APPENDIX A
Letter to Selected Private
School Administrators
Doug Bergman
2167 Glendale Dr.
Charleston, S.C. 29414
Ph: 843-769-0934
Fax: 1-888-842-0460
E-mail: [email protected]
Dear
Administrator,
I am working on my thesis for my Masters Degree in Educational Administration from the University of South Carolina. I am very
interested in finding out how the Internet is being used in our schools and how
it is impacting our teachers and students.
I am surveying 30 independent (private) schools in the southeast U.S.A.
(Georgia, S.C., N.C., Florida, Tennessee, Virginia, & Alabama). There have not really been any detailed surveys
done on independent education, so the information we get from this survey will
be new and very valuable! Upon completion of my research (Dec. 99), I will
gladly make the results of the survey available to you.
I am relying on help from the upper and middle school heads of
these schools to help me collect the information necessary. Could you please
have all of your faculty complete the survey over the next 2 weeks? I have provided a self-addresses postage
paid mailing envelope which can hold up to 20 surveys. (Additional postage
needed if you return more) Also, for teachers who wish to make their own file
copies or printouts, I have provided a floppy disk storing copies of the survey
in Word6.0, Word97/2000, Works 4.0, HTML (Internet Explorer), Word5.1 for MAC,
and an RTF version of the survey, so you should be able to find a copy that
works with any of your word processing software. I have included 10 printed
copies of the survey for you to pass out. Depending on the number of faculty in
your school, kindly use the floppy disk to print additional copies as needed.
Kindly take no more than 2 weeks to hand out, collect, and return
the surveys to me by October 8. If needed for any reason, you can contact me
with the above FAX, E-mail, phone,
and address. I can accept return surveys by FAX, E-mail, or post office mail
Thank you very much. I am very grateful for your help.
-Doug Bergman
APPENDIX B
SURVEY INTRUMENT
Doug Bergman
2167 Glendale Dr.
Charleston, S.C. 29414
Ph. 843-769-0934
Fax 1-888-842-0460
E-mail [email protected]
Fellow teachers and administrators,
I am working on my thesis for my Masters Degree in Educational
Administration from the University of South Carolina. The focus of my thesis is
the impact of the Internet on education. I will be surveying about 30
independent schools in the southeast U.S.A. (Florida, Georgia, SC, NC, Florida,
Tennessee, Alabama, and Kentucky). There have not really been any detailed
surveys done on independent education, so the information we get from this
survey will be very new and valuable. Upon completion of my research (Dec. 99),
I will make the results of the survey available to you.
I would appreciate your taking the time to complete my survey on
Internet usage and impact. If you are unable to complete the entire survey,
please send what you did finish; I can use the answers that you were able to complete.
I will not use your name in any way in my thesis. The purpose of
the survey is not to compare schools, but more to get an accurate reflection of
the Internet in private education
I will accept surveys hand-written, typed, FAXed, or E-mailed. You
can copy the file from the floppy disk (see your administrator) and send it as
an attachment via E-mail.
-Thank you very much.
-Doug Bergman
Please be aware that all information will be reported as aggregate data, not individual responses. Names will NOT be used on the survey or in tabulating and reporting the results
NAME___________________________________________________________
SUBJECT(s)______________________________________________________
SCHOOL
NAME_____________________ STATE
______________________
THANK YOU!
Answer as many as possible, ignore questions that are
irrelevant.
1. a. Sex M F
b. Age 20-30
30-40 40-50 50+
2. a. Grade levels(s) Taught 6 7
8 9 10 11 12
b. Years taught 0-5 5-10
10-15 15+
3. What is the highest Degree you hold BS/BA
MA/Med PhD/EdD
4. Please rate your skills on the computer
using the following scale:
7 = Very proficient is most applications and
hardware. Can easily learn new
software and technologies as they
are introduced.
6
= Very
comfortable in many applications/peripherals
5= Have used basic word processing,
database, spreadsheet, etc.
4 = Have used mainly word processing(without
help)
3 = Can turn on computer and get into a few
applications, but usually need help
1 = Don't know how to use computers , but
WANT TO
0 = Don't know how to use computers and do
not want to.
5. Please rate your skills on the Internet
using the following scale:
7 = Very
proficient in WWW, Telnet, FTP, HTML, JAVA, IRC, E-mail, setting up
Internet connection
6 = Can get
around Internet with no problem and no help
5 = Can
search for what I need but sometimes need help
4 = Have
been on WWW before, but was not able to use very well.
3 = Cannot
use at all.
2 = Have
never been on WWW, but WANT TO
1 = Don't
know how to use Internet at all and do not want to.
