When I arrived in this class, I had thought that I was using computers and the technology available fairly well.  I was using the Internet as a research vehicle in collaboration with text book sources at the Library.  The students work with computer probes to measure certain quantities in labs.  I would email parents if those email addresses were available to me for use, with student progress.  Computer grading programs were "new" to the school I was previously in, but I have used them for years.  I felt that I was taking a huge step by using the "pc" in my classroom to do my job more and using the Mac less.  When I read the Loti framework article, I realize that I was learning the little steps in preparation for the big steps:   I felt that I was more than a level 2, but certainly not a level 3. I have felt that students view computers as toys for games (it's the first thing they look for when we do computer activities), and I know from being the workplace, computers are used for much more than playing games.   My uncle wrote to me about the idea that computers were not appropriate tool in the class, as he felt that students were not gaining what they should in basic reading skills and it was taking money that would be better spent on other things.  I have seen how much would be lost if that money does go elsewhere.
     As I began to review the various types of things available on the Web, I began to see what I have missing out on and to what my students did not have access.  The telecollaborative lesson plan web sites really opened my eyes to places and people that my students could visit and interact with.  When I visited the NASA site which had  the webpage, Women of NASA, I began to see pages that offered experiences for all students in my class that men are not the only ones "that go where no man has gone before" (Star Trek).  Women of various ethnic background are going in space AND building the vehicles that go into space.  I discovered some pages which I can use for hispanic students which are in their language, so they can visit and experience this, also.  Traveling to a real water source and testing it presented a real problem when I proposed it to my administrator at my previous school, even though the water source was right behind the football field.  The concern was for students getting ticks and other medical problems by being near a "swampy" area.  I realized that  I had to "delete" the idea.  However, when I saw the site, "Water on the Web" , I saw the opportunity to do lab data collection, which is what I had wanted to do at that water source, and not have to set up the lab repeatedly with "made up" samples.  In addition, through the magic of old archives, the students can see in the impact of weather on water sources over time: something that students would not the patience to wait for enough of the data to accumulate, in order for them to see those effects in climate and water sources.
     The Internet tools which I found as I investigated other web sites could help me instruct concepts "around" some abilities students either don't have, yet, or were taught and have forgotten.  Math has always been a concern that I consider when I plan my lessons, particularly for the lower ability students.  When I found some of the tools such as the "currency" calculator and the tool in one web site that determined the time zone, I was amazed that those things were available.  I, also, came across a simulation for a pH meter.  Usually, pH meters have to be calibrated with special buffers and can be difficult to maintain for optimal use.  Even though it was included within a larger lesson that had a limited number of substances to test, the students would still observe differences in the pH and the relationship to acids and bases. In addition, there were items which the students interact with to see what would happen if..., for an indicator and pH paper which many students are most familiar.
     The options were not just for my students and their learning.  The Web could help me in communication within my classroom community.  As soon as I saw the usage of listservs, I began to envision the time I would save in phone calls to parents who do have emails.  In addition, I could see how this would encourage them to email back their concerns.  I had sent some emails to parents about certain issues that would arise in class, such as grade summaries coming home, but it was time consuming to sending out individual emails to parents (I didn't want to sent it out in a big mass mailing with everyone's email on it for privacy purposes).  This way I can send out reminders through the listserv and then spend that additional time contacting parents who do not have email available.  I can pass on the information they need to know and even send it to my administrators for their records.  This would serve as a practical lesson for my students of those parents whom I email, that this communication tool is not just for "Im" -ing your friends for the latest "scoop" on who is going to the basketball game that night.  Although the students may not fully appreciate its use for the parents and my self, I think  to use a listserv to send reminders for homework for students who are absent might help in the concept for that particular lesson of communication. 

     By evaluating the web quests that are on line, I was able to see how students could share their efforts with others who could evaluate their work.  When work is displayed in the classroom, the ones who see those displays are in that school and from that community.  When others from other schools in areas of diverse culture see their work,  it will be interesting to see how the class reacts to those "peer reviews" of their work and how it compares to my review.  The sharing that would occur from someone who is not from Delaware or even our country could be an unforgettable experience for that student in my class, who may never have the chance to even visit any place outside of Delaware.  The lessons the students would give to each other could not be duplicated in a textbook or even in an assembly concerning diversity in societies.  In organizing these projects, James Levin points out the problems (equipment, time) but does point to the benefits that students can gain through these telecollaborative projects. 
     There is a reality, though, of how much I can do for whom I teach.  At this point, I have one computer unit that is hooked into the Internet.  Yet, it just means there are resources that need to be discovered.  There are laptops which have been recently purchased for the science departments of each of the high schools in the district.  With the use of "hubs", those could be used for computer based projects that I have found.  I have found web sites that offer opportunities to obtain grants for projects related to science that I may research further as source of support.  With my involvement in Delaware Teachers of Science, I hope to pass on what I have seen and incorporate it with the lessons which I develop as I work with those members of Delaware Science Van Project. 
     I recognize that not all students have access to a computer at home.  Some households do not even have working phones.  Yet, it is probably even more important that these lessons as to Internet usage be included for those students without that exposure.  Without it, they may never see the dangers or fraud that can be perpetuated on the Web, as Lawrence Magrid discussed in his article about the web highway and children navigating on it safely.  Some students may not even have thought about the fact that anyone can publish information on the Web or whether the information is accurate.  Evaluation of the validity of sources is a new idea when it comes to these sources, since usually most students do their research through the filter of a library with books that have the information evaluated by someone else prior to printing.  Parents should be made more aware, as well.  There are no real filters on the Web. 
     Judy Harris warns of the view that computer activities are just frills that can be added on or taken off when other activities are in conflict with them.  Administrators, parents and those in levels of government who decide how resources are used must see that computer activities are every bit as important to curriculum as textbooks and desks.  Science teachers are aware of those viewpoints, since labs are sometimes considered an additional "thing to do" with the students and that learning only occurs during lecture or reading material in a textbook.  Probe lab technology is actually considered an "extra" and many science teachers are resisting to acquire the skills needed to do this within the classroom.    In order to address the variety of learning styles of students, there needs to a move away from verbal linguistic approaches to curriculum and towards other methods for visual learners, kinesthetic, interpersonal learners and certainly working in collaborative groups where each student feels that they can contribute to their learning.   Using computers as word processors, when they can serve as a portal to experiences for from our classroom, will be the biggest obstacle to overcome when working with colleagues, parents, and administrators.  I want to take my "kids" to those learning places where I have been or see where those students will lead me.  It won't be easy and time will involved at first.  I felt the same way, though, when I was introduced to probe lab technology; I thought that was a pretty tall mountain to climb, five years ago.  However, once I got to the top of that mountain and experienced the satisfaction of what my students gained when they were doing those activities on the 'mountain top", it was worth it and I plan to continue to use it at the school where I am going.  This is another peak to climb and the view at the top I have seen is like the Grand Canyon:  "it's a 'being there' experience."  A textbook will not do it "justice" and a worksheet will no duplicate it.  It will take a lot effort and time to climb to that peak, too.    I will believe, however,  that I am "cheating my classes", if I don't take them there.  I just have to remember from the movie, "Contact",  what Ellie's father told her:  "Small moves, Ellie; just small moves."