Building a team that includes both technical and instructional expertise is an important first step. Planning and implementing Internet activities works best when people with a variety of knowledge and skills work together. Include an activity coordinator, one or more instructors, a technology coordinator, and program/computer support staff. These roles may be filled by members of your own organization, paid contractors, or volunteers, either as primary responsibilities or additions to other camp duties. In small camp programs, one person can take on multiple roles.

The division of tasks will vary from camp to camp. In general, however, the activity coordinator oversees program development, resource acquisition, and staff supervision. Specific duties include planning, budgeting, hiring, task assignment, monitoring, and evaluation. The instructor develops curriculum and delivers instruction. Specific tasks include consulting with the coordinator and camp personnel on program content and goals, planning instructional activities, developing and reproducing instructional materials, and delivering instruction on-site.

The technology coordinator handles hardware, software and telecommunications: They choose equipment and suppliers, sets up configurations, and breaks down the computer lab, computers, adaptive technology, and telecommunications connections; makes arrangements with the Internet service provider (ISP); troubleshoots; and develops electronic program materials such as camp World Wide Web pages.

Program/computer support staff provide instructional and technical assistance, run errands, and perform clerical duties. Interns, volunteers, or paid support staff can fill these positions. To locate program/computer support staff consider interviewing more advanced campers or other youth. They will gain useful job experiences by helping with the program in paid or unpaid positions. In the excerpt below, a high school student talks about his work as an intern at Camp Courage.

I found the camp interesting, being it was my first time acting like a Mentor. The thing that was most interesting was the progress of the kids on their lessons and the innovative ideas they came up with from their lessons.
- Anthony, Grand Forks, North Dakota

Be sure to provide successful interns and other helpers "To Whom it May Concern" letters of reference after their work experience is complete. This is a good way for a young person to build a resume and begin a letter of recommendation file. 

Sample Job Descriptions for Summer Camp Staffing

The following are sample job descriptions for an Internet program at a summer camp.

Activity Coordinator

Job Tasks: Provide overall coordination of program activities and supervision of staff.

• Camp Locations/Schedules
  • Determine specific place for activity (buildings/rooms).
  • Schedule dates/times for each site if multiple sites are used for the program.
• Liaison with Camp Staff
  • Coordinate program promotion.
  • Jointly develop program and activities.
  • Monitor progress.
  • Troubleshoot.
• Curriculum Development
  • Set overall goals and objectives.
  • Determine class length and sequence.
  • Jointly develop materials/activities with instructor(s) and camp personnel.
  • Arrange for reproduction of materials.
  • Solicit & coordinate guest presentations (e.g., college preparation, adaptive technology, career planning).
  • Supervise on-site delivery of equipment and materials.
• Personnel
  • Define roles (who does what).
  • Determine tasks for each position.
  • Hire staff/select interns/solicit volunteers.
  • Train on roles and tasks.
  • Assign tasks.
  • Supervise progress and performance.
• Transportation
  • Arrange for staff transportation to sites.
  • Arrange for hardware/software transport to sites.
• Evaluation
  • Design procedures and forms for evaluation.
  • Conduct evaluation.
  • Synthesize results, develop reports, and make program suggestions.

Technology Coordinator

Job Tasks:

• Computers
  • Acquire computer hardware.
  • Consult on adaptive hardware.
  • Consult with instructors on instructional software.
  • Process paperwork for hardware and software purchases and/or rental/loan.
• Telecommunications
  • Arrange for line installation.
  • Arrange for local Internet connections.
  • Obtain Internet accounts for campers & instructors.
• Hardware
  • Consult with Activity Coordinator on hardware choices and acquisition.
  • Conduct set up and breakdown of on-site computer labs.
  • Act as liaison with ISPs.
  • Troubleshoot.
• Software
  • Select and install software.
  • Configure Internet and security software.
• Web Page Development
  • Consult on development and production of instructional Web materials.

Instructor

Job Tasks:

• Curriculum Development
  • Consult with Activity Coordinator and camp staff on program content and goals.
  • Plan instructional activities.
  • Develop instructional materials, including Web site selection.
  • Submit materials to be reproduced.
• Deliver Instruction
  • Teach on-site at camps.
  • Coordinate activities with camp staff on-site.
  • Coordinate delivery of presentations.
  • Supervise interns, volunteers, lab assistants, and computer support staff.

Program/Computer Support Staff

Job Tasks:

• Assist in delivering instruction and providing one-on-one assistance to campers.
• Troubleshoot technical problems.
• Run errands, complete clerical work.

Before planning the curriculum or developing materials, determine your instructional goals. In the excerpt below, a camper describes her experiences at a camp where the program goals are for young people to learn to use the Internet for information access and communication and develop skills that will help them succeed in college and careers.

