The InterNet Academy and Beyond

This article describes a teacher education program's efforts to provide inservice teachers, training in using the Internet through a summer InterNet Academy. Training was held for all levels of experiences from beginner to advanced in the form of Netshops. Data were gathered through pre-and post-Academy surveys. The majority of the teachers reported personal growth as the main purpose for participating in the Academy. They were generally more confident using a computer than in using the Internet, yet reported lack of experience in using computers as an area of concern. The immense amount of information accessible through the Internet was cited as a positive aspect of computer use. Teachers reported that they would use information acquired from the Internet to enhance lessons and develop projects for students. Three months after the InterNet Academy, most teachers were using what they had learned in their classrooms. Selecting cooperating teachers for the training increased the likelihood of our preservice tea chers being placed in environments that support the training they received in their preservice program. It also assured that we maintain a connection with the NetShop graduates as they continue their journey toward more effective integration of technology into their classroom and teaching practice. The professional world into which preservice teachers will enter will be tremendously influenced by the explosion of information, the ever-widening access, and the mind boggling capabilities presented by the Internet. Reformers who are focused on implementing the National Council for the Teaching of Mathematics Standards in Mathematics (1989) and the American Association for the Advancement of Benchmarks in Science (1993) are effectively using this electronic network to disseminate the many creative mathematics and science education ideas that talented teachers and others are developing across the nation. In addition, the National Council for Accreditation of Teacher Education (NCATE) (1994) has called for teachers to be trained in the use of technology prior to leaving teacher education programs. Student teaching experiences, therefore, must be found that support the training students received in preservice programs. (Holmes Group 1993). Presently, schools are scrambling to provide their students with the advantages of travel within the information superhighway, which has great potential for equalizing educational opportunities. Though the supply of computers is growing as indicated by a recent estimate of one computer for every 18.9 school children (Market Data Retrieval, 1992), teachers, for many reasons, underutilize computers available in their schools (Communications Development, Inc. 1995; Marcinkiewicz, 1994; Siegel, 1995). Additionally, school districts need counsel in how to enhance the use of electronic network resources through purchases of hardware and software. The potential of technology in our schools can only be realized if teachers "are skilled, competent, confident, and innovative in the educational use of computers" (Makrakis, 1991, p. 47). At the very least school districts should be able to expect that newly prepared teachers will have expertise and practice in using the Internet and involving children in accessing the w ealth of information available. However, one of the greatest challenges facing teacher educators is to present preservice teachers with state-of-the-art skills that they can apply, immediately, to their teaching practice. To provide for this invaluable experience, there is a need to build the knowledge base of cooperating teachers as well as preservice teachers and to identify immediate applications so that the use of this resource becomes as commonplace as more traditional sources. Description of InterNet Academy Project The InterNet Academy Project was funded by a mini-grant from the SMART Project, an NSF technology training grant for teachers administered by the Rhode Island Department of Education. …