International Education and Research Network 
(I*EARN), a
project of the nonprofit Copen Family Fund, facilitates
telecommunications in schools around the world.
<P>
<B>Chatback Trust.</B>  Initiated to provide email for schools in the United
Kingdom and around the world with students who have mental or
physical difficulty with communicating, Chatback Trust and Chatback
International maintain a network server that you may want to
investigate.
<P>
<B>ESP.</B>  The European Schools Project (ESP) involves approximately 200
schools in 20 countries and has as its goal building a support system
for secondary school educators.
<P>
<B>Electronic Field Trips.</B>  The online interactive projects on NASA's
Quest server and the JASON Project are designed especially to provide
classroom contact with real science and scientists.
<P>
For contact information on these groups and computer information
servers refer to <A HREF="#9">Section 9, "Resources and Contacts."</A>
<P>
<A NAME="6.3"></A>
<H4>6.3  Are there any guides to using the Internet in schools that list all
these resources in one place?</H4>
<P>
Printed guides to using the Internet in education are appearing along
with the new books on the Internet and you can expect to see more in
the near future. The problem with paper resource guides is that the
Internet is a changing environment so they become outdated quickly.
Most (like this document) try to list only the most stable resource
sites, and even if not everything you try is available, these guides
can be particularly helpful if you are new to the Internet. Try the
books entitled "Education on the Internet," "Teaching with the
Internet:  Putting Teachers Before Technology," and "Brave New
Schools" listed in <A HREF="#8">Section 8, "Suggested Reading,"</A> for a 
sampling of
those available at the time of this writing.  Check bookstores,
libraries, and booksellers' catalogs for others.
<P>
One answer to the problem of printed Internet guides is the
newsletter.  Two we recommend are specifically for primary and
secondary school educators interested in networking and contain
information on new services on the Internet that are of interest to
educators, projects for collaboration, conferences, new books and
publications, essays, and practical tutorials on using network tools
and services. NetTeach News is published ten times a year and is
available both hardcopy and via email.  Classroom Connect is
published nine times a year. Information on subscribing and related
online services for both newsletters can be found in <A HREF="#9">Section 9,
"Resources and Contacts."</A>
<P>
Internet computers which act as guides to the Internet for educators
are, among others, BBN's Copernicus server, the Global SchoolNet
server, NASA's Quest server, the University of Illinois College of
Education's Learning Resource Server, and Web66. All are listed in
<A HREF="#9">Section 9, "Resources and Contacts."</A>
<P>
<A NAME="6.4"></A>
<H4>6.4  How can I add my own contributions to the Internet?</H4>
<P>
In addition to sharing your knowledge and expertise on the electronic
mail lists and news groups mentioned, as you gain experience you may
find you have the knowledge and inclination to put up a Web page for
your own site.  Many K-12 schools are maintaining Web pages, either
on Web servers they set up at the school or on a computer at another
site, to publish student projects and information about their
schools. Gleason Sackman's Hot List of K-12 Internet School Sites and
Web66 offer a comprehensive listing of these schools and provide
links to their home pages. These pages may give you ideas about ways
your school can use the World Wide Web to contribute to the K-12
Internet community. There are also a number of sites which give
instruction in how to publish on the Web and how to maintain Web
sites, including Web66, the National Center for Supercomputing
Applications (NCSA), and the Geometry Forum. For the Internet
locations of these resources see <A HREF="#9">Section 9, "Resources and 
Contacts."</A>
<P>
<A NAME="7"></A>
<H3>7.  Questions About Security and Ethics</H3>
<BR><A HREF="#toc">Return to Table of Contents</A>
<P>
<A NAME="7.1"></A>
<H4>7.1  I've heard that there is a lot of objectionable material on the
Internet.  How do I deal with that problem?</H4>
<P>
Because sensational media accounts tend to downplay the educational
uses of the Internet in favor of the more controversial material
available, this will almost certainly be an issue raised when you
discuss getting an Internet connection in your school. Concerned
educators should learn more about this issue and formulate a strategy
for resolving problems before they arise. One important point to
realize early is that students do not accidentally bump into
objectionable material in the course of most educational
explorations. Although we are not suggesting that people never run
across objectionable material by chance, most find this material only
because they're looking for it.
<P>
At the time of this writing the most important and effective action
schools can take is to develop clear policies to guide students' use
of the Internet and establish rules - and consequences for breaking
them - that govern b