Hello! My name is Tracy. I will be a high school senior this fall in South Dakota. This is my first experience at the DO-IT/Camp Courage Internet and College Prep camp. I learned more about e-mail, discussion groups, gophers, and finding my way around the World Wide Web. This camp gave me an opportunity to meet new people, learn more about college life and employment, and access the wealth of information on the Internet. The staff was friendly and helpful. I hope I will be able to come back next summer.
- Tracy, Camp Courage participant
Maple Lake, Minnesota 

Camper Survey

Learning something about your campers is a good place to start. Asking prospective campers about their previous computer and Internet experiences and about their interests will help you plan an entertaining and educational curriculum appropriate for them. A simple survey or a few questions on your camp application form can provide the information you need to determine participants' computer experience. Sample questions are listed on the following page. Write your own or tailor these to suit your particular needs.

Sample of Questions to Survey Campers' Computer Experience

Answer the following questions if you have used a computer.

• Check the response that best reflects how often you use a computer:
  ____never
  ____once a month or less
  ____twice a month
  ____once or twice a week
  ____every day
   
• Check all the places you use a computer:
  ____at home.
  ____at school.
  ____other places. If so, where? ___________________________________________
   
• Check all of the kinds of things you do on your computer:
  ____word processing (writing)
  ____artwork
  ____educational activities
  ____games
  ____electronic mail
  ____other (specify):
   
• What software do you use?
   
• Do you use the Internet? ________________________________________________
  If so, from (Check all that apply):
  ____home.
  ____school.
  ____other places. If so, where?
   
• If you use the Internet, what are some of the things you have done on the Internet?
  
   

Program Offering Format

If you discover that your campers spend time playing computer games but have never explored the Internet, you will have to cover some basics. If they already use their computers to develop animated home pages, you can skip some of the basics and explore advanced topics. You will most likely find that you need to develop alternative activities for a diverse group or to offer a program for a select group of campers. For example, you may choose to offer a program for campers with no previous Internet experiences, and make the program goals clear so that only beginners sign up for the Internet activities.

There are many methods for organizing your camp Internet offerings. Open labs, short activity offerings, or comprehensive instruction for a small group may work best for you. Here are three examples of program formats:

• Let all campers on an irregular, drop-in basis choose Internet as a program option. Have available on each computer screen in the lab a Web page of exciting links from which they can choose and explore at their own pace, alone or with a partner.
• Let all campers sign up for specific lab activities (e.g., electronic mail, Web page development, WWW search strategies) and present an Internet lesson and lab activity for the group that shows up for the activity.
• Select a small group of campers or several groups of campers who have signed up for an Internet option and who have similar interests and skills. Have them meet together in the lab every day for a week or more to complete a sequenced Internet curriculum.

Goals and Evaluation

Think about what knowledge and skills you would like the campers to take with them when they leave. Consider how much your campers know already, how much you would like them to learn, their ages and ability levels, and how much time they will spend in the computer lab. Be sure to consider your overall camp goals and the wishes of parents and others associated with your camp as you develop your Internet training goals.

Both during the summer camp and at the conclusion of the camp, collect comments and suggestions from staff, participants, and parents that you can use to improve your program for the next year's activities. Don't forget to write down direct quotes that you can spark interest in future campers in your press releases and publications.

Sample Camp Comment Sheet

Please help us capture the spirit of camp by recording comments you hear about the computer activities made by campers, camp staff, or parents. We may publish comments in our program materials to share our camp's experience with others.

Camp Name______________________________________________________________

Your Name (optional)______________________________________________________

Circle one:
Camper
Camp Staff
Parent

Age _____________ (optional)

Comments:

Sample Program Evaluation Form

Please take a few minutes to answer the questions below. We need your impressions, expertise, and insights to help us develop the best possible program for next time. Return the form in the included envelope, and it will go directly to our project evaluation staff. Thanks.

Your position (circle one):
staff
volunteer
visitor
camper
parent
other_______________

1. What do you think went well?
   (Definitely include these in the program next time)
   
    
2. What could we do better?
   (Additions and suggestions for improvement)
   
    
3. Did this program meet the needs of the camp program and campers? Why or why not?
   
    

Curriculum 

The Internet activities at your camp should show campers how to use technology to access people and information resources. Most of the activities in your Internet program will probably use the World Wide Web (WWW). The WWW is now the most comprehensive and popular tool for organizing Internet resources. To access the Web, use WWW browser software such as Lynx, Microsoft Internet Explorer™, and Netscape Navigator™.

As time permits, teach your campers how to use electronic mail. Electronic mail allows participants to communicate with others. You can use Web services to obtain free electronic mail accounts for your campers. They include HotMail at www.hotmail.com and Eudora Mail at www.eudoramail.com. Many other electronic mail programs exist. They include PINE™, Eudora™, and PegasusMail. Some, like PINE, run on your host computer. Others, like Eudora, run on each personal computer in the lab.

