The Microsoft K-12 Technology Connection Best of Five: January-June 1997 1. Connected Learning Community Setting Boundaries How do you create a computing environment that's tamper-proof but doesn't restrict learning? 2. Internet/Intranet Preparing for the Future: Student Programmers, Distance Learning and Internet Development While they build active Web pages, students are also building solid futures as computer programmers. 3. Networking Installing and Maintaining MicrosoftÒ Windows NTÒ Server 4.0 Advice on how to set up a proactive network maintenance program from Microsoft product manager. 4. On Your Desktop Training Teachers for a New Technology A veteran technology trainer describes how to ease the transition from the Macintosh to the Windows 95 operating system. 5. Classroom Corner Untangling the Web of Online Resources When looking for useful curriculum resources on the Web, do you ever find yourself wading instead of surfing? Take a look at our list of great education Web sites. 6. Products, Promotions, and Announcements Products Featured in This Issue New Releases, Betas and Recent Releases Special Licensing Offer Education Solutions Briefing Encarta Schoolhouse Encarta Lesson Collection National Education Computing Conference 1996-1997 Education Product Guide AATP 1. Connected Learning Community Setting Boundaries A combination of system tools and user policies are the key to creating a tamper-proof computing environment that doesn't restrict learning. By Jeff Zwier It's 10:00 A.M. in your classroom. Do you know where your students are in cyberspace? Prior to the introduction of computing technology into the classroom, a teacher's primary focus was to deliver information and create an environment that facilitated learning. That charter remains, but with the introduction of technology, educators face a new set of challenges. Teachers now need to facilitate learning through multimedia and networked computing technologies. Computers act as high-tech "windows," opening the classroom to the world. At the same time, the classroom becomes the first building block in a connected learning community that embraces students, educators, parents and the extended community in dynamic, continuous interaction. But that openness is a two-way street, and with any open environment come risks—from inside and out. In this, the third article in a series focusing on Blackstock Junior High in Oxnard, California, Steve Carr, site technology coordinator at Blackstock, shares some of his insights into creating a secure computing environment by using tools and policies in MicrosoftÒ Windows NTÒ and WindowsÒ 95. Carr's district has only recently been networked, and Carr himself is currently in the middle of creating a school intranet—so most of his security issues involve preventing students from tampering with desktop operating systems in the classroom. However, he also describes a few measures he's taken to cope with risks from external sources. Opportunity and Flexibility Today's software is designed to provide users with the freedom to choose a variety of ways to get things done, from system configuration to word processing. That very flexibility and openness, designed with large businesses and adult home users in mind, creates unique challenges for those working with students. "In education, the paradigm is a little different," says Carr. "One of the things that has traditionally been a problem with open systems has been that kids like to start changing things." In other words, kids will be kids—curious and eager to explore a new environment. "Our challenge is to give the ease of use to kids but to avoid having students move things around. The way we've solved that problem is we've taken advantage of the Policy Editor and User Profiles within both Windows NT and Windows 95." Giving students access to a robust computing environment while setting limits on appropriate behavior, Steve explains, is largely a matter of setting policies within both the network and school environment. System Policies Unlike corporate environments, schools frequently have many different students accessing the same computers every day. As a result, a number of curious minds can find unique ways to configure desktops, start or stop applications, enter restricted areas or make mysterious (but necessary) system files disappear. Creating policies for student users through the Windows NT Policy Editor can help you steer students toward the right resources without the need for extensive levels of password security. In fact, a small group of logon passwords and user profiles can serve a wide range of users, from students to network administrators. Carr has established a limited set of standard user profiles for the students and staff at Blackstock. "What we do, essentially, is create generic users on the [Windows NT] server and enable the client side to log on to our domain," says Carr. "Once they log on, a profile [including settings for desktops, available programs, printers and controls] is dictated to them. We lock things down pretty tightly, depending on the environment that kids are in." Students and teachers have a wide range of access: for example, Carr has full administration rights to the network while students have basic access to video, word processing and the Internet. Examples of the restrictions that can be controlled by the Policy Editor include desktop properties, Start menu options, enabling or disabling file sharing, and establishing and sharing custom folders for individual students to store their work. The Policy Editor also can be used to restrict access to everything on the desktop from the My Computer icon to some or all of your school's Network Neighborhood. The explosion of educational resources on the World Wide Web has created a new set of network security concerns. While the standard Windows NT Server package does not specifically address Web site filtering, access to the Internet can be controlled via the security features of Internet Explorer 3.0* or third party products such as Solid Oak Software's CyberSitter. "CyberSitter has been really effective for us. Typically, we will download the filter file [controlling what a student can see on the Internet], store it on a mapped network drive, and point to the mapped drive on each client. The software both blocks and reports site visits and attempts and incorporates seamlessly with the administration tools in Windows 95 and Windows NT." As Blackstock's network content grows, external security issues become more and more important. The temptation to "hack" academic Web sites is strong—particularly among former students. Carr currently employs an NFC router to screen unauthorized IP addresses. This hardware, along with proxy servers, firewalls and other advanced security tools, may become part of the overall security strategy for the school as its Web content and intranet grow. Despite some of the interesting things that students have done over the years with the school's systems—from printing files in remote locations to starting applications in other classrooms—Carr points out the need to keep your perspective when establishing user restrictions. "Kids aren't necessarily doing it [changing settings, visiting inappropriate Web sites and so on] because they are malicious, they're doing it because they are curious." People Policies Carr strongly emphasizes that maintaining a secure computing environment and effectively using technology in education go far beyond system tools. "We can do as much as we can on the software side, either by network administration or by blocking Internet sites, but prior to that the most important thing is to have kids understand why they have access to technology." At Blackstock, students, teachers and parents sign Acceptable Use Policies that outline the benefits—and responsibilities—of using computers in the classroom. Explaining the reasons computers are available at school and the ethics and etiquette of responsible computer use builds a solid foundation for learning and reduces behavior and security problems down the road. In the end, teachers and students together hold the key responsibility for effective security and learning, both in maintaining password security for their own user privileges and ensuring that classroom technology is used effectively. "The teacher is really the one who has to direct and facilitate what kids do in the classroom. If he or she can build a level of responsibility into kids from the beginning, a lot of problems with discipline or would-be 'hackers' can be avoided." Building and maintaining strong relationships among teachers, students, school technology administrators and parents about the goals and responsibilities of computer use in the classroom lead to the highest levels of network stability and security in the long term. In the September issue, look for an article that will tell you how to lock down the desktop, step by step. For information on how to use the Content Advisor feature of Internet Explorer 3.0, see the Internet tip in the January issue of this newsletter. (go to the newsletter home page at http://www.microsoft.com/education/k12/, click Past Issues, and then click online January newsletter archive.) To view the Acceptable Use Policy for the Hueneme School District, go to the newsletter home page at http://www.microsoft.com/education/k12/, click Past Issues, and then click online March newsletter archive. * For information on how to use the security features of Internet Explorer 3.0, see the Internet tip in the January issue of this newsletter. (On the home page at http://www.microsoft.com/education/k12/, click the Past Issues button, and then click online January newsletter archive.) About the author: Jeff Zwier is a technology services consultant with expertise in technical training, recruiting and Windows NT networking. He is currently a consultant with Interim Technology's Technical Communications and Training Practice in Oak Brook, Illinois. You can reach him at jzwier@msn.com. ©1997. Microsoft Corporation. All rights reserved. 