Mailing List

Year 2000 computer bug

All@alliance.ed.uiuc.edu

>From: Bob Rankin <bobrankin@MHV.NET>
>Subject: TOURBUS - 25 Sep 1997 - CHAT and YEAR2000
>To: TOURBUS@LISTSERV.AOL.COM
>
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>
> TODAY'S TOURBUS TOPIC: TOURBUS CHAT AND YEAR 2000
>
>Hi All. Today, we're going to visit the future, and see if your
>computer has the dreaded Year 2000 Bug.
>
>Does Your Computer Have The Millenium Bug?
>------------------------------------------
>
>Even if you have a brand new PC, there's a good possibility it may
>not work correctly come January 1, 2000. And even if you don't own
>a PC, you could be in for some major trouble the morning after that
>turn-of-the-century party.
>
>In a nutshell, the Millenium Bug refers to computers that are unable
>to cope with the year 2000. It's estimated that over 90% of
>computers in use today are susceptible to this problem, which arises
>from the fact that many computers and software programs use only two
>digits to represent the year.
>
>Programmers chose this course of action to save precious memory and
>disk space in the early days of computing, but unfortunately this
>shortcut is still used in some software today. People use notation
>like 12/31/99 all the time, but what's a computer going to think when
>the date suddenly becomes 01/01/00? Some computers will think it's
>the year 1900, others will reset to 1980 or some other random date.
>
>WHO WILL BE AFFECTED?
>---------------------
>
>Since computer and software vendors are scrambling to prepare for the
>year 2000, the problem will likely be minimal for the average home PC
>user. But many corporations and government officials are sweating
>bullets. In addition to facing huge bills to address the problem
>(it'll cost Uncle Sam about $20 billion) they have to worry about the
>impact on a societal level.
>
>A report by UK-based Corporation 2000 forecasts the new millennium
>will throw New York City into chaos, severely disrupting power
>supplies, schools, hospitals, transport and the finance sector. The
>study predicts that on January 1, 2000, electrical supply will be
>only 50% available for 10 days. Wall Street will be closed for eight
>days, hospital service will be emergency-only for a full month, and
>serious problems will cripple telephone, transportation and postal
>services.
>
>TESTING YOUR HARDWARE
>---------------------
>
>If you think you'll still be using your current computer two years
>from now, you'd better do a little checking to see if it'll survive
>the Year 2000 (or Y2K) changeover. In addition to faulty software,
>it's likely that your computer's BIOS or CMOS (hardware that controls
>the function of your computer and interfaces with the operating
>system) has the Millenium Bug too. I ran a diagnostic on my trusty
>'486 and found to my surprise that it's going to have a major Y2K
>hangover.
>
>The best way to test your computer's hardware for potential Year 2000
>problems is to get a free diagnostic tool such as TEST2000. You can
>download this program via the Web at
>
>http://www.RighTime.com
>
>or have a look at the online Year 2000 Information Center where
>you'll find a wealth of information, articles, and other helpful
>tools. It's at
>
>http://www.Year2000.com
>
>If you can't get your hands on a diagnostic tool, here's a test you
>can try from the DOS prompt to test your hardware for possible Y2K
>troubles:
>
> - Set the system clock to 11:59 pm on December 31, 1999. The
> commands DATE 12-31-99 and TIME 11:59p will do the trick.
>
> - Turn the computer off, wait two minutes, and turn it back on.
>
> - Issue the DATE command from a DOS prompt.
>
>If your computer reports the year as 2000, that's good. But if the
>year is 1900, 1980, or something other than 2000, you've got the bug.
>Even though some systems can cross the century bridge and maintain
>the correct year, they may have trouble dealing with a date of 2000
>or greater. Here's another test to check for that problem.
>
> - Set your computer's date to 01-01-2000, turn the computer off, wait
> a minute, and turn it back on.
>
>Most PC's will show the wrong date after this test, even if they
>passed the first test. If your computer fails either test, think
>about getting a motherboard upgrade. For less than $300 you can move
>up to a Pentium class machine and leave your troubles behind. But
>make sure the vendor certifies your new motherboard is "Year 2000
>Safe" or you'll have a hotrod that can fail the Y2K tests even faster
>than the old machine.
>
>TESTING YOUR SOFTWARE
>---------------------
>
>Macintosh users, you don't have to worry about hardware-related Year
>2000 problems, but software may still be an issue for Mac and PC users.
>
>Most commercially available software, as well as the Windows 95 and
>Mac operating systems, are year 2000 compliant. But you may have an
>older spreadsheet or database program which keeps track of years with
>a two-digit field. If so, you'll have to upgrade or replace the
>software.
>
>You can test your software by setting the system clock to some date
>in the year 2000, and then try to exercise as many features as
>possible. Pay special attention to any programs that do date
>calculations or comparisons, such as spreadsheets. If your
>amortizations come out wrong, your software may have a problem. If
>you have a database with date fields, run a battery of reports and
>look for unusual or negative values in the listings.
>
>In addition to giving all your software a Year 2000 checkup, visit
>the Web sites of software vendors to find compliancy information.
>Most companies will be releasing upgrades in the next year to fix
>Year 2000 problems, so be sure to upgrade before doomsday.
>
>*----------------------[ BREAK SOME WINDOWS ]-----------------------*
>
> Switch to Linux, the free version of Unix for ordinary PC's.
> Get your copy of the NO B.S. GUIDE TO LINUX today and learn how.
> Companion CD-ROM includes Linux Pro, Apache web server and tons
> of free software. New York Newsday says it's "the most
> accessible guide to getting started with Linux".
>
>*------------------- <http://biz.mhv.net/drbob> --------------------*
>
>
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What Tech Leaders Need to Know

All@alliance.ed.uiuc.edu

"What Technology Leaders Need to Know: The Essential Top 10 Concepts for Technology Integration in the 21st Century"
Article by Gerald D. Bailey
Learning and Leading With Technology
Vol. 25 No.1 September 1997


A small number of administrators consider themselves technology leaders, but few will claim that they know all there is to know about technology leadership. The quest for understanding technology leadership and technology appears to be a life-long journey. This article contains 10 topics that represent what we know about technology leadership.

1) Change

Administrators need a host of skills. One of the most important involves understanding change and the change process. Before introducing technology into the classroom, you must have a good grasp of the dynamics of change and how people react to change. You need to understand three essential aspects of the change process; personal change, organizational change, and cultural change.

2) Technology Planning

Many district and building administrators find their schools rudderless and out of control in the area of technology planning. The following is a six-step technology -planning model:
1) Organize and empower a district technology-planning team.
2) Prepare the planning team.
3) Assess the current state of technology in the district.
4) Develop guiding documents and scenarios.
5) Develop a strategic plan while empowering building-level technology-planning teams.
6) Implement and institutionalize the technology plan (i.e., measure results to keep the best and get rid of the rest).

3) Ethics

Administrators may not recognize that ethics must be discussed from the very beginning of all technology-integration efforts. Although many of our traditional values can be stretched to fit our new technology-laden environment, some aspects of this new environment force us to redefine our values. The information or resources that are stored and managed using technology sometimes doesn't seem real to students. Many ethical dilemmas can be raised as a result of this motion. Technology integration involves more than just teaching students how to use technological tools. It should also involve discussions about the ethical dilemmas that arise when applying these tools.

4) Teaching and Learning

Teachers can use technology in three distinct ways:

*Technology as an aid ~ When teachers teach with technology, traditional subject matter is presented in new and exciting ways by instructors skilled in using the emerging educational technologies. This view of technology fits well with the Effective Schools movement.

*Technology as a subject ~ Technology becomes a subject as well as a tool for studying questions in an applied setting.

*Technology as an empowerment tool ~ Empowering with technology is the process by which the role of the teacher changes from the "sage on the stage" to a "guide on the side."

5) Safety and Security

Safety deals with how we protect users of technology. Eye strain and hand or arm injuries have become major problems in other sectors of business. We will need to establish guidelines with regard to technology safety standards. The larger amounts of hardware and software that have accumulated require that administrators enact measures that protect the investment of the school district. Theft, vandalism, and misuse of the equipment can create large and unnecessary expenses for school districts.

6) Curriculum

Too often, curriculum integration is seen as a different issue than technology integration, when in reality they are inextricably intertwined. Teachers need considerable support from colleagues, parents, supervisors, and students when integrating technology. Start by identifying the relationship between technology and curriculum. Then identify the role and function of technology in curriculum development. Finally, ask yourself whether technology should support the existing curriculum or transform the curriculum.

7) Staff Development

Administrators who are creating technology-oriented programs have tasks. They must use old staff-development maps and continuously create new technology staff-development maps for others to follow. Following is a four-stage process for creating such programs:
1. Prepare for change.
2. Plan your technology staff-development program.
3. Implement your program.
4. Institutionalize your program.

8) Infrastructure

Infrastructure has to do with the facilities- the use of technology in the existing facilities and the building of new facilities to accommodate new ways of using technology. Technology leaders must join hands with architects to determine the questions that must be posed. Baseline questions must begin with the following areas: space, wiring, security, lighting, furniture, shielding, and acoustics. Practitioners need to be able to understand the infrastructure well to find new ways of looking at the physical environments needed for the new styles of learning.

9) Technical Support

Technical-support personnel include technology coordinators, the technicians who repair the equipment, and the other people who help those who use technology. Teachers and staff who use technology need to feel that the equipment requires little preparation or knowledge for initial operation. Making help available to participants when they have questions or need assistance is a critical dimension of successful technology integration.

