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Teachers Discovering ComputersChapter Two: Communications, Networks, the

Internet,and the World Wide Web

A Guide to this Instructor’s Manual:We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same heading in redred that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

Table of Contents Table of Contents Chapter Objectives 261: What Is Communications? 261: Communications Networks 265: Networking the Classroom, School, and District 369: The Benefits of Computer Networks in Education 469: What Is the Internet? 471: History of the Internet 573: How the Internet Works 678 The World Wide Web 788: Other Internet Services 1094: Netiquette 1294: Internet Security 12

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95: The Impact of the Internet and the World Wide Web on Education 1396: The Future of the Internet and the World Wide Web 1397: Guide to World Wide Web Sites, Search Techniques, and Search Tools for Education

14

97: Summary of Communications, Networks, the Internet, and the World Wide Web

14

End of Chapter Materials 14Glossary of Key Terms 16

Chapter ObjectivesChapter Objectives Students will have mastered the material in Chapter Two when they can: Define communications Identify the basic components of a

communications system Describe how and why network

computers are used in schools and school districts

Explain how the Internet works Describe the World Wide Web

portion of the Internet Explain how Web documents are

linked to one another Explain the use of Web browser

software Explain how to use a Web search

tool to find information

Identify several types of multimedia products available on the Web

Explain how Internet services such as e-mail, newsgroups, chat rooms, and instant messaging work

Describe the educational implications of the Internet and the World Wide Web

Describe different ways to connect to the Internet and the World Wide Web

Describe the pros and cons of Web 2.0 tools for teachers and students

61: What is Communications?61: What is Communications?LECTURE NOTES Define communications, or telecommunications Explain how communications has changed the way computers are used

TEACHER TIPAlthough data communications and telecommunications usually are thought of as being synonymous, some books use telecommunications to describe the transmission of data in any form over a communications channel, and limit data communications to the transmission of data between computer systems and output devices.

BOXES1. Web Info: Encourage your students to get more information and ideas about how the Web is expanding student learning on the TDC Web site.

61: Communications Networks61: Communications NetworksLECTURE NOTES Use Figure 2-1 to illustrate the basic model of a communications system Define network and list the equipment needed Define communications software and communications channel

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Point out that communications channels are made up of one or more transmission media

Define transmission media Explain how cabling media is different from wireless media Use Figure 2-2 to define and describe twisted-pair cable Differentiate between digital signals and analog signals Explain the function of a modem using Figures 2-3a and 2-3b, and remind

students why it is necessary to convert between digital and analog signals Define modem and dial-up modem, and emphasize that modems are necessary

at both the sending and receiving end Discuss the use of cable and DSL modems to connect to the Internet Define network interface card (NIC) using Figure 2-4 and explain how network

interface cards (NICs) are used in school networks Define local area network (LAN), server and wireless LAN (WLAN) Define wide area network (WAN), and explain the difference between LANs and

WANs Use Figure 2-5 to discuss how a home network works and discuss the

advantages of setting up a home network.

FIGURES: 2-1, 2-2, 2-3a, 2-3b, 2-4, 2-5

TEACHER TIPSTo better enhance your students' understanding, you can compare the distinction between digital and analog signals to plucking a violin string (digital) versus playing a violin with the bow (analog).

If possible, show students actual examples of a modem and a network interface card.

BOXES1. Web Info: Encourage your students to look for more information on communications networks on the TDC Web site.

2. Integration Strategies: Encourage your students to explore ideas on integrating 21st century communications tools in the Digital Media Corner of the TDC Web site.

3. FAQ: Are "digital" modems really modems? Discuss the misnomer of "modem" as a term to describe the function of DSL and cable "modems."

4. FAQ: What types of wireless connectivity are built into today’s notebook computers? Discuss the 802.11 and Bluetooth technology in use by laptop computers manufactured today.

CLASSROOM ACTIVITIES1. Quick Quiz:

1) What is a WAN? (Answer: A network that covers a large geographical region)2) What does the communications channel consist of? (Answer: telephone and

power lines, cable television and other underground lines, microwave stations, and transmission media)

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65: Networking the Classroom, School, and District65: Networking the Classroom, School, and DistrictLECTURE NOTES Explain how and why K-12 schools and school districts have installed high-speed

networks Using the examples provided in Figures 2-6, 2-7, and 2-8, explain how a school

district networks its classrooms, schools, and district Use Figure 2-9 to discuss wireless schools and classrooms Define broadband

FIGURES: 2-6, 2-7, 2-8, 2-9

BOXES1. Web Info: Encourage your students to look for more information about school networks on the TDC Web site.

