fers the classroom a global rather than a local view of information, jobs, science, mathematics, and technology. Anchoring local classrooms to real-life activities through the WWW is one model of its use in the classroom. Using the WWW in the classroom does not always have to mean elaborate or extensive use. Using simple resources of the WWW to expand those that are available locally is another possible use in the classroom. Strategies for using the WWW in the classroom should apply the most prevalent and effective learning strategies currently used by teachers and not be limited to only one approach.
Teachers need to learn how to manage the WWW in their classrooms in a manner that does not take a great deal of additional time. Rather, the integration needs to be seamless in the normal planning activities required of teachers.
Classroom strategies of WWW use need to be developed that exemplify good teaching practice, are simple to use, and incorporate the variety of WWW resources that provide access to people and information. Training on the use of these strategies needs to include efficient WWW search methods to lessen the time required to find relevant material for lessons.
Administrators need to advocate and plan for WWW use and provide teachers with appropriate access, technical support, training, and time for training with this new classroom resource.
WWW developers need to fit their material into classroom teaching models that consider access, type of Web resources, and teaching and learning styles and specify several options for teachers to use their materials given the realities of the classroom environment, content, and teaching practice. The goal for developers should be to create material that provides the most flexibility and adaptability to the teachers who use their products.
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