ERIC Number: ED503225
Record Type: Non-Journal
Publication Date: 1996-Jun
Abstractor: As Provided
Using Newswatcher and Listservers As A Starting Point To The Use of The WWW for Teaching Science
Palmer, W. P.
Online Submission, ?The Journal of the Science Teacher Association of the Northern Territory v15 p 88-95
The aim of this paper is to indicate to colleagues the purpose and use of the Newswatcher application for news and of listservers for specialist communication. This is the way in which I was able to find out more about WWW sites, as well as that news and specialist lists are of interest in themselves. Firstly I should make clear that all the different communication modes have their values. "News" and listservers are merely two out of a great variety of communication tools. Others are:- World Wide Web, Gopher sites, ftp sites, library sites etc. I would differentiate them on the grounds that World Wide Web (WWW), Gopher sites, ftp sites, library sites are all providers of information that is relatively fixed, whereas news and listservers provide a much higher degree of interaction in the communication. This adds to their interest but the down side of this is that a very high percentage of the material available on news or listservers (95% or more) is not worth reading. This is I suspect why many colleagues may not bother with them any more. They were a starting point for me in communications and I still find them very useful. I am going to make the case that both "News" and listservers are worthwhile on grounds of general interest and also on academic grounds. To do this I will describe my own experiences, taken largely from the overall area of science education. In my work in the Education Faculty as the only science educationalist, I have found using 'News' and listservers to be of particular value as I have felt less isolated. Appended are: (1) Acronyms in common usage; (2) Some newsgroups of interest; and (3) Some list of listserver sites.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A