2. Integration Strategies: Encourage your students to explore ideas on how to deal with censoring in today’s rapidly growing school networks in the Education Issues section of the TDC Web site.

3. Student Edition Labs: See "Lab Activities" below for instruction about the Networking Basics Lab activity.

4. FAQ: What does bandwidth have to do with Internet access? Define bandwidth and discuss the role of bandwidth in determining the speed of an Internet connection.

CLASSROOM ACTIVITIES1. Critical Thinking: What would the benefit of wireless in schools and classrooms be? What would the disadvantages be?

2. Critical Thinking: Discuss the benefits of using broadband access. Are there disadvantages?

LAB ACTIVITIES1. Direct students to complete the Networking Basics Lab activity available on the TDC Web site.

69: The Benefits of Computer Networks in Education69: The Benefits of Computer Networks in EducationLECTURE NOTES Review the various benefits of computer networks with your students using

Figure 2-10

FIGURE: 2-10

69: What Is the Internet?69: What Is the Internet?LECTURE NOTES Ask students to recall the definition of network Use Figure 2-11 to define and discuss Internet (or Net) Use Figures 2-12a through 2-12g to point out services available on the Internet

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FIGURES: 2-11, 2-12a, 2-12b, 2-12c, 2-12d, 2-12e, 2-12f, 2-12g

BOXES1. Web Info: Encourage your students to look for tips and ideas on using the Internet with digital kids on the TDC Web site.

CLASSROOM ACTIVITIES1. Group Activity: Divide the students into small groups and have them list the uses of the Internet. Ask them to also include the advantages or disadvantages of using the Internet.

2. Class Discussion: Paul Moritz, a former vice president at Microsoft, once offered that, “In the long run, it’s hard to exaggerate the importance of the Internet.” The Internet has had a profound affect on the world of computers. The Internet also has assumed an increasing prominence in the world at large. Today, the letters “www” and “.com” seem an omnipresent part of advertisements on buses, billboards, and magazines. The Internet also has been the source of controversy. Some of the concerns raised by individuals and the news media are:

Censorship. Should certain material be restricted to select groups, or banned entirely from the Internet?

Copyright protection. Should originators of work on the Internet have the same protection as creators in other media?

Authentication. Should regulations ensure that the purported author of material on the Internet is, indeed, the author?

Security. How can private information and sensitive communications be kept from eavesdroppers?

Overload. How can current resources handle a burgeoning number of users and increasingly complex Web pages?

Divide students into five groups, have each group choose one of the above concerns and present their views to the class.

71: History of the Internet71: History of the InternetLECTURE NOTES Describe the Advanced Research Projects Agency (ARPA) and ARPANET, and

note ARPA’s goals Define host Define and describe National Science Foundation (NSF) and NSFnet; explain that

the size of the Internet doubled when NSFnet joined the Internet in 1986 Use Figure 2-13 to illustrate the explosive growth of the Internet Define backbone and traffic Emphasize the public, collaborative, cooperative, and independent character of

the Internet Define Internet2 (I2)

FIGURE: 2-13

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TEACHER TIPThe Internet, as it is known today, was born in 1983 when ARPANET was split into two interconnected networks: ARPANET and MILNET. Point out how the Internet has grown in the years since then, using Internet2 as a case in point. Internet2 draws members from across a wide range of research and academic disciplines at over 300 member institutions, including leading U.S. universities, corporations, government research agencies, and not-for-profit networking organizations.

BOXES1. Web Info: Encourage your students to look for information on the history of the Internet on the TDC Web site.

2. Student Edition Labs: See "Lab Activities" below for instruction about the Getting the Most out of the Internet Lab activity.

3. FAQ: Just how fast is Internet2? Discuss the record-setting speed of Internet2, when compared to the current rates of high-speed home Internet connections.