2. Internet/Intranet Preparing for the Future: Student Programmers, Distance Learning and Internet Development By Suzanne Sowinska For many students, an interest in programming languages begins when they learn to create their own Web pages and discover how simple it is to read, write and design using hypertext markup language (HTML). Since the source code for virtually every Web page is available to them, they can easily figure out how to code almost anything they see. Once students hit the limits of what they can do in a very simple language like HTML, they move on to languages like JavaÔ, Basic, C and C++ and begin to write both simple and sophisticated programs. This article focuses on how distance learning programs are helping student programmers excel—not only in building the programs, applets and controls that make Web pages more active, but also in building a solid future for themselves as computer programmers. The Microsoft Visual C++ Internet Distance Education Program Janie Schwark, a product manager in the Applications and Internet Client group, is in charge of the Microsoft Internet Distance Education (IDE) program. IDE was started last year with 15 pilot schools as a way to support high school students who want to learn to program using the MicrosoftÒ Visual C++Ò development system. According to Schwark, "We [Microsoft] are concerned there won't be enough programmers in the future for all the work that needs to be done." Although classes in computer programming have been offered in high schools for a long time, Schwark is very excited about IDE because "it gives high school students the opportunity to learn C++ when there is not a teacher available [to teach the course] at their school." The IDE program offers a novel way for teachers to deliver instruction and collaborate with students over the Internet. The program offers a textbook, a student workbook, a study guide, a test engine on a Web site at http://www.studio-cplus.com/ and mentoring by professional C++ programmers. IDE C++ courses are taught in the following settings: Group setting: For a group whose instructor knows C++ programming but would like the additional online mentoring, chat group, and skills testing support available through the program. Independent study setting: For students who want to learn C++ and receive credit but have no instructor available at their school to teach the course. Individual study: For students who would like to learn C++ programming through home study. Students receive the same materials and support, but work on their own at home. The IDE, its C++ Web site and the related link to the high school student programming Web site at http://www.mainfunction.com are also a rich source of support for any high school student preparing for the Advanced Placement Computer Science test given to eleventh and twelfth graders. C++ recently became the programming language used to test for language proficiency. Java is the next language Microsoft and other industry and education leaders plan to support with a distance learning program. A program for Visual BasicÒ is also planned for 1998. What Do Students and Teachers Think of the Program? Bob Reith, who has been teaching for 20 years, the last 10 as a computer science instructor and administrator for Eastern Christian High School in New Jersey, is very excited about the C++ IDE course his students are enrolled in. For Reith, who generally knows a great deal about programming languages but is not a C++ programmer himself, the benefits are many: "Students can work independently, and we can provide them with programming experience we couldn't otherwise afford to." Reith's students take the C++ IDE course as part of a block scheduling system in which all courses are taught as tutorials. He has a range of students in his computer science blocks: some are taking required courses and learning how to use computer programs like Microsoft Word and Microsoft Excel, while others are taking elective programming classes in QBasic and C++. Reith's role in the classroom is, in his words, "to motivate students to learn how to think in a language, and to monitor their progress." Reith's C++ IDE students take the online tests and final exams in his presence, and he gives them grades depending on how well they do and what they can show him they know at the end of the semester. One of Reith's students is Rick Sonderfan, who doesn't own a computer at home and started the school year knowing nothing about computers or programming. In a calculus class Rick was taking, he quickly learned to program his calculator, including creating a poker game on it, and fellow students suggested he take one of Reith's computer science classes. Four weeks into the semester, he asked Reith if he could abandon the Word and Excel classes and instead take QBasic programming. He completed the QBasic course in half the allotted time and immediately began taking the C++ course. He did so well that he applied and was immediately accepted to study computer science next year at the New Jersey Institute of Technology. He is now taking the second part of the C++ IDE course. Sonderfan says, "When I first started taking the course, it seemed really hard." Now that he has the concepts, however, he finds it easier and easier to understand. "I don't like the Internet very much; it's kind of boring," says Sonderfan, "but the IDE and its testing system is a good way to learn C++ programming." He hopes to either continue his interest in games programming or perhaps learn to be a systems analyst during his time at N.J.I.T. Introducing Java and Microsoft Visual J++ into High Schools Guy Huntington is the national president of Skills Canada, a computer industry nonprofit organization. Once Huntington got wind of what Microsoft was doing with Visual C++ and distance learning, he got on the phone to Janie Schwark. If high school programmers could learn C++ through distance learning, why not also offer Java programming? Huntington is eager to give high school students exposure in a systematic way to the latest programming tools. His goal is a practical one: "The average high school student in Canada graduates with no training or job experience. Learning to be a Java programmer would give graduates a chance to have skills and a job with a future." Huntington and Schwark plan to kick off a Microsoft Visual J++Ò distance learning program with 10 pilot schools across North America next September. In the meantime, to garner excitement and to get students using Java and Microsoft Visual J++, they're setting up a Java programming contest Web site. They plan to pose programming challenges on the Web site and ask students to solve them. Contest winners will get a free trip to Microsoft and a chance to meet with Java programmers working on real-world solutions to programming problems. When asked if learning C++ or Java programming might be a stretch for most high school students, Huntington responded with a definitive "No! High school students have already proven they can be good programmers. Give these students the latest tools, and let them run with them." What Programming Language Should Students Learn? When it comes to teaching programming at the high school level, the first concern is with learning basic programming concepts such as how computers are programmed, what object-oriented programming is and what defines a function, loop and string. Schwark and Huntington agree that it really doesn't matter what language you use as an example for these discussions because the basic concepts are the same. Once students progress beyond the basics, however, they will want to choose a programming language based on the type of development they are interested in. C++ and Java are two of the most popular programming languages used for Internet and intranet development. Along with other Internet-related functionality, Microsoft Visual C++ allows programmers to create ActiveXÔ controls, the small, modular programs such as ActiveMovieÔ . It also allows programmers to link Web pages to server-side applications. Visual J++ allows programmers to create small programs in Java that run on Web sites. What's the Difference Between C++ and Java in Internet/Intranet Development? C++ is the programming language responsible for most of the commercial software created today. C++ is an object-oriented language used primarily for writing large programs or for smaller components of them. Frequently a team of programmers work together to create smaller modules or objects that are then linked into a larger program. C++ helps programmers accomplish their goals by providing them with class libraries and other tools that allow them to create objects that can be reused, reducing programming time. The Microsoft programming tool that uses C++ is called Microsoft Visual C++. For the type of Internet and intranet development problems most commonly encountered by K-12 site technology coordinators, Visual C++ enables you to: easily create ActiveX controls, ActiveX documents and document and control containers. write programs that link database information to Web pages. write ISAPI (Internet server application programming interface) extensions or filters (a standard method to write programs that communicate with Web servers through OLE). Like C++, Java is an object-oriented programming language. Developed specifically with the Internet in mind, Java is most useful for writing smaller programs, called applets. With Java, you can use objects, or "controls," to enhance your Web pages with computer simulations, interactive games, teaching tools, spreadsheets and more. For example, the test engine on the C++ Internet Distance Education site is powered by a Java applet. One major benefit of Java is that these small programs can fly around the Internet without regard for what kind of hardware they end up on. Applets consist of code that is translated by Java-enabled Web browsers. If you look at some HTML tags you may see the characteristic tag. With applets, visitors to your Web page can watch your animations even if they don't have the required software to run them. Their computers can pick up the Java-coded applet along with the animation file and run both. As a result of Java technology, anyone can surf the Internet—and make the most of its offerings—without regard to the software or hardware. For more information on any of the Microsoft Distance Learning programs, contact Janie Schwark at jans@microsoft.com Bob Reith can be reached at RAReith@aol.com Teacher training workshops are also available. If you are interested in attending, contact Syd Harmon at ideasyd@msn.com Guy Huntington, the national president of Skills Canada, can be reached at guy@cyberstore.ca For more information on Microsoft Visual C++, visit http://www.microsoft.com/visualc/ For more information on Microsoft Visual J++, visit http://www.microsoft.com/visualj/ For information on Microsoft Visual Programming Tools and their use in higher education, visit the Microsoft Academic Cooperative site at http://msdeved.isu.edu/ms/ About the author: Suzanne Sowinska is a software consultant, technical writer, and university educator. ©1997 Microsoft Corporation. All rights reserved. 