10) Technology Leadership

Technology leaders must possess several skills, including the following:
1. Technology skills
2. People skills
3. Curriculum skills
4. Staff-development skills
5. Learning leadership

Report to the President

All@alliance.ed.uiuc.edu

ìReport to the President on the Use of Technology to Strengthen K-12 Education in the United Statesî
Presidentís Committee of Advisors on Science and Technology
March 1997


Summary of the Executive Summary

In an era of increasing international economic competition, the quality of Americaís elementary and secondary schools could determine whether our children hold highly compensated, high-skill jobs that add significant value within the integrated global economy of the twenty-first century or compete with workers in developing countries for the provision of commodity products and low-value-added services at wage rate comparable to those received by third world laborers. Moreover, it is widely believed that workers in the next century will require not just a larger set of facts or a larger repertoire of specific skills, but the capacity to readily acquire new knowledge, to solve problems, and to employ creativity and critical thinking in the design of new approaches to existing problems.

The Panel on Educational Technology was organized in April 1995 under the auspices of the Presidentís Committee of Advisors on Science and Technology (PCAST) to provide independent advice to the President on matters related to the application of various technologies (and in particular, interactive computer-and network-based technologies) to K-12 education in the United States.

The list that appears below summarizes those high-level strategic recommendations that the Panel believes to be most important:

1. Focus on learning with technology, not about technology. While computer-related skills will unquestionably be quite important in the twenty-first century, and while such skills are clearly best taught through the actual use of computers, it is important that technology be integrated throughout the K-12 curriculum, and not simply used to impart technology-related knowledge skills. The Administration should work toward the use of computing and networking technologies to improve the quality of education in all subject areas.
2. Emphasize content and pedagogy, and not just hardware. While the wide-spread availability of modern computing and networking hardware will indeed be necessary if technology is to realize its promise, the development and utilization of useful educational software and information resources, and the adaptation of curricula to make effective use of technology, are likely to represent more formidable challenges. Particular attention should be given to the potential role of technology in achieving the goals of current educational reform efforts through the use of new pedagogic methods focusing on the development of higher-order reasoning and problem-solving skills.
3. Give special attention to professional development. Only about 15 percent of the typical technology budget is currently devoted to professional development; this figure should be increased to at least 30 percent. Teachers should be provided with ongoing mentoring and consultative support, and with the time required to familiarize themselves with available software and content, to incorporate technology into their lesson plans, and to discuss technology use with other teachers.
4. Engage in realistic budgeting. The Panel believes that at least five percent of all public K-12 educational spending in the United States (or approximately $13 billion annually in constant 1996 dollars) should be earmarked for technology-related expenditures-a significant increase over the current level of approximately 1.3 percent. While voluntarism and corporate equipment donations may be of both direct and indirect benefit under certain circumstances, White House policy should be based on realistic assessment of the relatively limited direct economic contribution such efforts can be expected to make overall.
5. Ensure equitable, universal access. Access to knowledge-building and communication tools based on computing and networking technologies should be made available to all of our nationís students, regardless of socio-economic status, race, ethnicity, gender, or geographical factors, and special attention should be given to the use of technology by students with special needs.
6. Initiate a major program of experimental research. The Panel believes that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nationís schools. Funding levels for educational research have thus far been alarmingly low. Less than 0.1 percent of our nationís expenditures for elementary and secondary education were invested to determine which educational techniques actually work, and to find ways to improve them. The Panel strongly recommends that this figure be increased to at least 0.5 percent (or about $1.5 billion annually at current expenditure levels) on an ongoing basis. To ensure high standards of scientific excellence, intellectual integrity, and independence from political influence, this research program should be planned and overseen by a distinguished independent board of outside experts appointed by the President. The Panel does NOT, however, recommend that the deployment of technology within Americaís schools be deferred pending the completion of such research.

Searching the WWW tricks

All@alliance.ed.uiuc.edu

>From: Chip Bruce <chip@uiuc.edu>
>Subject: searching the www
>
>Here are some of my tricks for searching the world wide
>web. These
>are fairly basic ones I've learned through trial and error, mostly error,
>so I wouldn't be surprised to discover some better ways. Do you know some?
>Please share any discoveries you have!
>
>I like the Altavista search engine <http://altavista.digital.com/>, which
>indexes a huge number of web sites, but other programs work about as well.
>Let me just describe a specific search. Liz was interested in a science
>center that included caterpillars, so I thought that would be a convenient
>test case.
>
>I typed in "caterpillar." Altavista gave me 46,270 web sites. Looking at
>only the top 10, I saw 8 pertaining to the Caterpillar company, 1 on an
>anti-virus program for computers, and one on the saddleback caterpillar,
>but nothing spcifically on teaching about caterpillars.
>
>So, I redid the search, this time with "+caterpillar" and "+learn." The "+"
>means that any page located must have that word. This time, Altavista gave
>me 1,329 entries. Of the top 10, 3 dealt explicitly with teaching and
>learning, 5 were still about the Caterpillar company, and 2 were about
>other caterpillar species. Already I felt I was getting something useful,
>though I would have preferred the complete text of Earl Carle's "The Very
>Hungry Caterpillar" rather than an excerpt and an advertizement for it!
>
>So, I tried again, this time with "+caterpillar," "+learn," and "+science."
>I got only 400 entries back, 7 dealing with teaching. When I added
>"+teacher" I got 131 entries, all on education. Even then, some weren't
>exactly what I wanted--one was college level, one was about an award for a
>teacher, but at least I had several good sites to explore further. I
>didn't even look beyond the first 10.
>
>This method was beginning to generate lots of great resources--books,
>videos, pictures, projects, and so on. But suppose I wanted to see actual
>lesson plans? In that case, I might choose a word like "procedure," which
>is likely to appear in a lesson plan. So, I tried, "+procedure" and
>Altavista gave me only 18 entries. Oddly enough, many weren't quite what I
>wanted--Roget's Thesaurus for example. But I did get some lesson plans on
>caterpillars, including a mini-unit designed by Ophelia Griffin, from the
>94-95 YLP!
>
>You can try adding the extra words without the "+". You'll get more entries
>that way, but the early ones should be the most useful so you don't have to
>go through the whole list.
>
>For other curriculum areas/issues, you could try other search words like
>"reading," "art," "multicultural," or whatever.

Access US

All@alliance.ed.uiuc.edu

Enclosed is a brochure from Access US, a company that is working with ISBE to provide Internet and email access to teachers working in Illinois schools. The accounts are designed to provide individual teachers access to the Internet from their homes or by dialing in from school. The cost of the account is $9.95 per month. More information is included in the brochure which may be posted or copied for distribution to your teachers.

In addition, Access US is looking to broaden their services to the downstate area. If your school does not currently have high-speed access, Access US may have a plan designed to work for you. This plan works cooperatively with your community to provide online services and connections. For more information, contact John Andrews at the address and phone number provided in the brochure.

Access US

All@alliance.ed.uiuc.edu

Access US is a company that is working with ISBE to provide Internet and email access to teachers working in Illinois schools. The accounts are designed to provide individual teachers access to the Internet from their homes or by dialing in from school. The cost of the account is $9.95 per month. For more information, contact accessU.S., 8 Park Place, Swansea, IL 62226, 800-638-6373

In addition, Access US is looking to broaden their services to the downstate area. If your school does not currently have high-speed access, Access US may have a plan designed to work for you. This plan works cooperatively with your community to provide online services and connections. For more information, contact John Andrews at the address and phone number provided above.

Announcements

All@alliance.ed.uiuc.edu

Announcements and Important Information:

1) Rich Levine from Tefft Middle School in Streamwood, IL has developed some interdisciplinary units on weather and immigrants. These units can be used for 8th, 9th, 10th grades and are good examples of the Illinois Learning Standards and Alternative Assessment Rubrics. Mr. Levine is happy to have other teachers use the units, and would appreciate feedback. You can obtain the units at his web site: http://www.cl.ais.net/rlevine/

2) The ISBE Technology Literacy Challenge RFP will be out in Mid-October: Be on the lookout! Other sources of grant funding can be found at http://www.capecod.net/schrockguide.

3) The ISBE textbook loan program allows for a per student allotment of funding for computer software. For more information, visit the ISBE web site at http://www.isbe.state.k12.il.us and select ìWhatís New.î

4) Dr. Tom McGreal and Mr. Richard Beck both spoke at the AIHS conference last week, which was a great success. Thanks to them for participating in Confederation activities!