CLASSROOM ACTIVITIES1. Quick Quiz:

1) The Internet has it roots in what networking project? (Answer: U.S. Department of Defense’s Advanced Research Projects Agency (ARPA))

2) Where were the original ARPANET main computers located? (Answer: The University of California at Los Angeles, the Stanford Research Institute, the University of California at Santa Barbara, and the University of Utah)

LAB ACTIVITIES1. Direct students to complete the Getting the Most out of the Internet Lab activity available on the TDC Web site.

73: How the Internet Works73: How the Internet WorksLECTURE NOTES Define and discuss packets Use Figure 2-14 to define and discuss routers and packet switching Define and discuss communications protocol and Transmission Control

Protocol/Internet Protocol (TCP/IP) Define and discuss Internet service provider (ISP) Define and discuss regional ISP, national ISP, and online service provider (OSP) Define and discuss wireless Internet service provider (WISP), and discuss the

advantages and disadvantages of using wireless access Use Figure 2-15 to discuss the variety of ways to access the Internet Define and discuss dial-up access and cable modem Use Figure 2-16 to show how CATV works Define and discuss digital subscriber line (DSL) and satellite modem Define and discuss public Internet access point Define and discuss Internet backbone and use Figure 2-17 to illustrate how data

might travel over the Internet Define domain name and use Figure 2-18 to identify parts of an IP address and

domain name Use Figure 2-19a to summarize domain abbreviations.

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Use Figure 2-19b to show country code abbreviations

FIGURES: 2-14, 2-15, 2-16, 2-17, 2-18, 2-19a, 2-19b

TEACHER TIPSSince its beginning in 1969, the Internet has grown from four host computer systems to tens of millions. However, just because nobody owns the Internet, it doesn't mean it is not monitored and maintained in different ways. The Internet Society, a nonprofit group established in 1992, oversees the formation of the policies and protocols that define how we use and interact with the Internet. To learn more about the Internet Society, visit www.isoc.org.

Consider contacting a local ISP about sending a representative to tell how the ISP works and detail the services it offers.

BOXES1. Web Info: Encourage your students to look for more information about school networks on the TDC Web site.

2. Integration Strategies: Encourage your students to learn more about digital equity and the differences between the haves and have-nots, and about how to minimize the impact thereof, in the Education Issues section of the TDC Web site.

3. Student Edition Labs: See "Lab Activities" below for instruction about the Connecting to the Internet Lab activity.

4. FAQ: Do many home users have a broadband Internet connection? Share the statistic from the text and survey students about the speed of their own Internet connection at home.

CLASSROOM ACTIVITIES1. Class Discussion: Ask students if they are familiar with any local Internet service providers.

2. Projects to Assign: Ask students to write a paper delineating how an online service is different from an ISP. They should also describe the advantages and disadvantages of each. They should be prepared to share their findings with the class.

3. Critical Thinking: What are the benefits of a public Internet access point? Can you think of any disadvantages?

LAB ACTIVITIES1. Direct students to complete the Connecting to the Internet Lab activity available on the TDC Web site.

78: The World Wide Web78: The World Wide WebLECTURE NOTES Mention that the World Wide Web is not the same as the Internet Define and discuss the World Wide Web, or Web

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Define and discuss hyperlinks, or links Define and discuss Web page, Web site, and home page Use Figure 2-20 to describe a Uniform Resource Locator (URL) and http://

(Hypertext Transfer Protocol) Define and discuss static Web page and dynamic Web page Define and discuss Web 2.0 or participatory Web Introduce Web 3.0 or Semantic Web Define and discuss Web server Use Figure 2-21 to illustrate a hypertext Web page Define hypertext and hypermedia Define and discuss the three types of hyperlinks: target, relative, and absolute Define and discuss discovery learning and Web surfing Describe a Webmaster Define Hypertext Markup Language (HTML) and describe how tags are used Define Web publishing; use Figure 2-21a to discuss a teacher’s classroom Web

page Define Web browser, or browser, and use Figure 2-21b to explain how a Web

browser interprets HTML to display a Web page Explain what a microbrowser is Define and discuss XML, schema, Cascading Style Sheet (CSS), and XHTML Discuss the first Web browsers including Mosaic Refer to Figure 2-22 to define and discuss tabbed browsing Define and discuss history list, favorite or bookmark, and bookmarks Use Figure 2-23 to define and discuss the 12 categories of Web sites, defining

the following terms: portal, online communities, blog (Weblog), video blog (vlog), wiki, and online social network