Once campers develop electronic mail skills, you can engage them in interactive activities such as e-mail story building. The instructor starts a story by writing a paragraph. Then they send the paragraph via electronic mail to a camper. This camper adds a paragraph and sends it on to the next camper, and so on. In the end everyone will have contributed to an unpredictable piece of prose. This activity is the Internet equivalent of the story building we used to do around the campfire. You can also teach campers to join and participate in electronic discussion lists. See the Resources section of this notebook for references to on-line lists of discussion lists.

If you offer more comprehensive training sessions, you will be able to explore other Internet tools with your campers, including Telnet and FTP. Telnet is a software tool that allows you to log on to other computers. Telnet is often used to access host computers, community bulletin board systems, and databases. File Transfer Protocol (FTP) is an Internet tool that transfers files between computers; so, if you want to download a game to your computer, FTP can help. More advanced campers can also learn to create their own World Wide Web pages.

Whatever topics you choose to teach, it is best to limit the amount of time you lecture. Develop activities that allow campers plenty of time to practice and explore. Allowing time for exploration promotes self-directed learning, and people of all ages learn better if they discover the answer rather than just hear it. Provide opportunities for creativity and discovery, and you will be pleasantly surprised by the talents of your enterprising campers.

Developing quality materials for any curriculum takes careful thought and planning. You can create a complete notebook with a detailed daily syllabus to hand out at orientation, you can use daily handouts or, once your students are up and running on the Internet, you can e-mail instructions for daily activities. When developing materials keep in mind for whom you are designing them, and focus on your program goals. For example, if you are teaching sixth graders how to use e-mail, the language, activities and examples should be appropriate for that age group. If "audience" and "purpose" are two words that stay in your mind as you work on this part of the project, you will most likely stay on target and create materials that serve everyone well. 

Consider developing a Web page with pre-selected links to Web sites of most interest to your campers. Beginners can immediately explore the Web by selecting the choices presented on the screen. Creating a special home page tailored to your campers' interests, abilities, and skills can help guide camper activities and make access to sites efficient. For example, on the next page is part of a home page used in a camp for youth in the State of Washington.

Example: Camp Links Camp Easter Seal

See Camper Links

Below are some sites to consider including on your camp Web page and using to develop specific activities.

• 100 Hot Sites for Kids
• American Camping Association
  www.acacamps.org/
• Global SchoolNet Foundation
  www.globalschoolnet.org/index.cfm
• International Kids' Space
• Kicks for Kids
  www.kicksforkids.org/
• Kids' Places
• Kids Web
• Kidsite
• KidWorld
• www.bconnex.net/~kidworld
• Summer Fun
  summerfunseattle.org
• Technology for Student and School Success | Sourcewell Technology 
  https://www.sourcewelltech.org/
• Web66: A K-12 World Wide Web Project
  web66.coled.umn.edu
• WWW4teachers
  www.4teachers.org
• World Kids Network
  www.worldkids.net
• Yahooligans!

In the Teaching Strategies section of this notebook you'll find ten sample lessons, roughly ordered from simplest to most difficult. Consult the Resources section of this notebook for references to books and Web sites that can help you decide what to teach and choose references on which to build activities. You can also search for other appropriate sites that address the specific needs and interests of your campers. There are many search tools to choose from, including those at the following URLs:

• www.webcrawler.com
• www.excite.com
• www.hotbot.com
• www.lycos.com
• www.metacrawler.com
• www.yahoo.com

Campers with more advanced Internet skills can be asked to create a Web page for your Internet camp program. It can include pictures and bios of campers, descriptions of activities, a daily log of activities, and links to Web sites of interest to the campers. For example, at Camp Courage (see Case Study #6) the advanced group formed a "company" named Anything Goes Web Designs. With input from the beginning group they designed a company logo. Then they created a home page with the following options:

• Our Roots
• Week in Review
• Camper Portfolios
• Staff Portfolios
• Photo Gallery
• Related Links
• Thanks and Credits
• Camp Courage Homepage

The pages they developed can be found at depts.washington.edu/doitsum/Courage/computer_camp.html.

Example: Camper-Designed Web Page

Check out their Week in Review section.

Reference Materials

When campers complete assigned activities be sure that they have productive ways to continue exploring the Internet. Include a reference table in the computer lab with Internet books such as those listed in the Resources section of this notebook. Your local book store will provide many ideas for books to include. Also, teach campers to use Internet search tools to find resources of interest to them. Several can be found at the following URLs.

• www.webcrawler.com
• www.excite.com
• www.hotbot.com
• www.lycos.com
• www.metacrawler.com
• www.yahoo.com

Beyond the Summer Experience

Once your camp session is complete, some of your campers will be able to continue Internet use through their home or school. Consider implementing an electronic discussion list to facilitate communication throughout the year. Include campers, counselors, and camp staff who have Internet accounts.

