efer to the mental states that motivate teachers to learn new computer-related skills and to incorporate the WWW into classroom instruction. The teachers' attitude and motivation were rated as positive or negative.
Perception of skills. Perception of skills refers to the teachers' comfort or confidence incorporating computer technology successfully into the classroom regardless of whether they had the technical skill. Teacher perception of skill was classified as low, medium, or high.
Perception of administrative support. Perception of administrative support refers to how the teacher perceives the administration in terms of encouraging the use of computer technology and the WWW in the classroom. Three levels of perceived support were identified: low, medium, or high.
Assignment. Assignment refers to the grade level a teacher is assigned.
Subject area. Subject area refers to whether a teacher teaches multiple subjects or has a specialized content teaching assignment.
Time teaching science and mathematics. Time teaching science and math refers to the percentage of the day the instructor teaches these two subjects; it is categorized into low (up to 20 percent), medium (21 to 40 percent of the day), and high (above 41 percent).
There are two critical teacher-related dimensions in determining the extent to which Web-based materials will be effectively used in the classroom. Technical skills are needed to integrate technology in the classroom and determine when Web-based instruction is more advantageous and efficient than traditional media. Teacher attitude and motivation are also critical for implementing Web-based instruction in the classroom. Even if a teacher has the necessary skills to implement Web-supported instruction, the teacher would still need to possess the motivation to make the effort. A positive attitude may encourage a less technologically capable teacher to acquire the skills needed to implement Web-based activities in the classroom.
Curriculum refers to the overall plan for the delivery of instruction. Curriculum planning consists of two components: the content and the process for its delivery. The WWW provides teachers with new ways to deliver instruction as well as new resources for content. This study identified three broad dimensions of the WWW as a resource for curriculum.
Curriculum guidance. The WWW is a ready reference for National, State, and Local Education Standards and/or frameworks. Four categories were identified for this dimension: National Mathematics and Science Education Standards; mathematics standards which emphasize problem solving, communication, reasoning, and relationships; new science curriculum which emphasizes concepts, theories, ideas, inquiry, and interrelationships; and State Education Standards that provide local interpretation of the National Education Standards.
Curriculum support. The WWW can support a variety of instructional classroom strategies. Four categories of curriculum support were identified:
Curriculum resources. The WWW offers many types of curriculum resources that support classroom teaching. Two categories were identified:
All dimensions assessed in the report are critical to the success of the integration of the WWW in the classroom. The importance of the dimensions may shift as the WWW grows in popularity in the classroom and other learning environments.
Web-based NASA educational materials (NASA Dryden Flight Research Center materials and also Web-based educational materials from other NASA Centers) were reviewed to classify the type of materials that are available to K-12 teachers and their students for their benefit.
Databases included sources of current data that students can manipulate and examine to learn about scientific concepts. These include
Information and resources refer to text, pictures, and staff available to help teachers gain information. The following types of information and resources were found:
Lesson plans are prepared learning activities that can be used in classrooms. They were grouped by grade levels: K-4, 5-8, and 9-12.
Projects refe