Explain why tools are needed to find specific information on the Web Define search tool, search engine, and subject directory, and tell how search

engines and subject directories are used Use Figure 2-24 for an example of a popular search engine Discuss how multimedia is used on the Web Use Figure 2-25 to define and discuss plug-ins Describe graphics and graphical image and use Figure 2-26 to show how

graphics are used on Web pages Emphasize that Web graphics files must be saved in a certain format Use Figure 2-27 to discuss how JPEG (Joint Photographic Experts Group), GIF

(Graphics Interchange Format), and PNG (Portable Network Graphics) files are different

Use Figure 2-28 to define thumbnail Describe animation and explain how animation is used on Web pages Define marquee and animated GIF Describe Web audio applications, noting the common formats — MP3, WAV,

WMA, RealAudio, and QuickTime — used for audio files on the Internet Describe a player; define and discuss streaming and streaming audio Use Figure 2-29 to define and discuss podcasts Define Really Simple Syndication (RSS) Use Figure 2-30 to show examples of how a video is available on Web sites Define streaming video, and compare streaming video to streaming audio Define virtual reality (VR) and VR world and use Figure 2-31 to discuss ways VR

could be used

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FIGURES: 2-20, 2-21a, 2-21b, 2-22, 2-23, 2-24, 2-25, 2-26, 2-27, 2-28, 2-29, 2-30, 2-31

TEACHER TIPRemind students that links allow people to learn in a nonlinear way. Reading a book from beginning to end is linear learning; branching off and exploring related topics as they are encountered is nonlinear learning.

BOXES1. Web Info: Encourage your students to visit the TDC Web site for an overview of the World Wide Web.

2. Web Info: Encourage your students to visit the TDC Web site to access interactive tutorials on using Internet Explorer and favorites.

3. Web Info: Encourage your students to visit the TDC Web site to access a tutorial on using search engines or links to education-related search engines.

4. Web Info: Encourage your students to visit the TDC Web site for more information on plug-ins.

5. Web Info: Encourage your students to visit the TDC Web site for free animated GIF files.

6. Web Info: Encourage your students to visit the TDC Web site for information on streaming video.

7. Integration Strategies: Encourage your students to learn more about how visually impaired students can access the Web in the Assistive Technologies Corner section of the TDC Web site.

8. Integration Strategies: Encourage your students to learn more about animation and how to integrate Google’s Digital Earth in the Teaching Today section of the TDC Web site.

9. Integration Strategies: Encourage your students to learn more about how virtual reality is used in virtual dissections in the Software Corner of the TDC Web site.

10. FAQ: How do I change my Web browser’s home page? Review the steps for changing the page in Internet Explorer that starts when the browser opens.

11. FAQ: How does a person or company obtain a domain name? Explain what it means to register for a domain name, and the process for doing so.

12. FAQ: How long does it take to download a single song? Share the statistic from the text and survey students about their own experience downloading songs.

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CLASSROOM ACTIVITIES1. Projects to Assign: Have the students suggest advantages and disadvantages of learning in a nonlinear manner. Are any subjects particularly suited to nonlinear learning? Why? How do links facilitate nonlinear learning?

2. Group Activity: Divide the class into groups, each group should choose a topic for a Web page, such as your school or your class, and discuss how multimedia could enhance the page. What elements would they use? How?

LAB ACTIVITIES1. Search engines continually send out “spiders” to comb the Web and bring back information. The information is put in indexes, and these indexes are checked when a query is made. One difficulty faced by search tool users is an “embarrassment of riches.” Often, simple queries yield an overwhelming number of results. This is attributed to several factors:

1) The limitations of search engines. A query about mustangs on the American plains might produce results involving Southern Methodist University’s football team and the Ford car.

2) The nature of queries. While a traditional researcher such as a librarian, uses queries averaging 14 words, the typical Internet query is rarely longer than (or more than) one word.

3) The creators of Web pages. Developers of commercial Web pages sometimes distort results by repeating frequently requested keywords in the background, where spiders see them but people do not.

Ask students to pick a topic and use search engines as well as subject directories to find information on the Internet. Compare the results of the search engine with the subject directory. Which form of search tool provided the best information?