ANNENBERG FORUM

All@alliance.ed.uiuc.edu

X-Sender: cthursto@staff.uiuc.edu
Date: Thu, 05 Feb 1998 13:41:44 -0600
To: all@alliance.ed.uiuc.edu
From: Cathy Thurston <cthursto@uiuc.edu>
Subject: ANNENBERG FORUM
Mime-Version: 1.0

>Return-Path: <owner-cesnews@BROWNVM.BROWN.EDU>
>X-Sender: Anna_Shusterman@postoffice.brown.edu
>Date: Thu, 5 Feb 1998 12:03:47 -0400
>Reply-To: Coalition of Essential Schools News <CESNEWS@BROWNVM.BROWN.EDU>
>Sender: Coalition of Essential Schools News <CESNEWS@BROWNVM.BROWN.EDU>
>X-PH: V4.4a@mx1.cso.uiuc.edu
>From: Anna Shusterman <Anna_Shusterman@BROWN.EDU>
>Subject: ANNENBERG FORUM
>To: Multiple recipients of list CESNEWS <CESNEWS@BROWNVM.BROWN.EDU>
>
>** ANNOUNCING A SATELLITE VIDEOCONFERENCE FROM THE ANNENBERG INSTITUTE FOR
>SCHOOL REFORM **
>
>YOU CAN GET INVOLVED!
>Engaging Americans in Public Education
>Annenberg Forum III
>A National Videoconference
>Thursday, March 5, 1998, 7-9 PM EST
>
> "Public engagement" is fast becoming a significant element in the
>movement for education reform. Across the country, Americans are working
>to revitalize the relationship between the public and public schools. These
>efforts grow out of the recognition that our nation's schools will not
>improve without the active support and direct involvement of parents and
>the broader community.
> Through video profiles produced by WGBH, the third Annenberg Forum
>will take viewers to three local initiatives that are building new
>relationships between the public and its schools:
>* The Patrick O'Hearn School in Boston, Massachusetts, where teachers have
>developed closer cooperation with families to enhance student success, and
>parents are making important decisions about student learning.
>* Baltimoreans United in Leadership Development (BUILD) in Maryland, a
>community organization that has helped parents set up after-school centers
>and is developing conversations about improving student learning in school.
>* The Pattonville School District in Missouri, where formerly disengaged
>residents are taking ownership for their schools and becoming more involved
>in facing emerging local educational challenges.
> During the video-conference, a panel of participants from the three
>sites will convene in the studios of WGBH/Boston for an on-air discussion
>of their projects and the implications for others beginning work in public
>engagement. The panel will be joined by Robert Sexton (Executive Director
>of the Prichard Committee, a citizen action group that supports Kentucky's
>statewide school-reform legislation) and Jeffrey Kimpton (Director of
>Public Engagement at the Annenberg Institute). Ronald A. Wolk (former
>publisher of Education Week and Teacher Magazine) will moderate the
>discussion.
> The panelists will answer questions from the studio audience and
>call-in questions from viewers around the country.
>
>Access to the March 5 videoconference is available free of charge to any
>interested school, college or community organization. Sites must register
>to receive the satellite transponder number, a detailed agenda of the
>videoconference and additional materials.
>
>TO REGISTER OR FOR MORE INFORMATION:
>PLEASE CALL 401-863-1530 FOR A BROCHURE OR SEE OUR WEB SITE AT
>www.aisr.brown.edu/forum
>
>

parent resources

All@alliance.ed.uiuc.edu

Internet resources for parents are growing. A government booklet entitled "Including
Your Child" offers information to families of children with special needs. Single
copies are free while supplies last. Call the National Library of Education:
1-800-424-1616. The booklet is also available online at
http://www.ed.gov/pubs/parents/Including

=====================================
INFORMATION: SPECIAL NEEDS STUDENTS
====================================
Other sources of information for parents of children with special needs are available
at the U.S. Dept. of Education Internet site.

List of associations and organizations:
http://www.ed.gov/pubs/parents/Including/resassoc.html

Government agencies: http://www.ed.gov/pubs/parents/Including/resgovt.html

Government-supported agencies:
http://www.ed.gov/pubs/parents/Including/ressup.html

Hotlines and information lines: http://www.ed.gov/pubs/parents/Including/reslines.html


Internet sites: http://www.ed.gov/pubs/parents/Including/ressites.html

Minority family groups: http://www.ed.gov/pubs/parents/Including/resgroup.html

Office of Civil Rights: http://www.ed.gov/pubs/parents/Including/rescivil.html

Parent training and information centers:
http://www.ed.gov/pubs/parents/Including/resptic.html

State government information: http://www.ed.gov/pubs/parents/Including/resstate.html


====================
PARENT INVOLVEMENT
====================
The Alliance for Parent Involvement in Education (ALLPIE) is a nonprofit
organization which assists and encourages parents to be involved in their children's
education both in school and at home. ALLPIE has a newsletter, conferences and
workshops, and a book catalog and lending library. Check out its home page at
http://www.croton.com/allpie/

=====================
INTERRACIAL CHILDREN
=====================
Project RACE ("Reclassify All Children Equally") is a national organization looking
to get multicultural classification for people of mixed-race heritage. Located on its
home page are links to federal and state information and links to other sites dealing
with multiracial issues. See http://www.projectrace.mindspring.com/

========================
SATELLITE TOWN MEETINGS
========================
As promised in last week's E-letter, the 1997-1998 schedule for Satellite Town
Meetings follows. All meetings will be broadcast on Tuesdays at 8:00 - 9:00 p.m.
Eastern time.

October 21, 1997 "Preparing Classrooms for the Future: Ensuring Access to the
Internet"

November 18, 1997 "Supporting Quality Teachers: A Talented Teacher in Every
Classroom"

January 20, 1998 "Serving Students with Disabilities: What Families, Schools and
Communities Need to Know"

February 17, 1998 "Raising Student Achievement: Schools, Communities and
Challenging Standards"

March 17, 1998 "Think College Early: Preparing Academically and Financially"

April 21, 1998 "Making Math Count: World-class Achievement Starting with
Algebra"

May 19, 1998 "Reading Partners: Teaming Up to Help Children Read Well"

June 16, 1998 "Creating a Safe, Disciplined and Drug-free School: Turning Research
into Practice"

Diane Barendse, Editor

Internet resources for parents

All@alliance.ed.uiuc.edu

EDUCATIONAL RESOURCE NETWORK E-LETTER # 34
September 21, 1997

Dear Members,

Internet resources for parents are growing. A government booklet entitled
"Including Your Child" offers information to families of children with special
needs. Single copies are free while supplies last. Call the National Library of
Education: 1-800-424-1616. The booklet is also available online at
http://www.ed.gov/pubs/parents/Including

=====================================
INFORMATION: SPECIAL NEEDS STUDENTS
====================================
Other sources of information for parents of children with special needs are
available at the U.S. Dept. of Education Internet site.

List of associations and organizations:
http://www.ed.gov/pubs/parents/Including/resassoc.html

Government agencies: http://www.ed.gov/pubs/parents/Including/resgovt.html

Government-supported agencies:
http://www.ed.gov/pubs/parents/Including/ressup.html

Hotlines and information lines:
http://www.ed.gov/pubs/parents/Including/reslines.html

Internet sites: http://www.ed.gov/pubs/parents/Including/ressites.html

Minority family groups:
http://www.ed.gov/pubs/parents/Including/resgroup.html

Office of Civil Rights: http://www.ed.gov/pubs/parents/Including/rescivil.html

Parent training and information centers:
http://www.ed.gov/pubs/parents/Including/resptic.html

State government information:
http://www.ed.gov/pubs/parents/Including/resstate.html

====================
PARENT INVOLVEMENT
====================
The Alliance for Parent Involvement in Education (ALLPIE) is a nonprofit
organization which assists and encourages parents to be involved in their
children's education both in school and at home. ALLPIE has a newsletter,
conferences and workshops, and a book catalog and lending library. Check out
its home page at http://www.croton.com/allpie/

=====================
INTERRACIAL CHILDREN
=====================
Project RACE ("Reclassify All Children Equally") is a national organization
looking to get multicultural classification for people of mixed-race heritage.
Located on its home page are links to federal and state information and links to
other sites dealing with multiracial issues. See
http://www.projectrace.mindspring.com/

web sites

All@alliance.ed.uiuc.edu

John McCarthyl has developed a web site for English teachers. His program Story Starters is a great resource for educators. You can check out his web site by visiting http://epiphany.simplenet.com/experiments/Story_Project/storyfr.htm

www4teachers

All@alliance.ed.uiuc.edu

The South Central Regional Technology in Education Consortium (SCR*TEC) publishes www4teachers,a free World Wide Web publication exspecially for K-12 educators using technology to enhance learning.

www4teachers (http://www.4teachers.org) contains feature stories relating the triumphs and trials of using technology in the classroom, including interviews, Web lessons, and surverys aout tehnology and K-12 education. Subscribers are notified each month when new content is added to the site. Subscription is free.

www4teachers

All@alliance.ed.uiuc.edu

The South Central Regional Technology in Education Consortium (SCR*TEC) publishes www4teachers,a free World Wide Web publication exspecially for K-12 educators using technology to enhance learning.

www4teachers (http://www.4teachers.org) contains feature stories relating the triumphs and trials of using technology in the classroom, including interviews, Web lessons, and surveys abouy technology and K-12 education. Subscribers are notified each month when new content is added to the site. Subscription is free.

Educational Web Resources

All@alliance.ed.uiuc.edu

Here are a few more sites we think you might find valuable:

http://www.electronic-school.com
The online version of the print quarterly Electronic School, this site presents articles from the current issue as well as back issues. They include hands-on descriptions of how schools are using technology to improve teaching and learning.

http://www.planemath.com/
Plane Math, produced in cooperation with NASA is a way for students to learn about math and aeronautics.

http:forum.swarthmore.edu/~steve/
The Math Forum is a collection of math resources available on the Internet. It lists key providers of math sites and fun sites for kids, as well as information about searching the Internet.

http://128.252.223.239/~ysp/MSN/
You've probably heard of Ask An Expert (http://www.askanexpert.com/askanexpert/index.html). Well, this is Ask a Mad Scientist from Washington University Medical School. It includes an archive of questions and answers with an Ask a Scientist section, a MAD Labs (having fun with science) section and a MadSci Library that locates science sites and resources on the World Wide Web.

======================
U.S. DEPT. OF EDUCATION
======================
>From Kirk Winters, at the U.S. Governments' Web site this week, there was an update on educational initiatives, including information on fathers' involvement in their children's education from the National Center for Educational Statistics. The report "Fathers' Involvement in Their Children's Schools" is available at http://www.ed.gov/NCES/pubs98/fathers/index.html
Regardless of family income, race, level of parents' education, whether their fathers live with them or whether their mothers are involved in their schools, children whose fathers are highly involved in their school get better grades, enjoy school more, and are less likely to repeat a grade.

