Maybe. But like any educational technology, how telecommunication is used in communities and classrooms will determine whether it is valuable or distracting, a tool of empowerment or a toy for passive entertainment.
Fundamental to thinking about on-line learning is thinking about our relationship to the process; the technology itself comes without a value system. Computer telecommunications simply provides access to information and opportunities for interaction. Used properly, it can enhance educational experience and provide a venue for collaborative action to solve environmental problems.
Some Examples of On-line Learning Projects:
More descriptions of similar projects are available in the On-Line Projects section.
- Students measure water quality of a local river and exchange data electronically with peers throughout their watershed to assess the health of their ecosystem, through GREEN, the Global Rivers Environmental Education Network.
- Students become delegates negotiating an international treaty on the development of Antarctica with the University of Alabama's Project IDEALS.
- Teachers and students "participate" in a scientific expedition to Belize with the Jason Project expedition, thanks to computer networks.
- Weather reports are available for any location in the United States and students can input their own data through the University of Michigan program "Blue Skies."
The scientific and academic communities pioneered computer networking in environmental studies. Pilot projects have scientists, teachers, and high school students sharing field research about environmental quality. Computer telecommunication lets them leap former boundaries -- whether in one watershed or around the planet.
Elementary and secondary school learners share their life experiences and visions of the future also by sharing information on-line, either with private messages or through public conferences. Their messages to one another, delivered with tremendous speed and shared simultaneously among many classrooms, provide strong, personal lessons in the interconnectedness of science, geography, and human relations.
By reducing the barriers of travel, cost, and time, computer networks allow environmental professionals and teachers to develop extensive on-line communities of peers, and to become active co-learners in the education process.
Using the personal computer's ability to communicate over standard phone lines with a modem, the simplest networks act as "store-and-forward" systems that echo messages from one computer to the next, until all have copies. These clusters of computers generally connect to bigger clusters of computers, linked by high-speed data lines and satellites that exchange information with one another in split seconds, and provide access to millions of people, vast stores of information, and tremendous computational power. The Internet is this network of existing computers, mainframes, and phone lines.
First, there are the small networks. These may be community bulletin board systems, office or school computer networks. Many of them can pass messages, called "electronic mail," back and forth with one another.
Somewhat larger networks connect many of the smaller networks together. Thus we have "Bitnet," which connects many academic institutions; FidoNet and OneNet, voluntary associations of local bulletin board systems that share electronic mail and conferences with one another; non-commercial networks such as EcoNet; or commercial networks like Prodigy, America On-line, and CompuServe. Many of them also share information resources and electronic messages across the high-speed network of high-performance computers used for research, education, and commerce, initially funded by the National Science Foundation but now open to private enterprise, known as the Internet, with a capital "I."
Because they adhere to public standards for information exchange, all of these small to large-sized networks are or could be interconnected. Common standards are what define the Internet, and the very fact that the standards are public has acted as a catalyst for the Internet's phenomenal growth. Internet standard "protocols" have acronyms like TCP/IP, FTP, telnet, Gopher, WAIS, and WWW. Some of these are discussed later in this chapter; they are also included in the "Glossary of Computing Terms."
Within and across the computer networks are "human networks," formal and informal associations of people who communicate regularly using on-line services. Each of these groups shares common interests or goals, and is effectively a "virtual community" or subculture on the computer networks.
This vast new world of opportunity presents many challenges. The enormous glut of information is impossible to take in and has forced those who would taste its power to devise new ways for organizing and sampling the information flow.
Electronic mail services and computer "conferencing" let students, teachers, parents, professionals, and policy makers communicate with each other privately or publicly as members of discussion groups.The Measure of a Teacher's Internet Skill
The best measure of a teacher's skill may be how the teacher does not use the Internet. If teachers spend most of their time looking for the "pot of gold" that they are convinced is out there, then they are perpetuating the view of the teacher's role as giving "answers" to students.