6. Do you have a
computer in your classroom? Y N at Home ?
Y N
7. Is it a tool you actively use throughout
your day? Y N
8. Do you have Internet access in your
classroom? Y N
If so, how many computers are
connected? _____
9. Do you use
Internet in your classroom? Y N
If so, how often
__ more than
once a week
__ once a
week
__ once
every 2 or 3 weeks
__ once a
month
__ once a
semester
__ once a
year
__ never,
but WANT TO
__ never
have , never will
If so, what do you use?
__ search
engines
__
newsgroups
__ bulletin
board, message board
__ E-mail
__ specific
web site(regular visits)
__ Chat room
__ Live(or
recorded) camera or audio
__ design
web pages
__ download
__ on-line
magazines/ articles
__
Other_____________________________________
10. a. What aspect of the Internet do you consider to be the most valuable?
__
programming (HTML, Java, CGI, Pearl, Visual BASIC , C++)
__ search
engines
__
newsgroups
__ bulletin
board, message board
__ E-mail
__ chat room
__ downloads
__ on-line
magazines/articles
__
other______________________________________
b.
Should Internet skills be included in the set of basic skills(math, science,
English , etc) that we teach students.
Y N
11. Do you use the Internet to learn more
about your subject area? Y N
If so, how?
__
discussion groups(usenet)
__
newsgroups
__ bulletin
board, message board
__
E-mail with colleagues
__
on-line journal articles/ magazines
__ IRC Chat
rooms
__
Other______________________________________
12. Are your
classes(or certain sections) better because of the Internet? Y N
If so, how do you know?
__________________________________________________
__________________________________________________
__________________________________________________
13. Are there
(measurable) improvements in student performance using Internet
based
lessons ? Y N
If so, what are they?
__ better test/quiz/homework
scores
__ increased
participation
__ increased attendance
__OTHER__________________________________________
14. Are there
improvements (not measurable) that are observable? Y N
If so, what are they
__ increased enthusiasm
__ increased social
skills
__ increased higher
learning skills
__ increased motivation
__
Other____________________________________________
15. How do you
evaluate Internet based lessons?
__ Testing
__ participation
__ effort
__ reports on activities(like
a lab report)
__ do not grade
specifically on Internet aspect of class
__
Other____________________________________________
16. Does your school
support your efforts to experiment in class to find lessons
using
Internet that work? Y N
17. Is training
available to train teachers how to incorporate Internet into
lessons?
Y N
18. Does your school
offer assistance(time, money) to learn about the Internet? Y
N
19. Do you think
schools should train teachers how to incorporate Internet into lessons? Y N
20. If you could
learn more about the Internet, would you try to incorporate it
into
your class lessons? Y N
21. a. Does the
Internet offer something you cannot get in class or in textbook?
Y N
If so, what or how?
______________________________________________________
______________________________________________________
______________________________________________________
b. Is it worth all the money, time, and energy to get schools
connected to the Internet? Y N
22. Can the Internet
replace the traditional
textbook-lecture curriculum?_____
__ Yes, completely change
__ Yes, in many ways
__ Yes, in some ways
__ Yes, in one or two ways
__ No, but I can see where it might
in other subjects
__ No, it is not helping education
23. How have you had to drastically change your
curriculum to incorporate the Internet? Y
N
If so, how?
__ new lesson plans for new material
because we get more done
__ new lesson plans to replace
outdated ones
__ new evaluation methods
__ new goals and objectives
__
Other__________________________________________
24. Are you excited
about the future of the Internet in education? Y N
If so, why?
__ more information available
__ better information available
__ break down borders and barriers
between countries, races, and ethnic groups
__ better preparation for real life
__ Other
_________________________________________
25. Should teachers
be worried that computers/Internet will take away their jobs?
Y N
26. Will
education, in general, change in order
to incorporate the Internet ? Y N
Explain if you want:
27. Are you a better
teacher (in part) due to anything the Internet has provided?
Y N
28. Has your Internet
experience (related to education) been a positive one? Y N
Explain if you want:
_________________________________________________________
_________________________________________________________
29. (Even if you like
the Internet) what do you see as the bad points of
incorporating
the Internet in the curriculum?