3. Networking Windows NT Server Maintenance by Jill Wieshuber Product Manager, NT Server Operating Systems If you are the administrator of a districtwide network, you know that the better your maintenance procedures, the more efficiently your network runs, and the easier your job is. A proactive maintenance program will simplify your job by reducing problems and by helping you get the system back up and running faster when they do occur. And with the MicrosoftÒ Windows NTÒ operating system, you won't need a degree in computer science to do the job successfully. Most maintenance tasks fall into three main categories: installing and setting up the network, supporting growth, and performing routine maintenance to ensure network uptime and reliability. Network Installation and Setup As you've probably already discovered, the Windows NT operating system simplifies the network server setup and installation process. The easy setup program walks you step by step through the requirements for setting up the operating system, configuring the network adapters and protocols, and creating a Windows NT Server domain. Information about the setup procedure is available in the product documentation, the Microsoft Windows NT Server Resource Kit for Windows NT Server 4.0. and Windows NT Workstation at http://www.microsoft.com/ntserver/. Growing Your Network Growth occurs in two forms: more users and more software and hardware. Adding users and account information is easily accomplished with User Manager for Domains and the administrative wizards available in Windows NT Server 4.0. Since Windows NT security is integrated with the security of other Windows NT-based applications such as Microsoft SQL ServerÔ, you don't need to manage separate user accounts for each application. This can save a considerable amount of administrator time. Increasing the number of users doesn't require any additional configuration. Just use the license manager tool to increase the license count and you're on your way. The Windows NT operating system is completely scalable, so it doesn't need to be retuned to support additional clients or applications. Upgrading hardware in an existing network is easy because Windows NT will automatically recognize those changes. You won't need to make any configuration changes if you add additional RAM, upgrade a processor and so on. Increasing disk space is simple. You can either add hard drives to the existing disk controller or add a new disk and controller subsystem. If you add a new disk controller, the driver for that SCSI controller is added through the Control Panel's SCSI Setup program. In some cases, you might need to know and provide the controller's hardware settings during setup, but you probably won't need to know any more than the controller's manufacturer and model number. Once the controller is installed, adding additional disks is painless. The operating system will automatically detect additional disk space. You can use the disk administrator tool, "Windisk.exe," to graphically view and configure the disk space on the system. Or, from the Start menu, click Programs, Administrative Tools and then Disk Administrator. Adding other hardware components, such as SCSI adapter or tape devices, to existing systems is equally simple. The Windows NT Control Panel provides a common method for installing and configuring device drivers for various types of hardware devices. Adding additional services, network cards or protocols is done through the Network Configuration applet in Control Panel. This tool is the central location for maintaining the network services on the system. Intuitive tabbed pages help you configure a new service, protocol or adapter. Keeping Records Whichever method you use to install new software on the server and desktop systems, it's very important to keep records of what was installed and on which systems. Having this information available will make troubleshooting problems simpler, allow you to stay in compliance with license agreements, and aid you in evaluating future software purchases. The process of installing new software can be simplified by using the Microsoft System Management Server product to distribute a software package to workstations on your network. System Management Server will also help you keep an inventory of the distributed software. The Windows NT Service Pack is a complete source of patches, fixes and enhancements to the products. All of these files are grouped together with an easy-to-use installation program. Jesse Rodriguez, director of information technologies at Tucson Unified School District, finds service packs much easier to manage than the constant updating, one by one, of NLMs and drivers that he faced with his previous Novell NetWare network. Maintaining Your Network All of the administrative tools, including Server Manager and User Manager for Domains, can be used remotely¾so you don't need to be at the server console to manage the server. Diagnostic tools, such as Registry Editor, Event Viewer, Windows NT Diagnostics, and Performance Monitor, can also be used remotely. Backing up files: A good backup method will let you get your system up and running quickly after a hardware failure. Windows NT includes a backup program that will handle basic backup tasks, but some Microsoft associates have added additional useful features to the existing functionality. Jesse Rodriguez evaluated several backup products and found that ArcServe's ability to back up his SQL database even when the file was open, made his operation easier. Previously, he had to write a set of batch files to close the file, dump the database, and then back it up. In addition to backing up the Windows NT system files and user data, backing up the registry files from every Windows NT server system will ensure that the system configuration and customization information is maintained in the event of a failure or problem on the system. This can be done easily using the Resource Kit tool "RegBack.exe," which backs up the registry data to a specified location. The registry information can be restored using "RegRest.exe." Most Windows NT backup applications will back up the registry along with the system disk, but sometimes it's important to have a current copy of the registry available quickly. Controlling user profiles: You never know exactly what a student is going to do to the system, and as your network grows, you might find one of your most difficult tasks is maintaining a standard user environment in a classroom or lab setting. With the Windows NT operating system policies and profiles, you can control the appearance and privileges each user has. The User Profile Editor has a graphic user interface that helps you configure the desktop for each user. This will reduce the time spent fixing things that have been changed inadvertently. Managing IP addresses: Dynamic Host Configuration Protocol (DHCP) will dramatically reduce the maintenance required to manage IP addresses in your network. By dynamically assigning IP addresses, you don't need to know the address assigned to each device in the network, only the groups of addresses you've configured to each DHCP scope or subnet. Being on top of IP address management is going to improve performance for the end user¾they'll never be off the net because of an address conflict again. The DHCP management tools display tabbed forms, and you enter the required information. Analyzing network performance: Servers that are underutilized are a waste of expensive resources, while overstressed servers cause bottlenecks and performance problems. Use the Windows NT Performance Monitor to evaluate the basics, like CPU utilization, memory usage, network bandwidth and so on, to create a baseline. The Resource Kit contains information for making a detailed analysis of your systems. Data Protection and Disaster Recovery Developing a good disaster recovery plan and creating redundant information are the two most important preventive measures you can take. Disasters: Develop a course of action in the event of both small and large disasters: for example, a hard drive crash or network card failure, a blackout, or an earthquake. Data protection: Data redundancy ensures that your data is protected in the case of hardware failure, for example. Redundancy can be achieved through the use of disk mirroring, duplexing and striping. Each of these data protection methods can be implemented in one of two ways: through software, where the operating system handles the data redundancy, or through hardware, where the disk controller handles the data redundancy. With disk striping, data is divided into large blocks and spread in a fixed order among multiple disks in an array. In a stripe set with parity, parity information for the data is also written across the array with the condition that the parity information and data reside on different disks. If a member of the disk array fails, data can be recovered from the parity information because it is stored on a different disk. Hardware implementation of the RAID level can offer performance advantages over software implementations. Maintenance of the network is an ongoing task. Correct maintenance procedures ensure that downtime is minimized and recovery from hardware failure is transparent. Maintenance Tips If you follow the maintenance procedures recommended by