On the other hand, if teachers spend most of their Internet time sharing/collaborating with others, and creating resources (making available students' work and their own ideas), then I would rate that teacher's use as very skillful. They recognize that the teacher's role is helping students collect data, use data, make sense of data, communicate their findings, and revise based on others' input.
-- Alan Feldman, TERC (Written in COSNDISC, March 8, 1994)
Electronic mail allows private one-to-one or one-to-many exchange of messages that can include text and "attachments" such as graphic images, spreadsheets, and computer programs. Standard address formats and transmission protocols allow messages to be exchanged across different physical computer networks throughout the world -- often in only seconds.
Computer conferences transcend time zones, allowing participants to review and comment on each others' written postings as their time and interest allows. They also transcend many cultural barriers. Organized much like conferences where people meet face to face, these meetings take place inside each participant's computer. Everyone gets to read and think about questions or statements posed in an on-line conference, and everyone has an equal opportunity to reply. While this electronic conferencing abounds with opportunity, it also challenges participants to discriminate fact from fiction and to evaluate opinions - without being able to look the other folks in the eye.
Access to electronic databases has extended huge indexes of reference material - like never-ending card catalogs - right into the classroom, home, and workplace.
Computer networking is blurring the distinction between "education" and "real life." Environmental issues are entering the classroom with immediacy via computer networks, and students are jointly seeking understanding and solutions with scientists, citizen activists, journalists, government officials, and community leaders of all kinds. The opportunities for continued learning among inservice professionals are expanding as well.
The Internet is not better than face-to-face meetings, books and periodicals, or even television. It is not particularly easy to learn to use, and you may have no luck finding the information or the people you seek once you learn to use it.
First, you need a computer. The computer must be capable of performing serial data communication -- sending and receiving digital information, usually over a wire. Some computers are faster, but even an old Apple or Commodore computer, common in elementary school classrooms, can be used to communicate.
Any computer needs telecommunication software to tell it how to communicate. Generally, any communication software that works with your computer will do, but better software makes the task of communicating much easier. The easiest communication software requires the least memorization by the user; some simply requires pointing at graphical pictures to accomplish communication tasks. Still, it is usually easier for anyone to use the software they are most familiar with than to learn how to use a new software package. A key thing to learn about your telecommunication software is how to set its communication parameters. Settings in your software must match those required by any on-line service you use. (Luckily, most of them are nearly the same.)
A modem is a hardware device, attached inside the computer or connected to the outside of a computer via a plastic-coated set of wires called a cable. A modem turns digital signals into sounds, so they can be transmitted over standard telephone lines. Generally, you'll have a happier time using computer networks the faster your modem is. An older, slower modem (1200 baud) will do fine for simple text message exchange when a newer one isn't available, but the latest interactive on-line graphic services require high-speed modems (9600 baud or faster). Modem speed is counted in bits per second. (It requires eight bits -- eight bits are a byte -- to make a single alphanumeric character on your screen.) Modems capable of sending and receiving 14,400 bits per second now are inexpensive ($75-$150), and modems twice as fast are available at lower and lower prices each month.
Unless you are directly connected to a computer network you also will need a phone line. Telecomputing does not require a dedicated phone line, though if somebody picks up an extension and dials while your computer is using the same line, your messages may be garbled. You may also need to learn to turn off "call waiting" or other special features. (Your local phone company can tell you how.)
Full-service Internet providers offer an array of services. The provider you choose should be able to provide a mix of services that meets your needs. A list of network service providers is included in the "File Folder" section.
Bulletin Board Systems
As of mid-1993, Boardwatch magazine estimated that there
were some 60,000 computer bulletin board systems in the United
States alone, a number that is growing rapidly. The BBS fills the
need for special-interest computer communication in a wide range
of situations. Because simple bulletin boards are easy to set up
and use, and inexpensive to operate, they can provide an ideal
setting for training in telecommunication, or for educational
communication within an institution, organization, or community.