According to last month's Satellite Town Meeting, the key to good before- and after-school enrichment programs is strong partnerships with organizations and government agencies that can help provide resources and people to make the programs work. For a videotape of this Town Meeting send an e-mail to: Satellite_Town_Meeting@ed.gov

The next Satellite Town Meeting will consider the E-rate and how schools and communities can integrate technology into learning. It will be broadcast on October 21 between 7:00 and 8:00 p.m. through Parkland Community College and other locations throughout Illinois. Time Warner Cable of Champaign-Urbana Channel 9 and Heartland Wireless Cable Channel 50 will rebroadcast this Town Meeting Monday evenings at 7PM in November. Check your local cable company for more information.

Another helpful government resource is the new Topics A to Z, an alphabetical list of links to the best starting points for major topics addressed at the U.S. Dept. of Education's Web site and at other Department-sponsored sites.

The fourth essay published over the summer on The Condition of Education is entitled The Social Context of Education. It can be found at http://www.ed.gov/NCES/pubs97/97984.html

Educational Resources & News

All@alliance.ed.uiuc.edu

======================================
EDUCATIONAL TECHNOLOGY CONFERENCES
======================================
Site 98: 9th International Conference, March 10-14, 1998, Washington, D.C. Site 98 is
the annual conference of the Society for Information Technology and Teacher
Education. It is an associations of teacher educators interested in the creation and
dissemination of knowledge about the use of information technology in teacher
education. Proposals from the introductory through advanced levels which address
theory, research and applications and innovative projects are especially encouraged.
For more information, see http://www.aace.org/conf/site

Web-based Distance Education Conference: Faculty Strategies for Engaging Online
Learners. October 20-November 3, 1997. Contact: http://www.umuc.edu/ide/strategies


Tel-Ed '97: ISTE's Sixth International Conference on Telecommunications and
Multimedia in Education. November 13-16, 1997. Austin, Texas, U.S.A. & Mexico
City, Mexico. Contact: teledreg@oregon.uoregon.edu or http://www.iste.org

=====================
COURSES FOR COLLEGE
=====================
A U.S. Dept. of Education report titled "Preparing for College Early" provides advice
on helping high-school students take courses that will enable them to go on to college.
Statistics show that 71 percent of low-income students who take geometry go on to
college, while only 26 percent who don't take geometry go on to college. This booklet
gives students, parents and educators information about the courses that help prepare
students to continue their education after high school. It includes the "tech-prep"
courses for students who want to pursue a technical program at a community,
technical or junior college. See
http://www.ed.gov/pubs/GettingReadyCollegeEarly/#step2

===============================
PROFESSIONAL TEACHER TRAINING
===============================
Award-winning teachers from around the U.S. will be meeting in Washington, D.C.
next week to offer their perspectives on educational issues and to promote teacher
leadership in educational reform. The focus of the forum will be on determining what
role teachers play in establishing professional standards for teaching.

The National Commission on Teaching and America's Future issued a report last year
on the condition of the teaching profession. The following statistics demonstrate the
need to address this issue:

* 2 million new teachers will be needed in the next decade because of increasing
enrollments and retirement of an aging teaching force,
* almost 30 % of students are minority while only 13% of teachers are minority and
over 40% of schools do not have a person of color on the faculty,
* 22% of new teachers leave the profession in the first 3 years,
* more than 40 states allow districts to hire teachers who have not met the basic
requirements of completing training and passing an examination to teach,
* about one fourth of new teachers lack the qualifications for their job,
* 75% of urban district admit hiring teachers without proper qualifications, and
* 23% of all secondary teachers do not have even a minor in their main teaching field,
This is especially true for math and science teachers.

Many people believe that teachers must play a central role in improving the
profession. By taking advantage of this national forum, teachers have the opportunity
to ensure that they play a major role in improving the profession. Questions that will
be addressed include:
* What role do teachers play in the support of beginning teachers?
* What role must teachers play in helping all teachers improve their teaching?
* What role must teachers play in encouraging and rewarding excellence in teaching?
* What role must teachers play with teachers who perform poorly?
* What is one thing I can do, or one step I can take, to ensure that there is a talented,
dedicated, and well-prepared teacher in every classroom?

You may respond to these questions by sending your responses to:
teachers97@inet.ed.gov Please provide your name, school, city, state and e-mail
address and limit your responses to 100 words per question. You may respond to any
or all of the questions.

You can see what other teachers have to say at
http://www.ed.gov/comments/nationalforum97/responses/

"TODAY, OF THE 4 MILLION BABIES BORN each year [in the
U.S.], nearly 1 out of 8 is born to a teenage mother, 1 out
of 4 to a mother with less than a high school education,
almost 1 out of 3 to a mother who lives in poverty, and 1
out of 4 to an unmarried mother."

These statistics & others can be found in "The Social
Context of Education," 1 of 4 essays based on "The Condition
of Education" (1997) & published over the summer by the
National Center for Education Statistics (NCES). The other
3 essays are...

"Women in Mathematics & Science" -- reviews data on
women's progress in mathematics & science achievement,
as well as attitudes, course-taking patterns & college
majors. It also looks at earnings differences between
women & men who majored in math & science in college.
http://www.ed.gov/NCES/pubs97/97982.html

"Public & Private Schools: How Do They Differ?" --
examines 2 fundamental differences between public &
private schools: their sources of support & the role of
choice in determining where students go to school. It
also describes differences in academic programs &
support services.
http://www.ed.gov/NCES/pubs97/97983.html

"Postsecondary Persistence & Attainment" -- addresses
how students' enrollment choices are related to their
postsecondary persistence & attainment. It takes into
account such fators as degree objective, type of
institution attended, timing of enrollment, enrollment
intesity & continuity, transfer, financial aid receipt
& student employment.
http://www.ed.gov/NCES/pubs97/97984.html

Statistics from "The Social Context of Education" are below.
http://www.ed.gov/NCES/pubs97/97981.html

NOTE: "The Condition of Education" is an annual,
Congressionally mandated report that presents key data
analyses measuring the health of education, monitoring
important developments in the education system &
showing trends in major aspects of education.

======================================================
Statistics from "The Social Context of Education" 1997
======================================================

Poverty & Preschool
~~~~~~~~~~~~~~~~~~~ In 1995, 3- and 4-year-olds from families who
were classified as poor (a measure of a family's composition &
income) were less likely to be enrolled in preprimary education
than 3- and 4-year-olds from families who were classified as
non-poor (24 and 52% compared to 42 and 64%, respectively).

Single Parent Families
~~~~~~~~~~~~~~~~~~~~~~ In 1995, 3- to 5-year-olds living with two
biological or adoptive parents were more likely to have been read
to three or more times a week, to have been told a story once a
week, or to have visited the library in the previous month than
3- to 5-year-olds living with 1 biological or adoptive parent.
Moreover, first- and second-graders aged 6-8 living with 1
biological or adoptive parent were more likely to experience
academic problems & to have their parents report that they were
academically below the middle of their class than those students
living with two biological or adoptive parents.

Income & College
~~~~~~~~~~~~~~~~ High school graduates from low-income families
were more likely to go directly to college in 1995 than in 1972.
Still, in 1995, 34% of high school graduates from low income
families went directly to college, compared to 83% of those from
high-income families.

============================================
Changes in the Social Background of Children
============================================

Racial & Ethnic Diversity
~~~~~~~~~~~~~~~~~~~~~~~~~ Racial & ethnic diversity has increased
substantially in the United States in the last 2 decades and
is projected to increase even more in the decades to come. In
1995, 67% of U.S. children aged 5-17 were white, 15% were black,
13% were Hispanic, and 5% were Asian/Pacific Islander, American
Indian, and Alaskan Native. Between 2000 and 2020, the number of
minority children aged 5-17 is projected to grow much faster than
the number of white children. Between 2000 and 2020, it is
projected that there will be 61% more Hispanic children aged 14-
17 and 47% more Hispanic children aged 5-13. The numbers of
Asian/Pacific Islander, American Indian, and Alaskan Native
children aged 14-17 is projected to increase by 73%, while the
number of those children aged 5-13 is projected to grow by 67%.
In contrast, between 2000 and 2020, the number of white children
aged 5-13 is projected to decrease by 11%, and the number of
white children aged 14-17 is projected to decrease by 10%.

Difficulty Speaking English
~~~~~~~~~~~~~~~~~~~~~~~~~~~ Between 1979 and 1989, the percentage
of children aged 5-17 in the United States who spoke a
non-English language at home & who had difficulty speaking
English increased from 3 to 5% and remained at 5% between 1989
and 1995. Hispanic children were more likely to have difficulty
speaking English than their white or black peers. In 1995, 31%
of Hispanic children spoke a non-English language at home & had
difficulty speaking English, compared to 1% each of black and
white children. The percentage of Hispanic children who spoke a
non-English language at home and who had difficulty speaking
English increased slightly between 1979 and 1995.

Children & Poverty
~~~~~~~~~~~~~~~~~~ The proportion of children under 18 who lived
in families with incomes below the poverty level decreased
substantially during the 1960s and then rose from 1970 to 1983.
Between 1983 and 1995, the poverty rate for children fluctuated
between 19 and 22%. Throughout the period, minority children
were more likely to live in poverty than white children. In
1995, both black & Hispanic children (42 and 39%, respectively)
were more than twice as likely as white children (16%) to live in
poverty. Children living with two married parents were also much
less likely to live below the poverty level than children living
only with their mother (6% of children compared to 32%).