Microsoft, you'll be on your way to a stable, easy-to-administer network. Daily Have users put all critical data in home directories on the server so that it will be backed up. Inform users that data on local hard drive is not as secure as data on the file server. Have spare parts, such as network cards and other adapters on hand, or have a hardware or service contract with each vendor so that repair or replacement parts are available immediately. Be sure to have uninterruptible power supply (UPS) on all servers in case of power outage. Windows NT supports UPS devices and provides a simple utility for configuring the UPS device and the procedures to take should power fail. Be very consistent in your backup process; for example, use the "grandfather" or "tower of Hanoii" method to ensure you have the oldest data that would need to be kept. Store at least one set of backup tapes from each server off-site. Weekly and monthly Review each server's event logs for nonfatal errors you need to take care. If you are using Windows Internet Name Servers (WINS) and/or Dynamic Host Configuration Protocol (DHCP), compress and back up the respective databases at least once per week. Use CHKDSK, a tool that checks your disk for corruption and fixes problems when possible. Use tools such as the Resource Kit utility DOMMON or BROWSEMON to make sure the servers are filling their roles properly in the domain. Keep system documentation close at hand. Monitor RAS for security breaches. Monitor free disk space. Windows NT Administrative Tools from the Resource Kit Process Viewer: allows administrators to view processes on local and remote computers. ADDUSERS: allows domain users to be imported/exported to/from a comma-delimited text file. SCOPY: allows files to be moved between drives and keep their file permissions. REMOTE: allows command-line execution on remote computers. WINAT: graphical interface to the AT scheduler. The AT scheduler is a service of the Windows NT operating system that can be used to schedule the execution of events such as backups and so on. Browser Monitor and Browstat: allows administrators to view or configure browse masters on the network. Domain Monitor: monitors the status of servers in a domain, the secure channel status to the domain controller, and domain controllers in trusted domains. Shutdown: allows a computer running Windows NT to be shut down remotely. ©1997 Microsoft Corporation. All rights reserved. 4. On Your Desktop Training Teachers for a New Technology By Jeff Zwier Change can be scary when you're a kid. Picture a kindergarten student on his first day of school. Suddenly, supported only by vague parental tales of how wonderful school will be, he is pulled from his comfortable, predictable home, separated from his parents and dropped into a strange environment with new rules, new activities and new ways of doing the tasks he's already mastered at home. Now picture a teacher who is a veteran Macintosh user on his very first day using MicrosoftÒ WindowsÒ 95. Suddenly, supported only by cheery tales of how wonderful the Windows 95 operating system will be, he is pulled from his comfortable, predictable home¼ Change can be scary when you're an adult, too. Learning a new technology can be particularly frightening for reasons that go beyond a fear of the unknown or resistance to change. A question such as, Is my way of doing things obsolete? indicates a perceived threat to job security. The teacher who asks, Will I have to start all over again from scratch or will my old work translate to the new system? wants to know whether he or she has wasted a previous investment of time. One persistent and very human fear is that students will know more than the teacher does, and he or she will be exposed in "front of the class." All too often training in new technology focuses on procedures, commands and instructions and ignores the human beings behind the computers. Sarah Greenspan is a technology trainer for the Paradise Valley School District in Phoenix, Arizona. Over the past year, Greenspan has trained many teachers making a transition from the Macintosh to the Windows 95 operating system. In addition to helping teachers get excited about a new operating system, she has also trained them to effectively integrate multimedia hardware and software in their curricula. Greenspan's experience in helping "Mac people" become Windows 95 users reveals that the most critical part of making this transition has nothing to do with carrying out district policy or setting up hardware: Success depends on paying attention to the participant's underlying fears. Greenspan's training strategy builds on this insight to create a process that virtually guarantees a smooth platform migration: creating a vision, addressing fears, building on the familiar and measuring and celebrating success. For a summary of the training process, please read Steps to Success at the end of this article. The "Vision Thing" It's not easy to communicate a vision. Just ask former president George Bush, who may have lost the 1992 election because of an inability to clearly articulate and sell his goals. When training Macintosh-using teachers in Windows 95 skills, Paradise Valley had to clearly and consistently communicate the rationale behind the change. "I think the most critical component [in this effort] is that you have strong buy-in and vision," says Greenspan. "The vision needs be articulated from the top down as to why we're changing and why we're working with Windows machines." That vision has to be told—and sold—again and again to keep enthusiasm from stalling as the program continues. Calming Fears According to Greenspan, the essential issue facing those who are learning new technology is "¼fear of the unknown. Teachers are faced with so many different challenges during the day—technology is just one of the things on their plate. It's difficult for them to stay current with what's happening in the technology world because they're trying to stay current with everything else." In the case of Windows 95, Greenspan must often address biases and misconceptions about the platform. "The hardest part has been getting over the old mindset about the Windows platform. Teachers think of Windows as being DOS-based with backslashes and all kinds of commands. They think you have to be really 'technical' to use a Windows-platform computer." To calm those fears, Greenspan spends time at the beginning of her training sessions drawing specific connections between old and new ways of computing. "It really takes us about an hour in the introductory session to look at the things that are the same [between Windows 95 and the Macintosh]. For the most part the terminology is similar, or in many cases the same. Pointing out these similarities goes a long way toward alleviating the fear of changing to a new technology tool." Greenspan dedicates significant time to "getting people excited" about Windows 95 in training—discussing similarities and building enthusiasm for learning new features before focusing on technique. Generating enthusiasm in the training session builds upon knowledge gained in a pre-training needs assessment. Doing this task well can lead to peaks in learning as students discover "user-critical" features. Greenspan shares the enthusiasm the teaching staff has for the networking features of Windows 95. "Once they got comfortable and could navigate around and select printers, we opened up the Network Neighborhood. Talk about falling in love—they have!" Like most successful instructional techniques, Greenspan's approach comes from firsthand experience. "I personally had to make the switch about a year ago. I had the same fears the teachers have had—I was comfortable with my Macintosh and was really nervous about moving to Windows. It was kind of trial by fire for me." Taking Ownership One of the most important factors in any training program is ownership. The emphasis has to shift to how everyone will benefit from the new technology, rather than simply enduring a required program. Ownership starts with assessing the needs of your trainees. "We talked informally before we ever sat down in a computer lab. I asked 'What kinds of things do you usually do? Do you do a class newsletter; do you do a calendar? What kind of [software] titles do you use with students; what have you had success with?' We learned what was important to them first; then we geared our training around that." Greenspan suggests actively pursuing resistant users to ensure you are truly meeting everyone's needs. "The key people are easy to identify—those who are interested, of course, and those who stand up and say, 'I really don't want to use these new computers!' Those are the ones we focused on first. Together, we listened to what they wanted to do and built a plan from that—starting with getting excited, then formally starting the training process." Measuring and Celebrating Progress At Paradise Valley, Greenspan has actively managed the post-training learning process and placed responsibility for learning in her teachers' hands. "It wasn't enough for me to say, 'Look how far you've come.' They need to see for themselves how far they've come." Greenspan introduced her trainees to Windows 95 with extensive goal checklists—ambitious learning objectives based on their "real world" needs and broken down into small steps. These checklists are reviewed monthly to keep teachers' awareness of their progress high. "Now, as we near the completion of the first year, they're looking back at their checklists and seeing that they've accomplished a lot," says Greenspan. These confidence-building steps continue the process of moving the focus away from the tool itself toward its application in the classroom. Ongoing Support Greenspan emphasizes that a training program is an ongoing process, one that needs constant support to ensure that new tools are effectively integrated. Revisiting checklists once a month, celebrating successes, and sharing specific tips, tricks and real-world applications all constitute ongoing support. One especially useful tactic is the public sharing of teachers' expertise, as it develops, so that school "gurus" are quickly identified and can serve as