BBS software is available for different computers, at prices
reflecting the features offered. This enables most computers with
modems and phone lines to become exchange points for electronic
mail, file exchange, and on-line dialog. Generally, only larger
local BBSs provide full access to the Internet.
In most communities, the local boards are the best avenue for learning abouton-line networking. BBSs run by computer- user groups are common, and provide access to local expertise. Inquire at local computer stores or the computer departments of local colleges or universities for local BBS phone numbers. Many bulletin board systems provide comprehensive listings of other BBSs around the country.
Education, Research, and Government
Networks
Education, research, and government networks are becoming common
in most locales. Typically, these networks provide access to
electronic mail and other services for all computer users in a
specific category. Many states now provide access for all K-12
educators at low or no cost. Colleges and universities typically
provide computer network access for faculty and students.
Scientific research institutions were among the pioneers using
on-line communication for collaborative research. And government
agencies are increasingly using computer networks to share data
and to connect experts in a range of environmental specialties
both within agencies and across state and federal agency
boundaries.
Ease of use and access to Internet services vary on institutional networks, ranging from very limited access to systems that assume you have computer programming knowledge, to high-speed graphical gateways to cyberspace. Check with your local system administrator or educational technology consultant for details.
Commercial and Non-Commercial
Networks
Commercial and non-commercial networks serving the general public
are accessible from anywhere in the United States, with prices
starting at about $10 per month. In addition to the cost of the
network service, long-distance telephone access may be an
additional cost, particularly from rural areas, although most
large network service providers offer local access in urban
areas.
These public networks serve specific audiences, some more broadly defined than others. Some offer easy-to-use graphical interfaces, but limit the user's ability to explore the Internet. Others offer text menu systems that may be more difficult to learn, but offer broad options to explore Internet resources. A list of broadly accessible networks that offer access to resources for EE is included in the "File Folder" section under "Networked Projects and Resources."
Not all material or dialog on the Internet is suitable for education, particularly for young network users. Consider journeys by students onto the Internet to be a "field trip." Many schools and educational organizations are developing policies describing appropriate activities and behavior on the Internet; some are limiting students' access to a subset of the Internet's resources.
Ways to Use Computer Networks
- Glean information
- Receive action alerts and timely news
- Look up information on other individuals and groups
- Search resource lists
- Broadcast information
- Post time-urgent announcements to broad or selected audiences
- Publicize conferences, events, calendar of activities, and services available
- Post newsletters or other documents for broad access
- Communicate interactively
- Ask questions
- Dialogue with friends and colleagues
- Hone opinions and positions
- Work together
- Coordinate meetings and plans
- Link to other electronic mail and database systems
- Make decisions with dispersed members
- Plan conferences and follow-up
- Publish on-line (newsletters, occasional papers, etc.)
- Coordinate a group-authored paper
Also... (Adapted from the "Guide to Creative Conferencing," Institute for Global Communications)
- Reduce phone expense and eliminate phone tag
- Dial locally, act globally
So the fundamental lesson in computer networking for EE, whether in a training workshop or integrated into a long-term education strategy, is patience. Painting false expectations of the tremendous resources available on the networks can lead to discouragement among participants, and outright hostility toward the technology, if the way to those resources is too rough. Once frustrated, a would-be networker is less likely to try again.
Some key elements identified for success in building electronic communities are good to keep in mind when considering on-line EE (Riel and Levin, 1990). They are summarized and explained below.
Second, the simpler the computer hardware, software, and telecommunications service is to use, the likelier it is to be employed. Low-cost equipment, software, and services may look like a bargain, but they can be discouraging.
Incentives
Unless there is a strong perceived need or value in computer
networking, people will choose other ways to communicate and to
find information. Likewise, disincentives like cost and the time
required to use a new technology can block success, if the value
of using the technology is unclear. Sometimes, an incentive may
be simple: Access to timely information that may not arrive for
days or weeks by mail, or the ability to correspond quickly to
meet an important deadline, can be great motivators for using
computer networks.
"Models For On-Line Projects" is
provided as an overhead master in the "Handouts" section.