_________________________________________________________
_________________________________________________________
_________________________________________________________
30. Do you have an
Internet success story? Explain on back please
31. Do you have an
Internet failure story? Explain on back please
THANK YOU! I know you
are busy and I appreciate your time and energy! --Doug Bergman
APPENDIX C
Survey Instrument Raw Data
APPENDIX D
INFORMAL STUDENT SURVEY
APPENDIX E
AUP
(Acceptable Use Policy
Example)
THE USE OF COMPUTERS, THE INTERNET AND ELECTRONIC MAIL
Acceptable Use Policy
1998-1999
_____________ School is pleased to offer students access to a computer network for electronic mail and the Internet. To gain access to e-mail and the Internet, all students must obtain parental permission as verified by the signatures on the form below. Should a parent prefer that a student not have e-mail and Internet access, use of the computers is still possible for more traditional purposes such as word processing.
What is possible?
Access to e-mail and the Internet will enable students to explore thousands of libraries, databases, museums, and other repositories of information and to exchange personal communication with other Internet users around the world. Families should be aware that some material accessible via the Internet may contain items that are illegal, defamatory, inaccurate, or potentially offensive. While the purposes of the school are to use Internet resources for constructive educational goals, students may find ways to access other materials. We believe that the benefits to students from access to the Internet in the form of information resources and opportunities for collaboration exceed the disadvantages. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. Therefore, we support and respect each family's right to decide whether or not to apply for access.
What is expected?
Students are responsible for appropriate behavior on the school's computer network just as they are in a classroom or on a school playground. Communications on the network are often public in nature. General school rules for behavior and communications apply. It is expected that users will comply with district standards and the specific rules set forth below. The use of the network is a privilege, not a right, and may be revoked if abused. The user is personally responsible for his/her actions in accessing and utilizing the school's computer resources. The students are advised never to access, keep, or send anything that they would not want their parents or teachers to see.
What are the rules?
Privacy -- Network storage areas may be treated like school lockers. Network administrators may review communications to maintain system integrity will insure that students are using the system responsibly.
Storage capacity -- Users are expected to remain within allocated disk space and delete e-mail or other material which take up excessive storage space.
Illegal copying -- Students should never download or install any commercial software, shareware, or freeware onto network drives or disks, unless they have written permission from the Network Administrator. Nor should students copy other people's work or intrude into other people's files.
Inappropriate materials or language -- No profane, abusive or impolite language should be used to communicate nor should materials be accessed which are not in line with the rules of school behavior. A good rule to follow is never view, send, or access materials which you would not want your teachers and parents to see. Should students encounter such material by accident, they should report it their teacher immediately.
Succinct Advice
These are guidelines to follow to prevent the loss of network privileges at
School.
1. Do not use a computer to harm other people or their work.
2. Do not damage the computer or the network in any way.
3. Do not interfere with the operation of the network by installing illegal software, shareware, or freeware.
4. Do not violate copyright laws.
5. Do not view, send, or display offensive messages or pictures.
6. Do not share your password with another person.
7. Do not waste limited resources such as disk space or printing capacity.
8. Do not trespass in another's folders, work, or files.
9. Do notify an adult immediately, if by accident, you encounter materials which violate the miles of appropriate use.
10. BE PREPARED to be held accountable for your actions and for the loss of privileges if the Rules of Appropriate Use are violated.
PARENT
PERMISSION FORM and USER AGREEMENT
1998-1999
As a parent or guardian of a student at School, I have read the above information about the appropriate use of computers at the school and I understand this agreement will be kept on file at the school. (Questions should be directed to the principal for clarification.)
My child may use e-mail and the Internet while at school according to the rules outlined.____
I would prefer that my child not use e-mail and the Internet while at school._____
Parent Name (print)
Parent Signature
DATE:
PARENTS' PERMISSION FOR THE PUBLICATION OF STUDENT WORK/PICTURES
I understand that from time-to-time the school may wish to publish examples of student projects, photographs of students, and other work on an Internet accessible world wide web server. My child's work can be published on the Internet and photographs of my child can be published ______________
I would prefer that my child's work and picture not be published on the Internet ____________________
Parent Name (print)
Parent Signature
DATE:
As a user of the School computer network, I agree to comply with the above stated rules and to use the network in a constructive manner.
