A variety of models can be used, depending on the immediate purpose and available time and funding. One-shot after school workshops rarely result in substantial changes in computer use in schools which are just starting to use the Internet. Ongoing support, either through academic year workshops, e-mail communication, or classroom visits helps teachers refine and extend innovations they've tried. This facilitated year-long conversations that provided teachers with access to college resources and helped college faculty understand more about classroom needs. Of course, the main point of developing teacher-based programs is to have an impact on students.
Students exchange e-mail and share ideas about classes, families, and college life.
One year an undergraduate coordinated the program. The messages he used to introduce the program to school and college participants are included in Appendix 4B . One could imagine partnerships between undergraduates and middle school students studying biology in which undergraduates provide mentorship and assistance with science projects, allowing them to develop more confidence in their knowledge as they act as resources, and, perhaps, consider teaching careers. Both college undergraduates and middle school students readily learn the tools necessary for using e-mail. Middle school teachers report that students are more motivated to write and edit their work if they know an outside person will be reading it.