Setting Goals, Tasks, and
Rules
Without clear strategies for using on-line communication in EE,
the technology can easily become a hindrance rather than a help.
To make effective use of the technology, whether in a classroom,
training session, or in an interactive on-line project, setting
goals, measurable objectives, timelines, and rules or expectations are
essential.
Goals for on-line communication may be broadly stated, but they should reflect the needs of and purposes for the effort. "We will use computer networks to access information resources that are not available locally," or "This project will use a computer conference to share environmental monitoring data among participants at geographically dispersed sites," are examples of goal statements.
Objectives are more specific. They generally provide the "who, what, and when" for tasks. "By the end of the training, participants will have used gopher and telnet to access a variety of information resources on air pollution," or "Each participant in this project is expected to respond to electronic mail from other project participants within 48 hours," are examples. An objective should be stated so that evaluation of success is straightforward -- either it was met or it wasn't. By sharing or even co-developing objectives with a group prior to an activity, all participants can form a common understanding of purpose. This is especially important when they are communicating only via computer networks, without the same group dynamic that develops in face-to-face situations. More about setting objectives for a workshop can be found on page 11 of the Workshop Resource Manual, "Designing Effective Workshops."
In offering telecommunication training to groups where the participants have varying knowledge, experience, and aptitude, a self-evaluation checklist of knowledge and skills can enable participants to track their own progress and set their own objectives. An "I Can Telecommunicate" checklist is provided as a handout in Section IV.
Rules for on-line interaction are important, largely because the on-line environment differs in many ways from the interpersonal situations we are used to. The phenomenon of "flaming" on computer networks -- heated, sometimes intensely personal dialogue or debate that rapidly escalates and eclipses other discussion -- demonstrates that some social norms need reinventing in cyberspace.
Eye contact or peer reaction that might cause embarrassment for "making a scene" in a face-to-face encounter doesn't exist on-line. The box below outlines one group's attempt at a simple set of ground rules for on-line conferencing that can easily be adapted for group electronic mail. An activity suggestion that follows allows your workshop participants to discuss potential problems and ways to solve them.
The Importance of On-Line
Facilitation
Imagine a meeting where everyone arrives but finds that no agenda
has been set, there is no decision-making process established,
and nobody is running the meeting. Compare that with a meeting
where the agenda is well developed, there are clear steps for
making decisions, and a skilled facilitator helps to keep
discussion moving and focused.
The dynamics of on-line activities are very much like face-to-face meetings. How the dialogue starts can easily set a pattern for how it continues. If only a few members of a group contribute, the remainder may forever be passive observers, and no real group-wide discussion occurs. A facilitator can ask questions to clarify, remind participants of unresolved issues, and provide summary and synthesis of a discussion to help it along.
Mentoring, organized or ad hoc, is a natural complement to on-line EE. Whether in the use of computer networks themselves, in teacher training, in co-development of curricular materials or on-line projects, or in developing EE programs, on-line networks can nurture mentor relationships by electronic correspondence with individuals or groups. For mentors, the experience can be a valuable co-learning opportunity, as well as a chance to share experience and expertise. On-line mentoring projects may even pair older students with their younger peers.
Providing opportunities for group feedback on-line can enhance EE efforts. Teacher forums, question-and-answer forums, and general EE discussion forums all exist on various networks, and some are accessible via the Internet. Typically, all participants see and can respond to the feedback of others in these forums, which creates a more empowering dynamic than using only private e-mail for feedback.
Because computer networking is so new, the number of "experts" is far overwhelmed by the rapidly growing numbers of new users, many of whom have new and creative ideas for using the net. Letting the leaders lead is a productive strategy in many classrooms and organizations incorporating computer networks in EE. Whether as co-trainers, local "postmasters," or system operators, the enthusiastic computer nut may be able to provide leadership that the boss, teacher, or workshop facilitator can't, due to lack of experience with the medium or lack of time. In such situations, clear delineation of goals and tasks with periodic review, aids quality control.