88: Other Internet Services88: Other Internet ServicesLECTURE NOTES Discuss additional services available on the Internet Define e-mail (electronic mail) and e-mail program Use Figure 2-32 to illustrate the attachments that most e-mail programs can

send with messages Define mailbox and mail server Use Figure 2-33 to describe an e-mail address and username Define and discuss File Transfer Protocol (FTP) and discuss Figure 2-34 Define FTP server, FTP site, and anonymous FTP, mentioning that many files on

anonymous FTP sites are public domain software, freeware, or shareware Define download and upload and discuss why compression and decompression

programs are used Define newsgroup and Usenet, news server, newsreader, article, posting, and

thread or threaded discussion and subscribe Define message boards and use Figure 2-35 to discuss how message boards can

be used Define mailing list, LISTSERV, and unsubscribe and explain how to locate a

mailing list on a particular topic Define instant messaging (IM), text messaging, and Short Message Service (SMS)

and use Figure 2-36 for an example of instant message

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Define chat and real time, explaining that the real-time character of chat makes chat rooms different from newsgroups or mailing lists

Define chat room and chat client Define Internet telephony and Voice over IP (VoIP) and use Figure 2-37 to discuss

the equipment that can be used for Internet telephony, including magicJack

FIGURES: 2-32, 2-33, 2-34, 2-35, 2-36, 2-37

BOXES1. Web Info: Encourage your students to look for more information about message boards on the TDC Web site.

2. Web Info: Encourage your students to look for more information about mailing lists on the TDC Web site.

3. Web Info: Encourage your students to look for more information on Voice over IP on the TDC Web site.

4. Integration Strategies: Encourage your students to learn how to use FTP software so you can teach your students how to use FTP in the Learn It Online section of the TDC Web site.

5. Integration Strategies: Encourage your students to look for more information on instant messaging and its use in education in the Digital Media Corner of the TDC Web site.

6. Student Edition Labs: See "Lab Activities" below for instruction about the E-Mail Lab activity.

TEACHER TIPWhat are some disadvantages of VoIP? If you are considering replacing your traditional telephone service with VoIP, there are some possible differences: Some VoIP services do not work during power outages and the service provider may not offer backup power. Not all VoIP services connect directly to emergency services through 911. For additional information, see www.voip911.gov. VoIP providers may or may not offer directory assistance/white page listings.

CLASSROOM ACTIVITIES1. Projects to Assign: Students should pick a topic and find the LISTSERVs and mailing lists available.

2. Critical Thinking: While its growth has been phenomenal, not everyone is happy with e-mail’s ever-increasing use. In a business setting, some feel that e-mail can be counter-productive. They contend that employees spend too much time writing, and reading, e-mail on inconsequential topics — subjects they never would commit to paper. In a social setting, some wonder if e-mail is appropriate in every situation. Although e-mail is suitable for casual messages, most believe it is inappropriate for more serious or formal communication, such as a wedding invitation. Ask students for their opinions on these reservations regarding e-mail. How should businesses deal with frivolous employee e-mail? When is e-mail socially appropriate? What

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about e-mail usage in a school setting? Should students be able to use e-mail in elementary school? What about high school? Should parents be able to send teachers e-mail messages? Should student e-mail messages be monitored?

LAB ACTIVITIES1. Direct students to complete the E-Mail Lab activity available on the TDC Web site.

94: Netiquette94: NetiquetteLECTURE NOTES Define netiquette, short for Internet etiquette, and emphasize that netiquette

can be applied to all aspects of the Internet Discuss Figure 2-38 and define flames, flame wars, spam, emoticons, spoiler,

and FAQ

FIGURE: 2-38

CLASSROOM ACTIVITIES1. Class Discussion: Ask students which rules they feel are most important. Which rules are least important? Why? What rules, if any, would they add? Interested students may want to learn more about Internet courtesy. In her book, Guide for the Turn-of-the-Millennium, syndicated columnist Judith Martin (Miss Manners) offers guidelines for use of the Internet and other technological innovations.

2. Projects to Assign: Ask the students to research emoticons. Where did they begin? Do other countries have emoticons? Students should be prepared to share their research with the class.

94: Internet Security94: Internet SecurityLECTURE NOTES Define firewall and discuss the advantages and disadvantages of using a firewall Describe filtering software Describe an Acceptable Use Policy (AUP)

BOXES1. Web Info: Encourage your students to look for more information about filtering software on the TDC Web site.