Student Name (print)
Student Signature
Teacher
DATE:
APPENDIX F
DETAILED DESCRIPTION OF
INTERNET
and
WEB PROGRAMMING LANGUAGES
(HTML and JAVA)
DETAILED
DESCRIPTION
OF
HOW THE INTERNET
WORKS
A network that is connected to the Internet has access to all
sites (and other networks) that everyone else on the Internet has access to
(assuming not regulated by passwords or other security). Each computer on a connected network has
it's own unique address, called an Internet
Protocol(IP) address (To find
out a local IP address, after connection is made to the ISP, typing winipcfg
(Example)
{C:\ TRACERT www.sellingbuying.com
Tracing route to sellingbuying.com [216.85.247.68]
over a maximum of 30 hops:
1 171 ms
174 ms 162 ms 209.215.201.3
2 241
ms 144 ms 145 ms 209.215.201.62
3 221
ms 135 ms 145 ms 205.152.175.185
4 218
ms 164 ms 145 ms 205.152.175.45
5 231
ms 194 ms 165 ms
ixc00cae.cae.bellsouth.net [205.152.91.249]
6 288
ms 213 ms 164 ms
500.Serial2-1-1.GW1.ATL3.ALTER.NET [57.130.70.9]
7 279
ms 164 ms 154 ms
121.ATM3-0.XR2.ATL1.ALTER.NET [146.188.233.54]
8 277
ms 174 ms 193 ms
194.ATM8-0-0.GW2.ATL1.ALTER.NET [146.188.232.77]
9 295
ms 173 ms 174 ms
ACSI-SE-gw.customer.ALTER.NET [157.130.64.142]
10 296
ms 194 ms 204 ms
e23-ftla-ad-5-0-0.espire.net [206.222.99.11]
11 191
ms 232 ms 193 ms 206.222.105.150
12 270
ms 241 ms 242 ms
rtftl1-F10-0.gate.net [199.227.28.1]
13 384 ms
178 ms 193 ms rtdfb2-H6-1-0.gate.net [199.227.28.46]
14 328
ms 261 ms 182 ms sellingbuying.com
[216.85.247.68]
Trace complete.
}
The numbers
1-14 represent each individual 'hop' and the ms numbers are milliseconds it
takes to reach that site.
___________________________________________________________
A web site is actually a computer (or network of computers) that
is set up to handle people connecting to it via the Internet. It might be as
simple as a home PC or it might be a large multinational company. The page is written in a standard language
that other computers can interpret. Some of the languages that an Internet page
might be might be written in are HTML, Java, Cold Fusion, Notes-Script, or
Unix, It might be a family who just wants to show pictures of their newborn
son, or it may be a password-protected, 128-bit security-enhanced page on which
you make stock transactions via the stock exchange. When a user connects to a
web page, the code of that page is actually sent to his/her browser, which then
interprets that into what is seen as the requested web page.
APPENDIX G
USEFUL WEB SITES
And
INTERNET ADRESSES
General Computer WWW Sites
http://www.schoolworld.asn.au/ where K-12 schools can participate in projects and
programs with other schools around the world.
www.computerworld.com Current
news in Computers
www.hotwired.com Digital News in the industry
www.nctp.com National Center for Technology
Planning
www.eduplace.com/links/tech.html Information on writing
technology
plans
www.cyberbee.com Related to the Multimedia Schools magazine
www.ascd.org/pubs/bulletin/ebullet.html Publication for supervision and
curriculum development
www.teachnet.com One of the top 100 Web sites by PC Magazine
includes lessons plans, articles, ideas, etc.
http://www.teachers.net/
Miscellaneous teacher lessons,
curriculum, discussion groups, and ideas
www.pbs.org/mathline elementary and middle school aged site using
video and on-line materials to teach about probability and statistics
www.careerexplore.com
Activities and scenarios
designed to encourage self-development and force students to ask serious
questions to and about adults about job, career, and life.
www.dyslexia.com Offers plenty of data for parents and
educators about ADD and dyslexia. Where find counselors and groups that provide
treatment and advice.
http://ampere.scale.uiuc.edu/~m-lexa/cell/cell.html Site where students can see
3-D models
cells, build them and dissect them virtually.
DISCUSSION GROUPS
EDNET( Exploring
the Educational Potential of the Internet)
[email protected] On first line of body message, type:
subscribe CDROMLAN first lastname
EDTECH(
Discussion of Educational Technology)
[email protected]
On first line of body message, type: subscribe EDTECH first last name
NEWSGROUPS:
alt.education.distance
alt.kids-talk
k12.chat.elementary
k12.chat.junior
k12.chat.senior
k12.chat.teacher
k12.ed.art
k12.ed.comp.literacy
k12.ed.business
k12.ed.health-pe
k12.ed.music
k12.ed.science
k12.ed.soc-studies
k12.ed.special
Electronic Mail Lists
KIDLINK(To learn
more about KIDLINK projects, subscribe to the news service
by sending a
message to [email protected]
KIDSPHERE (To
learn more about KIDSPHERE projects, subscribe to the news
service by
sending a message to [email protected] or
K12_ADMIN(A list for K-12 educators
interested in educational administration)
LM_NET(A list for school library
media specialists worldwide)