Poverty in U.S.
~~~~~~~~~~~~~~~ The percentage of children living below the
poverty line, adjusted for the impact of taxes & governmental
transfers on income, suggests how effective government fiscal
policies are at reducing income inequalities & poverty in a
society. Among countries with data available, the United States
was the only wealthy industrialized country to have double-digit
child poverty rates (20.4% in 1986) after adjusting for taxes &
governmental transfers. The post-transfer poverty rates for
children in the United States were between 2 and 7 times higher
than comparable rates in Canada, France, former West Germany, and
the United Kingdom.

Children in Single Parent Families
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In 1994, 25% of children under
age 18 lived in single parent families, while 11 % did so in
1970. Between 1970 and 1994, the percentage of black children
living in a single parent family nearly doubled. In 1994, 60% of
black children lived in single parent families compared to 19% of
white children and 29% of Hispanic children.

Minority Students & High Poverty Students
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In the 1993-94 school
year, 27% of white students were in schools with a high poverty
rate compared to 65% of black & Hispanic students, 37% of
Asian/Pacific Islander students, and 57% of American
Indian/Alaskan Native students.

==================================================
Learning Environment in High & Low Poverty Schools
==================================================

Misbehavior
~~~~~~~~~~~ Teachers in high poverty schools were more likely
than their counterparts in low poverty schools to report that
student misbehavior (e.g., noise, horseplay, or fighting in the
halls, cafeteria, or student lounge) in their school interfered
with their teaching (18 and 8%, respectively).

Absenteeism & Tardiness
~~~~~~~~~~~~~~~~~~~~~~~ In the 1990-91 school year, the reported
percentage of secondary students absent on a typical day was
higher in high poverty public schools (10%) than in low poverty
public schools (7%). Secondary teachers in high poverty schools
were more than twice as likely as secondary teachers in low
poverty public schools to report that student absenteeism &
tardiness were serious problems in their schools.

Parent Involvement
~~~~~~~~~~~~~~~~~~ In the 1993-94 school year, public school
teachers from high poverty schools were three times more likely
than their counterparts in low poverty schools to report that
lack of parental involvement was a serious problem in their
schools (38 compared to 12%).

Verbal Abuse & Disrespect for Teachers
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In the 1993-94 school
year, public school teachers in high poverty schools were more
than twice as likely to report that verbal abuse & student
disrespect for teachers were serious problems at their school
than their counterparts in low poverty schools.

Physical Conflicts & Weapons
~~~~~~~~~~~~~~~~~~~~~~~~~~~~ There has been an increase in the
percentage of public school teachers who, between the 1987-88 and
1993-94 school years, felt that physical conflicts & weapons
possession were moderate or serious problems in their schools.
This concern is reflected in the views of students as well as
teachers. In 1993, 50% of students reported using some sort of
strategy to avoid harm at schools. Black & Hispanic students
were more likely to have reported using such a strategy than were
white students.

In the 1993-94 school year, 43% of public school teachers in high
poverty schools reported that physical conflicts among students
were a moderate or serious problem in their schools; this was
more than twice the percentage of their counterparts in low
poverty schools who reported that physical conflicts were a
moderate or serious problem (19%). Thirteen percent of public
school teachers in high poverty schools reported that weapons
possession was a moderate or serious problem in their school,
compared to 7% of teachers in low poverty schools.

Internet Access
~~~~~~~~~~~~~~~ In 1996, Internet access was available in about
half (53%) of the schools in which 71% or more students were
eligible for free or reduced-price lunch programs & in 58% of
schools in which 31 to 70% of students were eligible. In
comparison, 72% of schools with 11 to 30% of students eligible
for the lunch program had Internet access, and 78% of those with
less than 11% of students with free or reduced-price lunch
eligibility were connected to the Internet.