resources to their peers. As Greenspan sees it, integrating the tool seamlessly into the classroom is the end goal of the training, and that goal must drive the conversion/training process from start to finish. "We've given our teachers—and are giving our students—the advantage of looking past the label or the chip inside the computer. They're truly using the machine as a tool." To download a copy of In and Out of the Classroom with Windows 95, go to K-12 Teacher Resources at http://www.microsoft.com/education/curric/inout/, click Windows 95 in the product dialogue box, click the Go button, and then download the file. Steps to Success Create and communicate a vision for how the new technology will be used, what its benefits will be and the rationale behind the change. Address fears by involving key (even resistant) users in developing specific goals, and enthusiastically sell the benefits of your new tools. Work with teachers before training to identify how they use today's technology. Understand their comfort level, priorities and concerns. Make connections between what they need to do and how the new tools will make those tasks easier at the start of your training program. Celebrate their successes. Give teachers a forum for sharing and receiving positive feedback on their first classroom and administrative projects using the new technology. Have realistic expectations for progress. If the pace of change seems too slow, remember that technology should be a tool—not a focus. Use checklists to help teachers gain confidence in their growing skills. Keep your sense of humor. No one and no training program is perfect, and there will be mistakes, frustrations, omissions and setbacks. Build people support systems that help teachers take ownership of the training process, overcome fears, share knowledge and recover from mistakes. Accept the challenge to foster the same positive learning environment for your teachers that they create for their students. About the author: Jeff Zwier is a technology services consultant with expertise in technical training, recruiting and Windows NT networking. He is currently a consultant with Interim Technology's Technical Communications and Training Practice in Oak Brook, Illinois. You can reach him at jzwier@msn.com. ©1997 Microsoft Corporation. All rights reserved. 5. Classroom Corner Untangling the Web of Online Curriculum Resources By Liza White With the school year nearing completion, you may be on the lookout for innovative curriculum resources for next year's classes. But if you sit down to surf the World Wide Web for some new ideas, the problem won't be a lack of resources. Quite the opposite: how to wade through the growing volume and types of educational resources available on the Internet? Educational resources are varied and often overlap in the rush to provide information to educators; however, they can be categorized into the following types: Directories of educational sites. Directories list links to sites that have educational content or resources, for example, the Technology & Learning Hotlist of Web Sites at http://www.yebb.com/~Brandon.Valley/hotlist.htm or The Internet Schoolhouse at http://www.onr.com/schoolhouse/school.html. This type of resource abounds on the Web; the difficulty is in finding well-organized directories that keep their links updated. Educational content. These sites range from encyclopedias (such as the Encarta site at http://encarta.msn.com/EncartaHome.asp) and museums to project collections (such Adventure Online at http://www.adventureonline.com/). The National Geographic Society's Web site, Discovery Channel Online, and the CNN Web site all provide excellent content. Lesson plan collections. These resources contain lesson plans and activities that can be downloaded or used online and incorporated into classroom curriculum. The best example of this type of resource is the AskERIC Virtual Library at http://www.ericir.syr.edu/. Educational communities. Online communities create a professional environment for teachers to share information and ideas. For example, The Well-Connected Educator section of the Global Schoolhouse at http://www.gsh.org/ is especially geared toward the professional educator. Lesson Plans: The Heart of Internet Resources It's Sunday night, and you've got a class to teach in the morning. You need a lesson plan fast, so you turn to the Internet to download an activity. It may seem a bit far-fetched, but with the right information about where to look, this scenario is the one teachers will find most useful. As attractive as some of the more sophisticated online projects may be, the reality is most teachers are looking for good solid lesson plans they can implement quickly. Teachers have been sharing lesson plans and learning activities over the Internet for years. Most of these resources exist as plain-text documents that reside on "gopher" sites—sites that serve as posting and retrieval locations. Others sites, designed to create an online community of educators, may have chat rooms, mailing lists, and online contests for teachers. A Few Good Collections of Lesson Plans The following sites contain lesson plans as well as links to other sites: Access Excellence Activities Exchange at http://www.gene.com/ae/AE/AEC/AEF/. Activities prepared by teachers who participated in summer programs sponsored by Genentech, Inc. AskERIC Virtual Library at http://www.ericir.syr.edu/. (16 subjects) A large collection of lesson plans (more than 700) from the award-winning Internet-based education information service of the Educational Resources Information Center (ERIC) System, headquartered at the ERIC Clearinghouse on Information & Technology at Syracuse University. Lessons can be accessed from a gopher site; however, most of the new material since 1996 is HTML. New lessons are added each month. Columbia Education Center's Mini Lessons at http://www.col-ed.org/cur/. Short plain-text plans that were written at summer workshops. Some of these are great for a lesson you need right away without much preparation or materials. Connections+ at http://www.mcrel.org/connect/plus/index.html (12 subjects) About 100 lesson plans, activities, and teacher's guides that are linked with corresponding subject-area content standards from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education. Library-in-the-Sky at http://www.nwrel.org/sky/pilot/teacher.html (all subjects) Lesson plans and educational resources from a variety of sources. Global Resources: Joining Forces With sharing resources in mind, the Global SchoolNet Foundation and Microsoft have collaborated to present the Global Schoolhouse at http://www.gsh.org/default.htm, an online resource for educators. The Global Schoolhouse serves several purposes: it provides a place for educators to learn about online projects, to talk with other teachers, and to get information about Microsoft's educational resources. These resources include Microsoft's Encarta Schoolhouse at http://www.encarta.msn.com/schoolhouse/default.asp, a monthly online magazine with a feature topic that can be used in the classroom and that accesses Microsoft reference products. Dr. David Trowbridge, science educator and former physics teacher, has been a proponent and developer of educational software for over 20 years. In his current position as education business development manager for Microsoft, Trowbridge is in charge of the development of the Encarta Lesson Collection, an easily searchable database of lesson plans drawn from several collections for K-12. "I believe there is a good opportunity now to build an exemplary database of lesson plans—developed and submitted by teachers—that make use of Encarta, BookshelfÒ, and other Microsoft reference products," says Trowbridge. "One of the ways we will grow is to encourage contributions from teachers. We'll keep the quality bar high by evaluating submissions against pre-established criteria." If their lessons are selected by a panel of judges, contributing teachers will be awarded Microsoft software titles. In addition, they will be eligible for other prizes for the best submissions. The Encarta Lessons Collection is scheduled to be available some time in May from the Encarta Schoolhouse. Ten Sites We Recommend For those who don't have time to scout around, these 10 sites—selected and reviewed by David Trowbridge—represent some of the best online resources for educators seeking innovative Internet projects, lesson plans, source materials, and collaborative opportunities with other schools and teachers. 1. Access Excellence at http://www.gene.com/ae/ Specifically for biology teaching and learning, this site offers an engaging forum for discussion among high school teachers, university professors, and research biologists, and provides lesson plans submitted by selected teachers. 2. Big Sky Telegraph at http://macsky.bigsky.dillon.mt.us/ Comprehensive lists of community networks, initiatives, and projects. Annotated collections of teacher resources. 3. Busy Teachers' WebSite K-12 http://www.ceismc.gatech.edu/BusyT/TOC.html The goal of this site is to provide teachers with direct source materials, lesson plans, and classroom activities, with a minimum of site-to-site linking. The site is organized alphabetically by subject area. 4. CCCnet at http://www.cccnet.com/ Created by Computer Curriculum Corporation, a company that makes curriculum-based educational software for grades K-12, CCCnet provides project ideas and discussion areas for both teachers and students. While most of the site can be accessed free of charge, registration is required and a subscription to curriculum projects is $7.95 per month. 5. Classroom Connect at http://www.classroom.net/ Classroom Connect offers a searchable database of recommended Internet sites, an online discussion area for educators, a list of schools with sites on the World Wide Web, and information on conferences and educational software. 6. Education World at http://www.education-world.com/ Sponsored by American Fidelity, this site provides an educational search engine for the World Wide Web, an educators' forum, education news, and a set of detailed links on topics relevant to education. 