2. Web Info: Encourage your students to look for more information about Acceptable Use Policies (AUPs) on the TDC Web site.

CLASSROOM ACTIVITIES1. Projects to Assign: Ask students to research AUPs for schools. Do most schools have them? How are they enforced? Is everyone required to sign them? Students should be prepared to share examples of AUPs with the class.

2. Critical Thinking: What kind of Internet security should be used in schools? What should be the policy on filtering software? What if the filter prevents students from performing acceptable research?

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95: The Impact of the Internet and the World Wide Web on 95: The Impact of the Internet and the World Wide Web on EducationEducationLECTURE NOTES Explain the impact that already has occurred and then take your students on a

visionary tour of the future potential of the Internet and Web on K-12 education

Explain the ePALS project as shown in Figure 2-39

FIGURE: 2-39

BOXES1. Web Info: Encourage your students to look for more information about ePALS on the TDC Web site.

CLASSROOM ACTIVITIES1. Projects to Assign: As an assignment, have your students become part of the ePALS classroom exchange program.

96: The Future of the Internet and the World Wide Web96: The Future of the Internet and the World Wide WebLECTURE NOTES Discuss each prediction about the future of the Internet and the World Wide Web Define telepresence systems and media convergence

BOXES1. Integration Strategies: Encourage your students to learn more about Your Web, Your Way and Web 2.0 in the Digital Media Corner of the TDC Web site.

2. FAQ: What is Wi-Fi? Define Wi-Fi and refer students to A World Without Wires, the special feature that follows Chapter 1.

TEACHER TIPThe Elon University/Pew Internet Project site Imagining the Internet: A History and Forecast is a multi-section resource containing thousands of pages. It exposes future possibilities while simultaneously providing a peek back at the past. In it, you will find the words of thousands of people from every corner of the world, from today and from yesterday, making thousands of predictive pronouncements about the future of humankind.

CLASSROOM ACTIVITIES1. Projects to Assign: Have students predict how the Internet and World Wide Web will affect the future. For example, some experts fear that the communications and entertainment options provided by the Internet will reduce the time spent going out and socializing, making people voluntary prisoners in their own homes. Will this happen? Why or why not? Will the wealth of information available on the Internet, coupled with ever-improving search engines, change what schools teach? Will the emphasis move from finding information to discerning reliable information? Why?

2. Class Discussion: Based on what they have learned in this chapter, ask students to offer their own predictions for the future of the Internet and the World Wide Web

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in society and K-12 schools.

97: Guide to World Wide Web Sites, Search Techniques, and Search 97: Guide to World Wide Web Sites, Search Techniques, and Search Tools for EducationTools for EducationLECTURE NOTES Use Figure 2-40 to introduce the Guide to WWW Sites to your students, a special

feature that provides numerous links to various Web sites organized by general categories

TEACHER TIPThis list of Web sites was compiled and is continuously updated by a team of educators. Point out that although this list is up-to-date at the time of publication, the dynamic nature of the Web may result in some changes. Specify sites or let the students choose their own sites for review and evaluation. Stress the importance of visiting these sites to find resources, lesson plans, and valuable information that teachers can use with their students.

FIGURE: 2-40

97: Summary of Communications, Networks, the Internet, and the 97: Summary of Communications, Networks, the Internet, and the World Wide WebWorld Wide WebLECTURE NOTES This chapter provides an overview of communications, networks, the Internet,

and the World Wide Web; the students now should have a solid understanding of these topics and should be able to use the Internet effectively

BOXES1. Integration Strategies: Encourage your students to learn more about how to use search engines effectively in the Teaching Today or Digital Media Corner of the TDC Web site.

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End of Chapter MaterialEnd of Chapter Material

Key Terms should be used to prepare for tests and quizzes.

Checkpoint exercises review key terms and concepts presented in the chapter. Have students complete the Label the Figure, Matching, and Short Answer exercises.

Teaching Today questions challenge students to use the Web to explore areas of interest to all teachers. A selected segment (or segments) can be assigned to each student, or students can be allowed to choose the segments. These segments also can be used to stimulate whole-class discussions.