Teacher Salaries
~~~~~~~~~~~~~~~~ In the 1993-94 school year, public school
teachers in low poverty schools earned 28% more in total school
earnings than did public school teachers in high poverty schools
($45,547 versus $35,496, respectively). Teachers in high poverty
schools were also less likely to be satisfied with their salaries
than teachers in low poverty schools.

===========================================================
To subscribe to (or unsubscribe from) EDInfo, address an
email message to: listproc@inet.ed.gov Then write either
SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the message,
or write UNSUBSCRIBE EDINFO (if you have a signature block,
please turn it off). Then send it!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Past EDInfo messages: http://www.ed.gov/MailingLists/EDInfo/
Search: http://www.ed.gov/MailingLists/EDInfo/search.html
Past ED Initiatives: http://www.ed.gov/pubs/EDInitiatives/
===========================================================
Cindy Balmuth, Peter Kickbush & Kirk Winters
U.S. Department of Education
kirk_winters@ed.gov

Web site for universal Service Fund Discounts

All@alliance.ed.uiuc.edu

Subject: SLC Web Site Opens!

NEWSFLASH
1/26/98

SCHOOLS AND LIBRARIES CORP. WEB SITE
TO OPEN ON FRIDAY, 1/30/98

The Schools and Libraries Corporation announced today that its web site,
<www.slcfund.org> will go operational on Friday, January 30, 1998. With the
opening of the web site, applications will begin being accepted for the
Universal Service Fund which will provide discounts for telecommunications
services, internal connections, and Internet access for schools and libraries
across America.

At the SLC web site, schools and libraries will be able to file their Form 470
applications electronically (those who choose to file manually are welcome to
mail their applications to Schools and Libraries Corp., P.O. Box 4217, Iowa
City, IA 52244-4217). All schools and libraries who file applications for the
program will have their requested technology services posted on the web site
to invite competitive bidding from vendors.

The opening of the web site also triggers the 75-day window during which all
applications received by schools and libraries will be treated as if they had
arrived simultaneously.

Users who go to the web site before Friday, January 30, will find background
information and instructions for using the site.

For more information, schools, libraries, and service providers can call the
SLC Client Service hotline, 888-203-8100, or send e-mail to
question@slcfund.org.

new Dept. of Ed. website

All@alliance.ed.uiuc.edu

Date: Wed, 11 Feb 1998 15:07:13 -0500
Reply-To: Kirk_Winters@ed.gov
Sender: owner-edinfo@inet.ed.gov
Precedence: bulk
From: Kirk_Winters@ed.gov (Kirk Winters)
To: "Information from & about the U.S. Department of Education publications & more ." <edinfo@inet.ed.gov>
Subject: New Homepage Goes Live, Notices Inviting Applications


THANKS TO MANY OF YOU who provided comments on the draft
redesign of the Department's homepage! Many of the comments
have been incorporated into the new homepage, which is now
live:
http://www.ed.gov

Below is a press release on the new homepage. Also below is
information on recent "notices inviting applications" (grant
opportunities).

==========================================================
Speedier Searches, More Information, Attractive Layouts
Available on Redesigned Education Web Site (Feb. 10, 1998)
==========================================================

Faster searches, greater access to information & attractive
layouts await users of the newly redesigned Education
Department web site at http://www.ed.gov Last month alone,
the home page recorded more than 10 million hits from 120
countries.

Student financial aid materials, tips for parents, statistics
& the latest findings on what works in education are among the
myriad of documents stored on the site, helping make it one of
the most widely used education resources on the Internet.

Among the improvements:

* A state-of-the-art search engine that sifts through more
than 20,000 files to produce much faster & more accurate
results.

* A new "cross-site indexing" project
(http://www.ed.gov/Search/), extending searches beyond
Education Department offices to more than 100 Department-
sponsored web sites. What previously could take hours
can now usually be accomplished in seconds by scanning
data from more than 80,000 files at ERIC education
research clearinghouses, regional labs, national research
centers & elsewhere.

* "Topics A-Z," offering an alphabetical list of links to
the best starting points for several hundred topics.

* Headlines that are regularly updated.

* Links to the most frequently requested information.

* Revamped buttons that make popular information such as
"Student Financial Assistance" & "Research & Statistics"
easier to find.

* A more "navigation friendly" graphical design, with a
text-only equivalent for individuals with visual
disabilities, low-bandwidth connections, or non-graphical
browsers. The first two levels of the home page are
designed in attractive blue & gray layouts.

* A "Contact Us" page that provides e-mail addresses, toll-
free telephone numbers & postal addresses for key
contacts, as well as a link to the Department's ongoing
Internet Customer Survey.

* Links to education-related conference & event calendars
at Department-sponsored sites, as well as more prominent
connections to state education agencies.

Among the most popular pages at www.ed.gov are those related
to student financial aid, the Individuals with Disabilities
Education Act, ERIC educational research, the America Goes
Back to School educational improvement project, statistics,
"Helping Your Child" series for parents, & educational
technology issues.

The new design is a major step in an ongoing series of
improvements begun last summer by the Department's Internet
Working Group. It includes many of the recommendations made
in a customer survey on the site at
http://www.ed.gov/Survey/cust.html Nearly 2,000 comments have
been received since December 1996.

The web site is hosted by the Department's National Library of
Education.

Dept. of Ed. Initiatives

All@alliance.ed.uiuc.edu

**************
ED Initiatives...
*************************************************************
A biweekly look at progress on the Secretary's priorities

*********************************************************
October 17, 1997


High Standards for All Students
All Children Read Well by the End of 3rd Grade

A Talented, Dedicated, Well-Prepared Teacher

in Every Classroom
IDEA Meetings
Budget
Satellite Teleconferences & Webcasts

New Online


-------------------------------
HIGH STANDARDS FOR ALL STUDENTS

------------------------------- One of 32 Goals 2000 grants

Utah awarded to schools last year (1996-7) went to Salt Lake

City School District. Teachers are visiting businesses,

learning first-hand what job skills students need, and then

strengthening workplace curricula & the connection between

classwork & careers. Another Utah district, Granite School

District, is using its Goals 2000 award to help support...

* a website where teachers can ask questions of each
other & consultants,

* web-oriented projects (created by teachers) designed to
enrich instruction in the core curriculum,

* and "web communities" where students submit their work
for peer review, where teachers announce homework &

offer resources, and where student teams collaborate

with students across the nation & around the world
http://www.granite.k12.ut.us/


----------------------------------------------

ALL CHILDREN READ WELL BY THE END OF 3rd GRADE

---------------------------------------------- Department

staff have been working with the bipartisan staff of the

House Committee on Education & the Workforce to reach an

agreement on a reading initiative for children in the spirit

of President Clinton's America Reads Challenge. When the

full Committee met on October 9, Chairman Goodling postponed

consideration of a bill (on a reading initiative) prepared

for consideration at the meeting, stating that "...because of

the Administration's continued attempts to forge ahead with

federal testing despite the objections of the U.S. House of

Representatives, I have stopped this Committee's work on any

reading initiatives." Secretary Riley responded in a letter

& a statement, saying that "Reading is a bi- partisan

issue.... Trying to stop the voluntary national tests & the

reading initiative is hardly the right way to help any child

become a better reader." The full text of the Secretary's

letter & statement are at:
http://www.ed.gov/inits/americareads/971014.html


------------------------------------

A TALENTED, DEDICATED, WELL-PREPARED

TEACHER IN EVERY CLASSROOM

------------------------------------ Individuals looking for

teaching positions & school district administrators seeking

to hire teachers now have a tool to help. A "teacher

referral website," developed by the Department of Defense &

the Arizona Department of Education, allows individuals not

in the military, as well as military personnel seeking a

second career in teaching, to search for K-12 teacher

vacancies across the country -- by county, city, school

district & subject area. School district administrators may

search a database of more than 2,000 service members &

veterans interested in a new career in public education.

The website is at: http://voled.doded.mil/dantes/ttt

Teacher vacancies may be posted by school district officials

at no cost, though an access code & password are required.

School district officials may register for this service by

phoning or e-mailing the "Troops to Teachers" office at 1-

800-231-6242 or ttt@voled.doded.mil



-------------
IDEA MEETINGS
------------- In the September 17 issue of the Federal

Register, the Secretary announced plans to hold meetings in

7 cities to gather public comments on the upcoming rules to

clarify portions of the reauthorized Individuals with

Disabilities Education Act (IDEA)...


Boston (Oct.23), Atlanta (Oct.27), Dallas (Oct.28),

Washington, DC (Nov.4), Denver (Nov.18), San Francisco

(Nov.21), Chicago (Nov.24).


For information on registering & motel accommodations,

please see the September 17, 1997, Federal Register (page

48923) notice:
http://ocfo.ed.gov/gophroot/4fedreg/3proprule/091797a.txt

For information on the reauthorized IDEA, please see:
http://www.ed.gov/offices/OSERS/IDEA/index.html



------
BUDGET
------ The Department continues to operate at 1997 spending

levels, as required by the continuing resolution (CR) passed

in September by the House & Senate. That CR expires

Thursday, October 23. When Congress returns from its

Columbus Day recess next week, conferees are scheduled to

resume work on the Labor-HHS-Education appropriations bill

on October 21. Agreements have not been reached on

*several* 1998 appropriations bills, making it unlikely that

work on these bills will be completed by the October 23

deadline. So, a second CR is expected to be passed,

allowing the Department to continue working at 1997 spending

levels, probably through October 30.


------------------------------------

SATELLITE TELECONFERENCES & WEBCASTS
------------------------------------ NASA Quest is

redistributing the Department's monthly Satellite Town

Meetings via the Internet, beginning October 21. "Preparing

Classrooms for the Future: Ensuring Access to the Internet"

(October 21, 8-9:00 p.m. ET) will be offered not only by

satellite but also using RealAudio (14.4Kbps audio signal),

RealMedia (28.8Kbps & up video/audio signal), CU-SeeMe (56Kbps

& up video/audio signal), and MBONE (T1/Unix platform

video/audio signal). For information about accessing the

program via these Internet-based technologies, please see:
http://quest.arc.nasa.gov/ltc/stm
For details on the program via satellite, please see:
http://www.ed.gov/MailingLists/EDInfo/0297.html


Several sessions at the October 16-18 Improving America's

Schools Conferences, "A Call to Action: Working Together for

Equity and Excellence," will be *webcast* & available in on-

demand archives, including a video appearance by President

Clinton. For information & to download software for viewing

webcast sessions, please click on the webcast icon at

http://www.ncbe.gwu.edu/iasconferences/ To directly access

webcast information for the conferences, visit

http://mrd.web.cerf.net/ias/ If you're attending this

conference in San Diego -- the first of 3 such conferences

-- you're invited to stop by *Web Central,* the technology

headquarters where you can "look over the shoulders" of the

webcast crew & see webcasting technologies in action.


Secretary Riley's keynote speech at the "TeleCon XVII

Telconferencing Users" conference in Anaheim, CA -- on

November 5 at 4:30 EST -- will be broadcast live via

satellite & available free to any K-12 school in the U.S.

having access to C-band downlink facilities or Ku Band