7. ExploraNet at http://www.exploratorium.edu/. ExploraNet is a collection of online exhibits created by the Exploratorium, a museum of science, art, and human perception. It emphasizes interactive, hands-on exhibits, including, for example, a virtual dissection of a cow's eye and an exploration of light and shadow. Be sure to visit the Learning Studio and Teacher Institute for additional resources. 8. The Global Schoolhouse at http://www.gsh.org/ Since 1985 Global SchoolNet Foundation (GSN) has been a leader in the instructional application of telecommunications. With the goal of networking an international K-12 educational community, GSN's new Global Schoolhouse (sponsored by Microsoft) posts class projects, registers school Web pages, and highlights schools that are using technology successfully. 9. McREL Internet Connections at http://mcrel.org/ The Mid-continent Regional Educational Laboratory (McREL) is a nonprofit organization that provides technical assistance, research and evaluation support, training, and information services to education clients in all 50 states and in 20 countries. The site includes an archive of activities that use national standards. 10. NickNacks at http://www1.minn.net/~schubert/NickNacks.html NickNacks' primary goal is to encourage collaboration among educators and students around the world. The site is designed to recruit participants in collaborative educational projects and to help teachers gather resources such as lesson plans, tools, and shareware. Where on the Globe Is Roger? One of the most popular and enduring Internet educational projects is Where on the Globe Is Roger? at www.gsn.org/gsn/proj/rog/index.html. Roger Williams, a retired airline pilot, decided to drive around the world. During his travels, Roger visits schools, meeting students and teachers and sending greetings and reports back to the classes participating in the Where on the Globe Is Roger? project. In addition to the lively reports, there are also lesson plans that spring from Roger's travels. For example, after a trip through Tokyo, Roger sent a list of how much several common items cost. This sparked a price comparison activity that could be done with any classroom—except that the answers were posted on the site for classes around the world to see. New lessons or activities are added on a regular basis, keeping the project alive for students and teachers. The Price You Pay A relatively new approach to the dilemma of unwieldy databases is the subscription method in which you, or your school, pays a monthly or yearly fee to gain access to lesson plans and activities. The collections tend to be oriented toward projects and activities that use the Internet. The advantage is that these sites are organized and have high-quality materials presented in a uniform format, so you don't have to waste time searching. The disadvantage is that the cost often comes from individual teachers; however, many times these sites offer a free trial period and some provide complimentary subscriptions for up to six months. A good example is CCCnet at http://www.cccnet.com/, an online project center for Web-based lessons and educational activities created by Computer Curriculum Corporation. Their In Vox project is a free educational area that can be used by teachers in the classroom and allows students to communicate worldwide. About the author: Liza White, a former computer-education instructor, is a freelance writer and editor. Ó 1997. Microsoft Corporation. All rights reserved. 6. Products and Promotions Products Featured in This Issue MicrosoftÒ Windows® 95 Operating System: http://www.microsoft.com/windows Windows 95 presents a major step forward in functionality on desktop and portable PC platforms by providing a system that is even easier, faster, and more powerful to use, and which maintains compatibility with the Windows and MS-DOS® operating system-based applications and hardware peripherals. Microsoft Windows NT® Server 4.0: http://www.microsoft.com/ntserver/default.asp Powerful, easy to use, reliable, flexible, and scaleable, it all adds up to one of the world's best network operating systems. At last, educators can expand the potential of networking in schools everywhere. Microsoft Visual C++: http://mscominternal/visualc/ Visual C++ is the development tool to lead professional C++ developers into the next generation of software componentization. Version 5.0 improves developer productivity, making it easier to build powerful ActiveX™ component-based applications. Microsoft Visual Basic: http://mscominternal/vbasic/ Microsoft Visual Basic version 5.0 is the programming system for Windows that grows with your needs and experience. Find out how to create everything from simple programs to advanced, enterprise-wide client/server applications, and take advantage of the latest three-tier capabilities. Microsoft Visual J++: http://mscominternal/visualj/ Visual J++ version 1.1 includes database support for dBase, FoxPro, SQL Server, Text, Paradox, Microsoft Excel, and Oracle. New Products, Betas, and Recent Releases Attention Educators! We have a special promotion for schools and libraries involving Encarta 97. This promotion allows you to receive a free copy of Encarta 97 Encyclopedia Deluxe Edition (our new, 2-CD product) for every two that you purchase at the discounted academic rate. It's quite a deal. The price for each copy is $69.95 (plus shipping, handling and sales tax), but if you get two, the unit cost drops to $46.63 (plus shipping, handling, and tax) on the three copies you'll receive. Call (800) 615-8149 to order. Microsoft Encarta® 97 and Microsoft Encarta 97, Deluxe Edition: http://encarta.msn.com/LanguageChoice.asp Award-winning multimedia encyclopedias that combine comprehensive text, rich multimedia and a unique interactive environment. Microsoft Internet Explorer 3.02 for Windows 95 and Windows NT 4.0 operating systems: http://www.microsoft.com/ie/ie3/ A powerful browser that supports the latest HTML features, is easy to use, customizable, and free from the Microsoft Internet Explorer Web site at http://www.microsoft.com/ie/ie3/. Microsoft Internet Explorer 3.01 for the Macintosh: http://www.microsoft.com/ie/mac/ Built for the Macintosh from the ground up, Microsoft Internet Explorer 3.01 for the Macintosh is now available. Microsoft Internet Explorer 3.01 for Windows 3.1 and Windows NT 3.51: http://www.microsoft.com/ie/launch/win31.htm A fast, a high-performance browser designed to put you a step ahead on the Internet. Microsoft Office 97: http://microsoft.com/msoffice/ The world's best-selling office suite integrates intelligent applications with the power of the Internet. For an overview of new features in Office 97, see the What's New Checklist at http://microsoft.com/office/97tour/checklist.htm/. Microsoft FrontPage™ 97: http://www.microsoft.com/education/products/prod17.htm This Web authoring and management tool delivers a complete set of advanced Web publishing tools to Web masters and novices alike. Designed for nonprogrammers, yet robust enough even for experienced Web site developers, Microsoft FrontPage is the fast, easy way to create and manage professional-quality Web sites. With easy-to-use functionality such as WYSIWYG editing and wizards to step you through the creation of your Web site, it's never been easier to publish on the Web! Microsoft Works: http://www.microsoft.com/works/ Includes a word processor for writing letters and memos, a database for keeping track of lists, a spreadsheet for doing budgets and calculations, and communication tools for dialing up other computers or online services. Publisher 97: http://www.microsoft.com/publisher/ Makes you and your students look and feel like professional publishers. Create everything from class newsletters, flyers, banners, letterhead, postcards, origami, and more in a few easy steps. Microsoft PowerPointÒ 97: http://www.microsoft.com/mspowerpoint/ Whether conducting an informal meeting, presenting to your students, or delivering your message over the Internet, Microsoft PowerPoint presentation graphics program gives you the tools you need to communicate with impact. Microsoft Word: http://www.microsoft.com/Word/Learn.htm The easy way to create powerful documents, communicate ideas, and share information anywhere from the desktop to the Internet. Microsoft Excel: http://www.microsoft.com/office/office97/documents/xl97ds/default.htm. The world's most comprehensive spreadsheet program. Microsoft Creative Writer 2: http://www.microsoft.com/kids/creative2.htm A brand new version of the award-winning creative writing and desktop publishing program. Scholastic's The Magic School Bus™ Explores in the Age of Dinosaurs: http://www.microsoft.com/kids/msbdinos.htm Ms. Frizzle and her class take you on another interactive field trip aboard the Magic School Bus. Travel to seven different dino hot spots in three prehistoric eras. Scholastic's The Magic School Bus Explores Inside the Earth: http://www.microsoft.com/kids/msbearth.htm Ms. Frizzle and her class are here to take you on an incredible adventure inside the earth. Picture It ™: http://www.microsoft.com/pictureit/ Create, enhance, and share your photographic memories¾from everyday snapshots to special occasion prints. Nickelodeon 3D Movie Maker: Nickelodeon 3D Movie Maker: http://www.microsoft.com/kids/nick3d.htm gives you the power to easily create your own original 3D animated movies. P.J.'s Reading Adventures: http://www.microsoft.com/education/products/prod37.htm Three timeless tales unfold into captivating storytelling adventures. Microsoft Encarta World Atlas 97: http://encarta.msn.com/atlas/ Delivers the highest quality maps and some of the richest cultural information of any world atlas ever created. Microsoft Bookshelf® 1996-97: http://www.microsoft.com/bookshelf/ Provides quick and easy access to a world of useful and interesting information. Offers one-click access to nine best-selling reference works while using any software program on the Windows or Macintosh platform. Special Licensing Offer Microsoft Open License for Education can provide you with the pricing you need to bring the vision of the Connected Learning Community to life. And now, it can also provide you with free Office 97 and Encarta 97 licenses! As part of Microsoft's long-standing commitment to education, we offer specially reduced volume prices for schools with as few as ten desktops. By providing you with licenses, as opposed to packaged products, we can offer you prices up to 70 percent less than what you would normally pay. For example, Microsoft Office 97 Professional academic edition is $199 U.S. for the full-packaged product. An open license for Office 97 Professional is just $52 U.S.