Education Issues questions challenge students to think about issues related to using computers in education. A selected exercise (or exercises) can be assigned to each student, or students can be allowed to choose the exercises in which they are most interested. These exercises also can be used to stimulate whole-class discussions.

Integration Corner will help teachers find ideas and resources for integrating technology into their specific curriculum area. This section is organized into 10 content-specific corners.

Software Corner can be used to discuss a wide variety of software available for teacher and student use.

Digital Media Corner can be used to discuss a wide variety of digital media available for teacher and student use.

Assistive Technologies Corner can be used to discuss a wide variety of assistive technologies available for teacher and student use.

In the Lab offers great activities to use with your own classes and discuss the results.

Learn It Online offers selected labs for students to complete. The additional activities ask students to use their browsers and a given URL (Uniform Resource Locator) to visit Web pages that offer more information on topics presented in the chapter.

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Glossary of Key TermsGlossary of Key Terms absolute hyperlink (79) Acceptable Use Policy (AUP) (94) Advanced Research Projects

Agency (ARPA) (71) analog signal (62) animated GIF (85) animation (85) anonymous FTP (90) ARPANET (72) article (91) audio (86) backbone (72) bandwidth (68) blog (82) bookmark (81) broadband (68) browser (80) Cascading Style Sheet (CSS) (80) cable modem (75) chat (93) chat client (93) chat room (93) communications (61) communications channel (62) communications protocol (74) communications software (62) dial-up access (74) dial-up modem (63) digital signal (62) digital subscriber line (DSL) (76) discovery learning (79) domain name (77) download (90) dynamic Web page (78) e-mail (electronic mail) (88) e-mail address (88) e-mail program (88) emoticon (94) ePALS (95) FAQ (94) favorite (81) File Transfer Protocol (FTP) (90) filtering software (94) firewall (94) flame (94) flame war (94) FTP server (90) FTP site (90) graphic (84) graphical image (84)

history list (81) home network (64) home page (78) host (72) http:// (78) hyperlink (78) hypermedia (79) hypertext (79) Hypertext Markup Language

(HTML) (80) Hypertext Transfer Protocol (78) instant messaging (IM) (92) Internet (69) Internet2 (I2) (73) Internet backbone (76) Internet etiquette (94) Internet service provider (ISP)

(74) Internet telephony (93) link (78) LISTSERV (91) local area network (LAN) (64) magicJack (93) mail server (88) mailbox (88) mailing list (91) marquee (85) media convergence (96) message board (91) microbrowser (80) modem (62) Mosaic (81) multimedia (83) national ISP (74) National Science Foundation

(NSF) (72) Net (69) netiquette (94) network (62) network interface card (NIC) (64) news server (91) newsgroup (90) newsreader (91) NSFnet (72) online community (82) online service provider (OSP)

(74) online social network (82) packet (73) packet switching (74) participatory Web (78)

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player (86) plug-in (84) podcast (86) portal (82) posting (91) public Internet access point (76) real-time (92) Really Simple Syndication (RSS)

(86) regional ISP (74) relative hyperlink (79) router (73) satellite modem (76) schema (80) search engine (83) search tool (83) Semantic Web (79) server (64) Short Message Service (SMS)

(92) spam (94) spoiler (94) static Web page (78) streaming (86) streaming audio (86) streaming video (87) subject directory (83) subscribe (91) tabbed browsing (81) tags (80) target hyperlink (79) telecommunications (61) telepresence systems (96) text messaging (92) thread (91) threaded discussion (91) thumbnail (85) traffic (72) Transmission Control

Protocol/Internet Protocol (TCP/IP) (74)

transmission media (62) twisted-pair cable (62) Uniform Resource Locator (URL)

(78) unsubscribe (91) upload (90) Usenet (90) username (88) video (87) video blog (82) virtual reality (VR) (87)

vlog (82) Voice over IP (VoIP) (93) VR world (87) Web (78) Web 2.0 (78) Web 3.0 (79) Web browser (80) Web page (78) Web publishing (80) Web server (79) Web site (78) Web surfing (79) Weblog (82) Webmaster (80) wide area network (WAN) (64) Wi-Fi (96) wiki (82) wireless LAN (WLAN) (64) wireless Internet service provider

(WISP) (74) World Wide Web (78) XML (80) XHTML (80)

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