digitally compressed signal using SpectrumSaver. For

information, please see http://www.abctelecon.com or call

800-275-5162.


----------
NEW ONLINE

----------



Games, photos, stories, student artwork & more deliver to

kids (through Grade 8) the message of "disaster

preparedness" on a new interactive website unveiled this

month by the Federal Emergency Management Agency (FEMA).

Children are invited to submit jokes, feedback, poems,

essays & artwork; and they may earn a Disaster Action Kids

certificate (signed by FEMA Director James Lee Witt) by

completing selected assignments, games & quizzes.
http://www.fema.gov/kids/index.htm


The 31st edition of the "Guide to U.S. Department of

Education Programs & Resources" offers various ways of

viewing descriptions of Department programs -- by topic,

office that administers the program, who is eligible to

apply, education level served & more.

http://web99.ed.gov/GTEP/Program2.nsf


"PreparE1ndose a Tiempo Para la Universidad," the Spanish

version of "Getting Ready for College Early," tells what

families & children can do during the middle & junior high

school years to prepare for success in college.

http://www.ed.gov/pubs/GRFC_Span/grfcspan.html


The summer issue of "A.L.L. Points Bulletin," a newsletter

on adult learning & literacy, looks at professional

development for adult learning & literacy providers,

citizenship information & resources, workforce initiatives

in southern states & more.

http://www.ed.gov/offices/OVAE/AdultEd/

InfoBoard/allpoint.html


"Including Your Child" is filled with questions &

suggestions for families of children having special needs

(ages 0-8).
http://www.ed.gov/pubs/parents/Including/


The new National Educational Research & Development Centers

homepage offers information on the 12 university-based

centers currently supported through OERI's 5 National

Institutes. Links to homepages for the centers have been

added where available, along with links to 5 previously

supported research centers.

http://www.ed.gov/offices/OERI/ResCtr.html



---------------------------------------------------------

ED Initiatives is made possible by many contributors,

including Cindy Balmuth, Klarysa Benge, Mary Beth Blegen,

Catherine Mozer Connor, Jennifer Davis, Norris Dickard,

Terry Dozier, Tammy Fortune, David Frank, John Gantz, Holly
Harrington, Diane B. Jones, Peter Kickbush, Melinda Kitchell

Malico, Andrea McCurdy, Keith Stubbs, David Thomas, Nancy

Weaver, Susan Wiener, Sarah Zak & others.

---------------------------------------------------------


To subscribe to (or unsubscribe from) EDInfo, address an

email message to: listproc@inet.ed.gov Then write either

SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the message,

or write UNSUBSCRIBE EDINFO (if you have a signature block,

please turn it off). Then send it!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Past EDInfo messages: http://www.ed.gov/MailingLists/EDInfo/

Search: http://www.ed.gov/MailingLists/EDInfo/search.html

Past ED Initiatives: http://www.ed.gov/pubs/EDInitiatives/

Educational Resources Info

All@alliance.ed.uiuc.edu

New on the Net is the Computer Learning Foundation Web site. This
international non-profit educational foundation is dedicated to helping
parents and educators use technology with children at home and at
school. The site aims to inexpensively disseminate information and
resource materials. Lesson plans and materials are available to
download. The Article Archives include:

*Partnering to Help Our Children Learn

*How Can We Dramatically Improve the Quality of Education Through the
Use of Computers and Related Technologies?

*Strategies for Teaching Children Responsible Use of Technology

*Effective Programs for Training Teachers on the Use of Technology

*The Role Technology Can Play in Restructuring Our Schools

*Guidelines for Parents on Selecting Educational Software for
Children.


========================================

DISTRIBUTING SATELLITE TELECONFERENCES

========================================
Sessions of the October 16-18, 1997 Improving America's Schools
Conferences "A Call to Action: Working Together for Equity and
Excellence" will be available soon in on-demand archives. For
information and to download software for viewing webcast sessions,
please click the webcast icon at
http://www.ncbe.gwu.edu/iasconferences/


================================

NEW FROM U.S. DEPT. OF EDUCATION

================================

In SPANISH: "Prepar Elndose a Tiempo Para la Universidad" (Getting
Ready for College Early) tells what families and children can do during
middle-school years to prepare for success in college. Available at
http://www.ed.gov/pubs/GRFC_Span/grfcspan.html


To address national significant problems and issues in education, the
U.S. Department of Education's Office of Educational Research and
Improvement supports university-based national educational research and
development centers. A new homepage is available to access these
centers. Each center addresses a specific topic and has partners,
including many elementary and secondary schools, with whom it
collaborate. Centers may be contacted directly for a catalog of their
publications and services.

See http://www.ed.gov/offices/OERI/ResCtr.html

SAT preparation on the Web

All@alliance.ed.uiuc.edu

Here's a site that "helps you review the math and verbal skills tested on
the SAT test."
http://www.testprep.com/satmenu.html

And the College Board web site has the "SAT question of the day" at:
http://www.collegeboard.org/tqod/bin/question.cgi

Humanities websites

All@alliance.ed.uiuc.edu

=====================================================
NEW FROM THE NATIONAL ENDOWMENT FOR THE HUMANITIES
=====================================================
The NEH supports learning in history, literature, philosophy and other
areas of the humanities. It funds education and cultural activities. Its
new online project is EDSITEMENT, contains links to the top humanities
sites on the Web, online learning guides for teachers, students and their
families and exciting in-school activities. See http://edsitement.neh.fed.us/

Also available is a 52-page report entitled NEH in the Digital Age, which
discusses the potential value of the new digital technologies for
preserving and disseminating important cultural and historical information.
NEH's goal is to ensure that our cultural heritage is shared by all our
citizens.  For more information see
http://www.neh.fed.us/html/tech/contents.html
For a print copy of NEH in the Digital Age, e-mail your request to:
info@neh.fed.us

Interesting Websites

All@alliance.ed.uiuc.edu

From: ERN Listmaster <listmaster@ernweb.com>
Subject: EDUCATIONAL RESOURCE NETWORK E-LETTER # 49 January 13, 1998

EDUCATIONAL RESOURCE NETWORK E-LETTER # 49
January 13, 1998


Dear Members,

We would like to hear from you! Tell us about areas of interest to you as
well as any Internet sites that you find particularly useful.

============
FOR PARENTS
============
A resource for parents of young children: http://www.parentsplace.com/
Chats on topics of interest are scheduled at specific times each day, and
questions can be submitted to experts including a preschool teacher, an
elementary teacher, a doctor, dentist, lawyer, nutritionist, etc.

===========================
CONFERENCES AND TRADE SHOWS
===========================
Trade Show News Network is a site designed to help exhibitors locate trade
shows. However, we find it is also a ready source of conferences and shows
in education. On the Home page, pull down Education under Industry of
Interest. A list of upcoming conferences in all areas of education will
appear. You can also search by city, month or name of a conference. See

http://tsnn.com/

=================
STUDENTS AT RISK
=================
"Confronting the Odds: Students at Risk and the Pipeline to Higher
Education" identifies factors the help at-risk students achieve high school
graduation and college enrollment. Highlights and the full reports are
available at: http://nces.ed.gov/pubs98/98094.html

==================================
WORKSHOPS ON AFTER-SCHOOL PROGRAMS
==================================
The U.S. Department of Education, the National Community Education
Association and the National Center for Community Education are offering a
series of 1-day regional workshops for people who are interested in
applying for grants under the 21st Century Community Learning Centers
Program. Their goal is to help applicants plan and carry out high-quality
after-school programs. Workshops will be available in Boston and Atlanta on
February 2, New York and Dallas on February 4, Washington D.C. and St.
Louis on February 6, Los Angeles and Chicago on February 9, Seattle and
Flint on February 11 and Denver on February 13. For details see:
http:www.ed.gov/offices/OERI/21stCCLC/chart2.html

==========================
CHILDREN WITH DISABILITIES
==========================
The National Information Center for Children and Youth with Disabilities
offers a database of 200 organizations that address disability issues.

http://nichcy.org/new.htm

==============================
TWO STUDIES OF CHARTER SCHOOLS
==============================
"A Study of Charter Schools First Year Report, 1997" published by the U.S.
Department of Education and the Office of Educational Research and
Improvement analyzed the types of students attending 428 charter schools in
17 states. The full report and executive summary can be found at:

http://carei.coled.umn.edu/CharterSchools/Natchrtr.html

A second study published by The Hudson Institute is titled "Charter Schools
as Seen by Those Who Know Them Best: Students, Teachers, and Parents." They
interviewed 5,000 charter school students in grades five and above as well
as their teachers and parents. They report what these groups like about
their schools. The report can be seen at:

http://www.edexcellence.net/chart/chart1.htm

Best regards,
Diane Barendse, Editor
Cape Cod, Massachusetts

education related URLs

All@alliance.ed.uiuc.edu

From: ERN Listmaster <listmaster@ernweb.com>
Subject: EDUCATIONAL RESOURCE NETWORK E-LETTER # 51 January 27, 1998
Mime-Version: 1.0
Precendence: bulk
Sender: ern_eletter-owner@mailhost.ernweb.com


Dear Members,

Here are some sites that we believe will help you find the educational
information and research you seek on the Internet:

"Ask Jeeves" http://www.askjeeves.com is a directory of Internet sites
that allows users to search using natural language queries.

An extensive list of sources for research on all areas of assessment and
evaluation can be found at http://ericae2.educ.cua.edu/intbod.stm

A collection of educational theory and research sites can be found at
"Britannica Internet Guide: Education." Topics include educational
administration, educational reform, educational theory, educational
technology, and social, political and legal issues, among others.

http://www.ebig.com/cgi-bin/browse.tcl?HeadingUid=1318


Education Week Archive Search offers a keyword search to past issues of
Education Week and Teacher Magazine.

http://www.edweek.org/htbin/fastweb?searchform+view4

LibrarySpot lists links to hundreds of libraries and reference sources, as
well as articles for parents, teachers and students.

http://www.libraryspot.com

MetaFind is a new meta-search engine that is fast and has well-organized
results. http://www.metafind.com

The Write Environment lists tools and resources links to help you teach
writing. http://www.writeenvironment.com/linksto.html

The National Center for Education Statistics' new Digest of Education
Statistics 1997 is now available online. It includes statistical
information on kindergarten through graduate school. It is currently
available in PDF only but will be available in HTML in the future.

http://nces.ed.gov/pubs/digest97/98015.html

Microsoft software & PBS Cyberschool

All@alliance.ed.uiuc.edu

Subject: EDUCATIONAL RESOURCE NETWORK E-LETTER # 52 February 4,
============================
FREE TRIAL SOFTWARE FOR KIDS
============================
Microsoft makes available free trials of its software for kids. For example,
you can download trials of My Personal Tutor's Preschool Workshop, Alphabet
Playhouse, Reader Railway and Mathopolis. Also available are Scholastic's
The Magic School Bus Explores The Rainforest, The Age of Dinosaurs, Inside
The Earth, The Ocean, The Solar System, The Human Body. In addition,
Microsoft Plus! For Kids and Creative Writer 2 software are available. See

http://microsoft.com/kids

==============================
U.S.OLYMPIC PBS CYBER SCHOOL
==============================
Today PBS, IBM and CBS launched a cross-curricular Web site for students in
grades 4-8. This educational technology project combines Olympic
competition with new technology to give students innovative ways to learn
math, science and social studies. More than 80 interactive educational
challenges have been created by master teachers from WNET's National