*¾that's a savings of more than 70 percent! The Microsoft Open License for Education is designed to reduce the costs associated with acquiring, upgrading, maintaining, and managing software by providing simple and flexible volume-based pricing over a two-year period. You simply acquire the minimum number of units at one of two price levels, and continue to receive that discount level for reorders over the next two years. For more information on pricing, visit our Web site at http://www.microsoft.com/education/promos/molp.htm. The Microsoft Open License for Education offers the full benefits of an innovative volume-based licensing program, including: Value. Consistent volume licensing helps you manage overall costs, facilitate consistency school-wide, and maintain control of licensed use of the Microsoft software products you need to operate your academic institution. Simplicity. The Microsoft Open License volume licensing agreement is easy to understand, communicate, and administer. It features simple, clear terms for acquiring your software licenses. Custom fit. Customer input helped design this simplified licensing model, which enables you to cover the products you need and offers purchasing levels that best fit your organization. Enroll in Microsoft Open License, and Receive Microsoft Office 97 and Encarta® Deluxe 97 Licenses Free For a limited time, when you enroll or reorder at least 20 application licenses from Microsoft Open License, you will receive Office 97 and Encarta 97 licenses free. Order 20 application licenses from popular titles like Microsoft Office, Microsoft FrontPageÔ Web authoring tool, Microsoft Works, Encarta World Atlas, Microsoft Visual J++Ô, Scholastic's Magic School BusÔ, and more and receive one free Office and one free Encarta license. Order at least 40 application licenses, and you'll receive two licenses for Office 97 and two for Encarta 97¾FREE! Order 60 and receive three each, and so on. For more information on Microsoft Open License, or the Open License Promotion for Education, contact your Authorized Education Reseller or Microsoft Solution Provider. Call (800) 426-9400 in the United States or (800) 563-9048 in Canada for the name of a reseller or Solution Provider in your area. Or, visit our World Wide Web site at http://www.microsoft.com/education/pricing/howtobuy.htm. Customers who are deaf or hard of hearing can reach Microsoft text telephone (TT/TDD) services at 800 892-5234 in the United States or 905-568-9641 in Canada. *Promotion good from March 3 to July 31, 1997, in U.S. and Canada. Offer available to qualifying educational institutions only (call your Microsoft Authorized Education Reseller to see if you qualify). Free Office 97 and Encarta 97 licenses are for WindowsÒ 95 versions of the product only. Your institution must have one legally obtained copy of Office 97 and Encarta 97 for Windows 95 to use the licenses. The free licenses will not count toward a higher Open License purchasing level. Price for Microsoft Office 97 Professional Open License example is quoted at the academic price for the "B" level and is estimated retail value only. Prices may vary. Education Solutions Briefings If you'd like to make smarter technology decisions, take a seat! The Microsoft Education Solutions Briefing is a FREE three-hour seminar that introduces K-12 technology decision makers to Microsoft's Connected Learning Community Vision and showcases complete technology solutions for school districts of all sizes. By highlighting actual schools, this seminar shows how your school can also realize the benefits of an enriched learning environment made possible by Microsoft's networking products, productivity applications, new and exciting Internet applications, and electronic mail. A combination of presentations, demonstrations, and video testimonial makes this seminar a very informative and useful briefing that will help you start planning immediately. By attending this seminar you will walk away with free Internet software and an opportunity to receive a special free product by Microsoft called Communications Tools for Schools, a collection of communications and Internet tools. This product is the only communications solution to incorporate the K-12 Web template, education-specific wizards, e-mail, video-conferencing software, and Internet publishing. In addition, Communications Tools for Schools includes new Macintosh-installable File System drivers, thus extending the cross-platform capabilities of the Windows NT network operating system by providing full network access to native Macintosh CD-ROMs. This seminar offers suggestions on how your school can get the most out of technology dollars by utilizing Microsoft's volume licensing alternatives. In addition, the seminar offers schools the opportunity for a free, no risk, comprehensive evaluation of all Microsoft products. You won't want to miss this exciting opportunity to see how Microsoft products can work in your school. To register for one of these events online go to http://www.microsoft.com/events/ and search on Education Solutions Briefings. You will see a listing of where and when an Education Solutions Briefing is in your town. You can also call (800) 550-4300 or e-mail edusem@microsoft.com. Visit Encarta Schoolhouse—Where the Doors to Learning Are Always Open! Encarta® Schoolhouse at http://www.encarta.msn.com/schoolhouse/default.asp is a free online extension to Encarta Encyclopedia. It provides learners of all ages with opportunities to explore information, ask questions, and participate in challenging activities. Geared primarily to secondary school teachers and students, Schoolhouse is an excellent resource for student reports and an asset for teachers seeking new lesson plan ideas. Compelling Content Complements School Curricula Encarta Schoolhouse highlights a variety of topics relevant to subjects taught in American schools. Each month the site features a timely curricular topic, such as the February 1997 Harlem Renaissance (http://www.encarta.msn.com/schoolhouse/harlem/harlem.asp) in celebration of Black History Month, or the March 1997 Women in Science topic: http://www.encarta.msn.com/schoolhouse/womensci/womensci.asp) in recognition of Women's History Month. Previous archived topics include: Native Americans at http://www.encarta.msn.com/schoolhouse/nativeam/nativeam.asp Life in the Ocean at http://www.encarta.msn.com/schoolhouse/oceans/oceans.asp The Olympic Games at http://www.encarta.msn.com/schoolhouse/olympics/olympics.asp The American Civil War, at http://www.encarta.msn.com/schoolhouse/civilwar/civilwar.asp The Environment at http://www.encarta.msn.com/schoolhouse/environ/environ.asp Earthquakes at http://www.encarta.msn.com/schoolhouse/equake/shearth.asp With each topic package, you will find engaging articles and media, relevant Internet links, and related learning activities. In addition, you will have the unique opportunity to have your questions about the current topic answered by an expert in the field—just go to the Ask an Expert page at http://www.encarta.msn.com/schoolhouse/harlem/hrexpert.asp to meet the current expert. The Topic Archive at http://www.encarta.msn.com/schoolhouse/tarchive.asp is an easy way to browse the complete Schoolhouse topic packages. If you are interested in exploring certain features, such as Learning Activities, the Topic Archive has quick links to other archives, including the Learning Activity Archive at http://www.encarta.msn.com/schoolhouse/larchive.asp, the Expert Archive at http://www.encarta.msn.com/schoolhouse/xarchive.asp, and the Web Links Archive at http://www.encarta.msn.com/schoolhouse/warchive.asp. The site also encourages visitors to suggest future Schoolhouse topics by submitting an e-form available on the Upcoming Topics at http://www.microsoft.com/encarta/encwire/upcoming.asp. Features Encourage Students to Become Active Learners Topics come alive in Encarta Schoolhouse as just the right amount of multimedia is coupled with fast download speeds for use in schools. Pictures and sounds make information fun and illustrate concepts beyond print, while InterActivities challenge students and adults to learn by doing. The Native Americans InterActivity at http://www.encarta.msn.com/schoolhouse/nativeam/naia.asp provides an exciting way to learn how to count in three Native American languages by listening and responding to audio recordings stored in a Shockwave file. Schoolhouse also encourages students to learn by talking with experts in the field. The Ask an Expert feature teaches students the value of asking questions and gives schools access to a renowned subject expert every time a new topic is posted. See the Expert Archive at http://www.encarta.msn.com/schoolhouse/xarchive.asp to browse the complete collection of questions and answers addressed by the Schoolhouse experts. Discover Fresh Lesson Ideas in Learning Activities With every new topic, Encarta Schoolhouse presents an engaging learning activity that can be adapted to middle- and high-school classrooms. Each learning activity includes clear objectives, step-by-step instructions, and ready-to-use worksheets. The Learning Activity Archive at http://www.encarta.msn.com/schoolhouse/larchive.asp organizes all of the Schoolhouse activities across a broad range of topic areas. For example, students can track their trash in an environmental activity called Where Does All the Garbage Go? at http://encarta.msn.com/schoolhouse/environ/envact1.asp or consider the difficult ethics involved in issues of censorship and free speech in Talk of the Times: Debating the Limits of Free Speech at http://encarta.msn.com/schoolhouse/otractiv/shenact.asp. Network with Colleagues in the Teacher's Lounge Created