Good work.  Your presentation sounds terrific.  Of course, as teachers, we
are all accustomed to always having a Plan B in our back pocket, and our
attitude toward the technological tools is more of a "when" they break down,
not "if."  It sounds like the key for you was that all of you were
well-prepared.  Nice work.

I'm making a presentation Thursday at the Massachusetts convention for CUE
(Computer-Using Educators) on, of all things, how to integrate the use of
the spreadsheet into the classroom.  I have loved using spreadsheets since I
turned on my first computer, a dual-floppy drive DEC Rainbow.  There's
something about the symmety of all those perfect grids on the spreadsheet
and the wonderful power in those numbers that has mesmerized me.  I have
taught how to use the spreadsheet at numerous workshops, but not many people
seem to be interested any more since the "sexier" internet tools have come
along in the last five years.  I'm going to combine the two and show how to
use the internet to get the information and do the research that you'll need
to enter into the spreadsheet -- for a stock-market simulation, for
example.  Nonetheless, I am prepared to have a very sparse audience.

I'm going to try to follow the KISS rule, Keep It Simple, Stupid.  Laptop
and high-quality projector (In-Focus brand) only.  I truly think not much
can go wrong short of, as with your situation, a total power failure.  I
wouldn't even mind that: I'm fully prepared to pace around the front of the
room, wave my arms, and yack for an hour or so, if I have to.  Wish me luck;
I hope I do as well as you did.

Arnold Pulda


> Hi Ya'll!
>      Just a note to tell you how Laura and I "wowed" them at the state
> KYLMS/KLA convention.  Actually, I think we surprised ourselves more
> than anybody else.
>      We were originally scheduled (back in May) to talk about
> "Integrating the Internet into the Core Content,"  which is obviously
> not a very clever title, but under time constraints (do you see a
> pattern, here)  that was the best I could come up with.  Anyway, of
> course we wanted to talk about the AM "experience," so we entitled the
> presentation "Internet Research Guide for (obviously) Extremely
> Intelligent but (maybe) Just a Little Gun-Shy Educators."
> But told the audience that we really weren't going to cover that either,
> although we did briefly review the benefits of using the Internet for
> students, teachers and media specialists, and some simple guidelines for
> Internet research.  Then we discussed AM and the wonderful experience we
> had with all of you, and then we gave them a copy of our "draft" lesson
> plan, discussing the field test, and then we let them briefly see the
> collections as they related to the lesson plan.  Of course, they were
> thrilled with the site, and the evaluations reflected how they would
> "turn on" other teachers to the AM web site.
>      The "behind the scenes" view is another story.  When we applied to
> present, naturally I asked for a computer with Internet access--I mean,
> after all, we WERE doing a presentation on the Internet.  But when we
> arrived at the convention, of course they didn't have a computer, never
> mind the Internet access.  All the room had was a screen available, and
> about 20 chairs, But they DID have a telephone.
>      Being the good girl scout that I am (you know, growing up in West
> [by God] Virginia, and all)  I was prepared for everything except a
> power outage.  We took a lap top computer with a brand new Sony video
> projector, with the Power Point presentation and bookmarked items AND an
> overhead projector WITH extra bulbs. (We couldn't fit the AV cart into
> the car.)  They did track down an AV cart for us.
>      So here we were, fully prepared, setting up (an hour and 15 minutes
> BEFORE the presentation time) when we couldn't get the telephone line to
> connect to an outside line. We kept trying, and trying and..... So, here
> we were,  10 minutes before we were to begin, in this tiny room with 20
> chairs and (we counted) 55 people, with more standing outside the door,
> and still trying to get on-line.   Well,  I just happened to make
> transparencies of the Power Point presentation, so we started with that
> while our "technical assistant" (whom we also took with us) kept working
> to get us on-line.  About 30 seconds before we began the AM section of
> the presentation, we got hooked up. Whew! Talk about time crunches!
> However, IF we hadn't gotten "on-line," we were still prepared with
> transparencies of each web page.
>      The presentation was a success, be it a stressful success, but I
> just thought I would share these little "inconveniences" with you all to
> perhaps better prepare you for your turn.  It's hard to believe that
> there is so much "disorganization" out there, and I seriously doubt if
> it's only in the state of Kentucky, so readers beware!
>      The best part of the presentation was the excitement the Media
> Specialists shared about the site.  The worst part was the realization
> that the Media Specialists didn't view themselves as teachers utilizing
> the site for teaching research skills, or designing a unit to teach on
> their own, perhaps in collaboration with other teachers.  They acted
> surprised when I told them I was teaching the Humanities class.  So,
> when we do our dissemination this spring, we will call it "Integrating
> the Internet Into the Core Content (and we mean it this time)"  and we
> are going to discuss the Am website in more detail, demonstrating all
> the possible connections you can make with the core curriculum.  All of
> your lesson plans and field tests will be a part of that presentation.
> Of course, we'll take our own computer, video projector, overhead
> projector.....
> Sincerely,
> Lydia DiMartino
> > ----------
> > From:         Judith K. Graves[SMTP:[log in to unmask]]
> > Reply To:     American Memory Fellows
> > Sent:         Friday, October 23, 1998 8:29 AM
> > To:   Multiple recipients of list AMFELLOWS
> > Subject:      maps
> >
> > Hi Y'all,
> > The Geography and Maps division is working on a collection of maps
> > from
> > four parks.  The first one to go up is Acadia National Park.   The G
> > and M
> > person writing the framing information for the maps is interested in
> > learning types of facts and contextualizing information that would
> > make the
> > maps useful for teachers and students.
> >
> > Have you or your students used any of the maps?  Have you planned any
> > lessons with maps - even in a very small way?  Would anyone like to
> > comment
> > - bountious praise, brickbats, or anything in between?
> >
> > Thanks,
> > Judy
> > -------------------------------------------------------
> > Judith K. Graves
> > Education Resources Specialist
> > National Digital Library Program
> > Library of Congress
> > Washington, D.C.  20540-1320
> > [log in to unmask]
> > (V)202/707-2562   (F) 202/252-3173
> >
> >