Teacher Training Institute with help from PBS and IBM educational
specialists. An example is "Newton Rides the Snowboard," which helps
students gain a better understanding of how the laws of physics can help
athletes improve their Olympic performance. Each challenge is linked to a
comprehensive lesson plan and is organized into beginner, intermediate and
advanced categories. The Cyber School site is located at

http://www.pbscyberschool.org

Dept. of Ed Initiatives

All@alliance.ed.uiuc.edu

**************
ED Initiatives...
*************************************************************
A biweekly look at progress on Secretary Rileyís priorities

*********************************************************
October 17, 1997


High Standards for All Students
All Children Read Well by the End of 3rd Grade
A Talented, Dedicated, Well-Prepared Teacher in Every Classroom
IDEA Meetings
Budget
Satellite Teleconferences & Webcasts
New Online

-------------------------------
HIGH STANDARDS FOR ALL STUDENTS

------------------------------- One of 32 Goals 2000 grants
Utah awarded to schools last year (1996-7) went to Salt Lake
City School District. Teachers are visiting businesses,
learning first-hand what job skills students need, and then
strengthening workplace curricula & the connection between
classwork & careers. Another Utah district, Granite School
District, is using its Goals 2000 award to help support...
* a website where teachers can ask questions of each
other & consultants,
* web-oriented projects (created by teachers) designed to
enrich instruction in the core curriculum,
* and "web communities" where students submit their work
for peer review, where teachers announce homework &
offer resources, and where student teams collaborate
with students across the nation & around the world
http://www.granite.k12.ut.us/

----------------------------------------------
ALL CHILDREN READ WELL BY THE END OF 3rd GRADE
---------------------------------------------- Department
staff have been working with the bipartisan staff of the
House Committee on Education & the Workforce to reach an
agreement on a reading initiative for children in the spirit
of President Clinton's America Reads Challenge. When the
full Committee met on October 9, Chairman Goodling postponed
consideration of a bill (on a reading initiative) prepared
for consideration at the meeting, stating that "...because of
the Administration's continued attempts to forge ahead with
federal testing despite the objections of the U.S. House of
Representatives, I have stopped this Committee's work on any
reading initiatives." Secretary Riley responded in a letter
& a statement, saying that "Reading is a bi- partisan
issue.... Trying to stop the voluntary national tests & the
reading initiative is hardly the right way to help any child
become a better reader." The full text of the Secretary's
letter & statement are at:
http://www.ed.gov/inits/americareads/971014.html

------------------------------------
A TALENTED, DEDICATED, WELL-PREPARED
TEACHER IN EVERY CLASSROOM
------------------------------------ Individuals looking for
teaching positions & school district administrators seeking
to hire teachers now have a tool to help. A "teacher
referral website," developed by the Department of Defense &
the Arizona Department of Education, allows individuals not
in the military, as well as military personnel seeking a
second career in teaching, to search for K-12 teacher
vacancies across the country -- by county, city, school
district & subject area. School district administrators may
search a database of more than 2,000 service members &
veterans interested in a new career in public education.
The website is at: http://voled.doded.mil/dantes/ttt
Teacher vacancies may be posted by school district officials
at no cost, though an access code & password are required.
School district officials may register for this service by
phoning or e-mailing the "Troops to Teachers" office at 1-
800-231-6242 or ttt@voled.doded.mil

-------------
IDEA MEETINGS
------------- In the September 17 issue of the Federal
Register, the Secretary announced plans to hold meetings in
7 cities to gather public comments on the upcoming rules to
clarify portions of the reauthorized Individuals with
Disabilities Education Act (IDEA)...

Boston (Oct.23), Atlanta (Oct.27), Dallas (Oct.28),
Washington, DC (Nov.4), Denver (Nov.18), San Francisco
(Nov.21), Chicago (Nov.24).

For information on registering & motel accommodations,
please see the September 17, 1997, Federal Register (page
48923) notice:
http://ocfo.ed.gov/gophroot/4fedreg/3proprule/091797a.txt
For information on the reauthorized IDEA, please see:
http://www.ed.gov/offices/OSERS/IDEA/index.html

------
BUDGET
------ The Department continues to operate at 1997 spending
levels, as required by the continuing resolution (CR) passed
in September by the House & Senate. That CR expires
Thursday, October 23. When Congress returns from its
Columbus Day recess next week, conferees are scheduled to
resume work on the Labor-HHS-Education appropriations bill
on October 21. Agreements have not been reached on
*several* 1998 appropriations bills, making it unlikely that
work on these bills will be completed by the October 23
deadline. So, a second CR is expected to be passed,
allowing the Department to continue working at 1997 spending
levels, probably through October 30.

------------------------------------
SATELLITE TELECONFERENCES & WEBCASTS
------------------------------------ NASA Quest is
redistributing the Department's monthly Satellite Town
Meetings via the Internet, beginning October 21. "Preparing
Classrooms for the Future: Ensuring Access to the Internet"
(October 21, 8-9:00 p.m. ET) will be offered not only by
satellite but also using RealAudio (14.4Kbps audio signal),
RealMedia (28.8Kbps & up video/audio signal), CU-SeeMe (56Kbps
& up video/audio signal), and MBONE (T1/Unix platform
video/audio signal). For information about accessing the
program via these Internet-based technologies, please see:
http://quest.arc.nasa.gov/ltc/stm
For details on the program via satellite, please see:
http://www.ed.gov/MailingLists/EDInfo/0297.html

Several sessions at the October 16-18 Improving America's
Schools Conferences, "A Call to Action: Working Together for
Equity and Excellence," will be *webcast* & available in on-
demand archives, including a video appearance by President
Clinton. For information & to download software for viewing
webcast sessions, please click on the webcast icon at
http://www.ncbe.gwu.edu/iasconferences/ To directly access
webcast information for the conferences, visit
http://mrd.web.cerf.net/ias/ If you're attending this
conference in San Diego -- the first of 3 such conferences
-- you're invited to stop by *Web Central,* the technology
headquarters where you can "look over the shoulders" of the
webcast crew & see webcasting technologies in action.

Secretary Riley's keynote speech at the "TeleCon XVII
Telconferencing Users" conference in Anaheim, CA -- on
November 5 at 4:30 EST -- will be broadcast live via
satellite & available free to any K-12 school in the U.S.
having access to C-band downlink facilities or Ku Band
digitally compressed signal using SpectrumSaver. For
information, please see http://www.abctelecon.com or call
800-275-5162.

----------
NEW ONLINE
----------

Games, photos, stories, student artwork & more deliver to
kids (through Grade 8) the message of "disaster
preparedness" on a new interactive website unveiled this
month by the Federal Emergency Management Agency (FEMA).
Children are invited to submit jokes, feedback, poems,
essays & artwork; and they may earn a Disaster Action Kids
certificate (signed by FEMA Director James Lee Witt) by
completing selected assignments, games & quizzes.
http://www.fema.gov/kids/index.htm

The 31st edition of the "Guide to U.S. Department of
Education Programs & Resources" offers various ways of
viewing descriptions of Department programs -- by topic,
office that administers the program, who is eligible to
apply, education level served & more.
http://web99.ed.gov/GTEP/Program2.nsf

"PreparE1ndose a Tiempo Para la Universidad," the Spanish
version of "Getting Ready for College Early," tells what
families & children can do during the middle & junior high
school years to prepare for success in college.
http://www.ed.gov/pubs/GRFC_Span/grfcspan.html

The summer issue of "A.L.L. Points Bulletin," a newsletter
on adult learning & literacy, looks at professional
development for adult learning & literacy providers,
citizenship information & resources, workforce initiatives
in southern states & more.
http://www.ed.gov/offices/OVAE/AdultEd/
InfoBoard/allpoint.html

"Including Your Child" is filled with questions &
suggestions for families of children having special needs
(ages 0-8).
http://www.ed.gov/pubs/parents/Including/

The new National Educational Research & Development Centers
homepage offers information on the 12 university-based
centers currently supported through OERI's 5 National
Institutes. Links to homepages for the centers have been
added where available, along with links to 5 previously
supported research centers.
http://www.ed.gov/offices/OERI/ResCtr.html

---------------------------------------------------------
ED Initiatives is made possible by many contributors,
including Cindy Balmuth, Klarysa Benge, Mary Beth Blegen,
Catherine Mozer Connor, Jennifer Davis, Norris Dickard,
Terry Dozier, Tammy Fortune, David Frank, John Gantz, Holly
Harrington, Diane B. Jones, Peter Kickbush, Melinda Kitchell
Malico, Andrea McCurdy, Keith Stubbs, David Thomas, Nancy
Weaver, Susan Wiener, Sarah Zak & others.
---------------------------------------------------------

To subscribe to (or unsubscribe from) EDInfo, address an
email message to: listproc@inet.ed.gov Then write either
SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the message,
or write UNSUBSCRIBE EDINFO (if you have a signature block,
please turn it off). Then send it!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Past EDInfo messages: http://www.ed.gov/MailingLists/EDInfo/
Search: http://www.ed.gov/MailingLists/EDInfo/search.html
Past ED Initiatives: http://www.ed.gov/pubs/EDInitiatives/

professional development institute

All@alliance.ed.uiuc.edu

The Illinois Network of Accelerated Schools is holding its fall
Professional Development Institute (PDI) on October 27-28, 1997 at the
Holiday Inn, Matteson, Illinois. The theme for this year's PDI is
"Educate to Accelerate". The accelerated schools from around the state
will be in attendance and will present powerful learning curriculum and
other successful practices in their schools. Kari Marble the National
Satellite Center Coordinator from Stanford University will be the
keynote speaker for the Monday luncheon and will assist in welcoming 3
new schools to the network. State Superintendent, Joseph Spagnolo will
keynote the Tuesday luncheon. Registration fee is $70.00 which includes
two lunches and a breakfast. For more information contact Carolyn
Farrar at 217/782-5728 or Seng Naolhu at
312/814-3850. E-mail: cfarrar@spr4.isbe.state.il.us.

Microsoft workshops at the College of Ed.

Microsoft-Partners@alliance.ed.uiuc.edu

OET Faculty/Staff Workshop Series
November to December Schedule
Sponsored by the College of Education


Note: All workshops will be located in the College of Education Building, 1310 S. Sixth St., Computer Lab, Room 16
To attend these free workshops, you will need to register in advance

Utilizing PowerPoint for Academic Presentations
Chris Ward
Thursday, November 6th, 7:00PM to 9:00PM

Introduction to Front Page
Kevin Brady
Session 1: Friday, November 14th, 2:00PM to 4:00PM
Session 2: Friday, November 21st, 2:00PM to 4:00PM
Session 3: Friday, December 5th, 2:00PM to 4:00PM

Introduction to Microsoft Word
Jonathan Moore
Friday, November 14th, 5:00PM to 6:00PM

Introduction to HTML Scripting
Kazumi Ohira
Monday, November 17th, 11:00AM to 1:00PM

Introduction to Filemaker Pro 3.0
Lulu Kurman
Monday, November 17th, 2:00PM to 4:00PM

Introduction to Windows 95
Nancy Brown-Smith
Monday, November 17th, 1:30PM to 3:30PM

Introduction to PowerPoint for the Macintosh
Vanna Secaras-Pianfetti
Tuesday, November 18th, 9:00AM to 11:00AM

Utilizing Library Research Services through the Internet
Gary DePaul and TBA Guest Presenter
Wednesday, December 3rd, 10:00AM to 11:00AM

Macintosh Maintenance for New Users
Gary DePaul and TBA Guest Presenter
Wednesday, December 10th, 10:00AM to 12:00PM
______________________________
Upcoming January Workshop:

Introduction to Website Design Using Netscape Communicator
Gary DePaul
Session 1: Wednesday, January 21st, 9:30AM to 12:00PM
Session 2: Wednesday, January 28th, 9:30AM to 12:00PM
Session 3: Wednesday, February 4th, 9:30AM to 12:00PM

More to come...

_____________________________________________________________________
To Register, contact us at:
Office of Educational Technology
32 Education Building
244-7005 / oet@mail.ed.uiuc.edu