just for educators, the Teacher's Lounge at http://www.encarta.msn.com/schoolhouse/lounge/default.asp is a convenient place for teachers to link to useful educational sites, to communicate with colleagues, and to learn about Microsoft's special offers to the educational community. Teacher bulletins at http://encarta.msn.com/schoolhouse/lounge/tbmain.asp is a free service that allows teachers to share information, ideas, and requests with each other. It is an electronic version of a cork bulletin board you might find hanging in a faculty lounge covered with announcements, but this bulletin board reaches teachers all over the world. The Bulletins include a range of requests, such as this one from a fifth-grade teacher: "I'm interested in making teacher/class contacts with people living along the Oregon Trail. My students will be studying this later during the year, and it would add interest to talk with those who now live near these historical sites." And a seventh-grade science teacher writes: "Looking for ideas on an integrated approach to oceanography. Incorporating lessons on: classification, evolution, comparative anatomy, weather, ecology, etc." Like the classified ads in a Sunday newspaper, Teacher Bulletins are driven by individual contributions and offer something for everyone. Learn About Special Offers for Educators The Teacher's Lounge is also the place to find out about Microsoft's special offers for educators at http://encarta.msn.com/schoolhouse/lounge/offers.asp. You can learn about Encarta 97 Deluxe School Edition at http://encarta.msn.com/schoolhouse/lounge/facts.asp, connect to an online Encarta Teacher's Activity Guide, and find out how to run Encarta over a school network. Encarta Encyclopedia is currently running a special "Buy 2, Get 1 Free" offer for educators at http://encarta.msn.com/ms/school/offer.asp. For a limited time, educators can order two copies of the North American edition of Encarta 97 Encyclopedia Deluxe School Edition at $69.95 per copy (plus shipping and handling) before June 30, 1997, and get a third copy free. To learn more about this offer and to order copies online, go to the "Buy 2, Get 1 Free" page, or call (800) 615-8149. © 1997. All rights reserved. Microsoft Corporation. Encarta Lesson Collection Microsoft's Encarta Schoolhouse Web Site Launches Encarta Lesson Collection for Teachers Teachers worldwide now have a free, online resource from award-winning Microsoft reference products to help them prepare daily lesson plans and effectively integrate technology into their classrooms (connect time charges may apply). Designed to help K-12 teachers, the Encarta Lesson Collection (ELC) is a new selection of lesson plans and activities located on the Encarta Schoolhouse Web site. The collection, expected to include 1,000 lesson plans within a year, showcases teachers' best practices and provides a forum to share activities with other creative educators around the world. Written by teachers and tested in classrooms, the lessons are arranged in nine easily searchable categories, from fine arts and science to foreign languages and physical education. For example, one lesson involves studying the history and use of Roman Numerals. Another lesson has students practicing measurement and estimation skills by measuring parts of trees and estimating tree heights. Each lesson contains direct links to relevant World Wide Web sites as well as to the full text of Encarta articles. The plans can be printed, duplicated and distributed for the teacher's convenience The Encarta Schoolhouse Encarta Schoolhouse is Microsoft's educational Internet Web site where students and educators can discover and explore rich content from MicrosoftÒ Encarta® reference products. Designed primarily for students and teachers, the innovative Encarta Schoolhouse filters information from Microsoft products such as the best-selling Microsoft® Encarta® Encyclopedia, Microsoft Encarta World Atlas and Microsoft Bookshelf® reference library, and explores in-depth monthly topics such as the rain forest, the American Civil War, the environment, earthquakes and more. Each month, topical information is combined with outstanding educational Internet resources and an "Ask An Expert" feature to help students and teachers find information for homework, research projects and lesson plans. These gateways help students and teachers find relevant Internet information resources for homework, research projects and lesson plans. Encarta Schoolhouse and the Encarta Lesson Collection are part of Microsoft's continuing effort to help create a global "Connected Learning Community" in which all students and educators have access to technology and information online along with the tools and skills to use information effectively today and for a lifetime. Microsoft is committed to providing educators and students with high-quality software and services needed to help them make the best use of technology. Win Free Software/Hardware To help launch the ELC, teachers are invited to enter the Encarta Lesson Collection Contest by submitting a favorite, original lesson plan using Microsoft products during three entry periods from May 19 through July 20 (see below). Best lessons will be posted on the ELC Web site. Two grand prize winners overall will be selected to receive MidWest Micro Home multimedia personal computers loaded with Microsoft software. Ten premium software prize winners also will receive Microsoft® Office 97 Professional at the end of the contest. All entrants whose lesson plans are selected for posting also will win a Microsoft software program. How to Enter Entries should be submitted online at the Web site by going to the "Make a Lesson" page template. Teachers can enter as often as they wish. No purchase is necessary.. Entrants must submit plans no longer than 10 printed pages including student activity sheets, if any. Judging criteria includes originality, clarity, content accuracy, practicality in the classroom, use of Microsoft reference products, extensibility for special needs and others. The contest is open to current or past teachers, librarians or teaching staff members in private, public, charter or alternative schools in the United States serving students in any grade or grades from Kindergarten through 12th grade. Entrants whose lesson plans are selected for posting will be notified by email and/or regular mail approximately 14 days after the close of each entry period. These winners will have the opportunity to revise their lesson plans and resubmit them for the grand prize drawing (see official rules for resubmission dates). The grand prize and premium software winners will be announced October 1, 1997. Winners will be posted on the Web site after November 1, 1997. Note: Please see the Web site for complete official rules. WHEN: Entry Period I: May 19, 1997 to June 8, 1997 Entry Period II: June 9, 1997 to June 29, 1997 Entry Period III: June 30, 1997 to July 20, 1997 WHERE: http://encarta.msn.com/schoolhouse/lessons/default.asp INTERVIEW OPPORTUNITIES: Microsoft spokespeople are available upon request. FOR MORE INFORMATION, contact: Jamie Roth at jamieroth@m Randi Polanich at rpolanich@msn.com Marcy Monyek and Associates at 312-263-2135 Ó 1997. All rights reserved. Microsoft Corporation. NECC This year, the National Education Computing Conference will be held in Seattle, and here at Microsoft, we're gearing up for a fantastic event. Bill Gates, chairman and CEO of Microsoft, will present the keynote address on Monday morning, June 30, the first day of the conference. Theater presentations, product demonstrations and a Microsoft partners' pavilion will be featured in the Microsoft booth in the exhibit hall. Hands-on training sessions on our products will be held at the Sheraton. And to top it all off, plan on attending the Microsoft-NECC Party and Dance on Tuesday, July 1st from 9 P.M.-12 A.M. All NECC attendees are welcome, and we promise it will be a fun-filled evening! For more detailed information and schedules, visit the NECC at http://www.wce.wwu.edu/necc97 Ó 1997. Microsoft Corporation. All rights reserved. 1996-1997 Education Product Guide Windows School Connection's 1996-97 Education Product Guide is an easy-to-use, one-stop information resource that allows educators to find Windows-based K-12 software by curriculum area. In addition, you can find product descriptions, phone numbers and Web-site URLs for more than 1,800 Windows-based educational products. Solutions designed for Microsoft WindowsÒ 95 and Windows NTÒ Server are listed in a special up-front section. Please see the updated online version at http://www.microsoft.com/education/k12/edu_prod/ AATP Announcement Microsoft Authorized Academic Training Program (AATP) institutions are accredited academic institutions that offer courses, including Microsoft Official Curriculum courses, over an academic term. AATP institutions are an excellent learning option for high school or college students seeking training on Microsoft development tools and server products. AATP institutions deliver Microsoft authorized courseware in an academic environment to help students prepare for Microsoft certification exams and to meet the employment demands of the technology marketplace. If you are interested in taking a Microsoft Official Curriculum course or sharing the opportunity with teachers and students, use the Microsoft Course search tool at http://www.microsoft.com/train_cert/ to review the course descriptions. For a referral to a local AATP, call Microsoft at (800) 508-8454; in Canada call (800) 688-0496. If you are interested in finding out how your institution can become an AATP institution, visit the Microsoft Channel Resources site at http://www.microsoft.com/channel_resources/chanprog/aatp.htm. Microsoft's academic training program will be the topic of a roundtable discussion at the National Education Computing Conference in Seattle, Washington, in July. Panelists will include representatives from high schools, colleges, and local businesses who are interested in integrating Microsoft training into school curricula. NECC attendees interested in the program should attend. The Web site listed above will carry updated information.