August 1998
EDO-IR-98-06

An Introduction to Internet Resources for K-12 Educators
Part II: Question Answering, Listservs, Discussion Groups, Update 1998

by:
Nancy A. Morgan, updated by Steven Batovsky


The Internet is an international computer network composed of thousands of smaller networks. As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet.


Question Answering:

The number of services that use electronic mail to deliver information is increasing. Services that teachers will find on the Internet include:


Listservs:

Listservs are automated programs that serve as distribution centers for mail messages. Listservs focus on a single topic that may be very broad or extremely narrow. People join a listserv by subscribing, then participate by reading messages, or actively contribute by sending messages to the listserv. Below are listservs of special interest to K-12 educators:

ECENET-L: Early childhood education, to age 8.

EDNET: Internet use in education.

Edres-L: Educational Resources on the Internet.

EdTech: Educational Technology.

K12ADMIN: K-12 educational administration.

KIDLINK: Kidlink Society runs several listservs in support of a global dialog for 10-15 year old students. Subscribe to KIDLINK listserv to receive information about the other lists.

LM_NET: School library/media services.

MIDDLE-L: Education of children 10 to 14 years of age.

NET-HAPPENINGS: Internet related news and announcements.

SPECED-L: Special education issues discussion.

TAG-L: General discussion about all topics related to gifted children.


Usenet Newsgroups:

Usenet Newsgroups are an electronic bulletin board system, accessible via the Internet, that consists of discussion forums on literally thousands of topics. Users should contact their system operator for instructions. Some of the Usenet Newsgroups are:


References and Readings:

Abilock, D. (1996). Integrating e-mail into the curriculum. Technology Connection, 3(5), 23-25. (EJ 531 026)

Hill, J. A. & Misic, M. M. (1996). Why you should establish a connection to the Internet. TechTrends, 41(2), 10-16. (EJ 520 228)

The Internet roadmap for educators. (1996). Arlington, VA: Educational Research Service. (ED 397 520)

Junion-Metz, G. (1996). K-12 Resources on the Internet: An instructional guide. Internet workshop series, Number 5. San Carlos, CA: Library Solutions Press. (ISBN-1-882208-14-5). (ED 389 316)

K-12 computer networking.(1995). The ERIC Review, 4(1) (ED 392 413)

Lankes, R. D. (1996). Bread and butter of the Internet. ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED 402 925)

Laughon, S. & Kurshan, B. (1996). A monster of a job! MultiMedia Schools, 3(1), 12-18. (EJ 516 636)

Miller, E. B. (1996). The Internet resource directory for K-12 teachers and librarians, 95/96 edition. Englewood, CO: Libraries Unlimited, Inc. (ISBN-1-56308-366-3). (ED 389 330)

Tennant, R. (1996). Internet basics: Update 1996. ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED 392 466).

Walter Shelby Group Ltd. Tile.net/Lists: The reference to Internet discussion groups. Internet WWW page, at URL:http://tile.net/ (copyright 1997).


This ERIC Digest was prepared by Nancy A. Morgan nmorgan@ericir.syr.edu, GEM Coordinator for the ERIC Clearinghouse on Information & Technology at Syracuse University and updated by Steven Batovsky, steve@ericir.syr.edu, AskERIC Network Information Specialist.
ERIC Digests are in the public domain and may be freely reproduced and disseminated.

ERIC Clearinghouse on Information & Technology, 4-194 Center for Science & Technology, Syracuse University, Syracuse, NY. 13244-4100; (315) 443-3640; FAX (315) 443-5448; e-mail: eric@ericir.syr.edu

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education under contract no.RR93002009. The opinions expressed in this report do not necessarily reflect the positions of OERI or ED.

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