DO-IT provides an example of how the summer camping experience can be extended year-round by using the Internet. The enclosed handout and video presentation called Opening Doors: Mentoring on the Internet provides details on the mechanics and benefits of supporting year-round mentoring relationships on the Internet. At the end of DO-IT Internet Camp program, campers are encouraged to join DO-IT Pals, an electronic community of teens with disabilities and adult mentors. A DO-IT Pals brochure is distributed to all campers and parents. A copy is included in the front pocket of this notebook. As DO-IT Pals, campers continue to communicate with each other and with DO-IT Mentors. "It's a great way to extend their summer camp experience. These kids can keep up their friendships with the other campers, with the counselors, and with the staff and they meet a lot of other interesting people on the Internet throughout the year," reports Sheryl Burgstahler, Director, DO-IT.

Life will be easier for you if you can use a facility that already has computers connected to the Internet. This could be at your camp site or at a local school, educational service district office, business, or library. If that isn't possible, there are other options.

Most metropolitan areas support businesses that rent or lease computers. Just as with renting any piece of equipment, this can be expensive, and you may be required to purchase extra insurance as part of the deal. However, you may find just the right camp supporter who will pay for the computer rental.

Sometimes computer companies, schools, or universities will let you borrow computers, free of charge, for the duration of your camp. It will probably take a few phone calls to find a group willing to lend machines, but the effort is worthwhile.

If you have the funding and plan to incorporate computer activities regularly into camp programs, buying the equipment may be a reasonable option. If you decide to buy, it is important to purchase computers that can serve your needs for many seasons - this requires research and careful planning. Purchasing bargain, low-end computers can be more expensive over the course of several years, as upgrades will most likely be required in the future.

Your computers must at least have the capacity to run communications software (to connect them to the Internet) and Web browser software. If you use Apple computers, you'll need Power Macintoshes with at least 16 MB of RAM and System 7.1 or higher. For Pentium class computers use at least Windows 95 and 16 MB of RAM. For either platform be sure you have enough hard disk space to save the programs you will run.

Costs of computers and software depend on many variables. And, as we all know, last year's hottest item is this year's old hat. Sometimes if you buy equipment that is not the newest version, you can get bargain prices. But be careful not to buy something that is inadequate for Internet use and/or may be hard to service or upgrade. Below are rough cost estimates for products you might want to include in your lab.

• Computers for campers: $1,500-2,500 each
• One printer for printing camper creations: $200-800
• One scanner for scanning in pictures and artwork: $200-500
• Software (including CD-ROM reference library, word processing, publishing, draft- ing, security, and telecommunications applications): $200-400 for each computer

Access to the Internet from your camp requires an electronic connection between your computers and a server computer that is already connected to the Internet. The server is usually a more powerful computer than the computers your campers use. It provides much of the software necessary to manage your accounts, direct Internet traffic, and access Internet tools and resources. Once you have located the computers you will use and have made sure they have network capabilities via modems or network cards, you need to arrange for Internet service if the facility does not already have Internet access. If you already have a connection, ask your service provider or system administrator to let you know what Internet tools are available on your host system and how to best access them.

If your facility is not already connected to the Internet, you may be able to purchase accounts through a local commercial Internet service provider (ISP). Someone with technical expertise will need to complete this task. There are many options for getting connected to the Internet. Contact Internet service providers in your region and ask about options for connecting through their service and find out the cost of a connection that will provide you with the tools that you need for your Internet program. A local library, college, or yellow pages of the telephone directory may be able to refer you to Internet service providers; or, take a look at the WWW site at www.thelist.com for information on Internet service providers in your area.

Many Internet service providers offer connections to the Internet and different service providers offer different kinds of network connections and services. Options vary in cost, speed, and range of Internet tools supported. Whoever the provider, there are several issues to consider.

• You need to know what services are provided with the account. For example, you will at least need access to the World Wide Web.
• You also need unlimited access from a local telephone number. Beware of providers that require a long distance phone call for the connection.
• You also need to find out what the service will cost. A flat rate is preferable to an hourly usage fee.
• In addition, find out what kind of support the ISP can provide. Some may be willing to become involved in camp activities.

Internet connectivity discussions can get very technical very fast. Let's skip the jargon and review a layman's description of options for connecting to the Internet. Thus, the descriptions below are oversimplified by design and are meant to provide an overview of the process rather than a complete set of instructions.

Using High Speed Data Lines to Connect your Camp Computers

The fastest and most expensive way to connect your camp to the Internet is through a direct connection. There are different types of high speed data, including 56KB, T1, and T3. The more speed and capacity, the greater the cost. Your computers will need to be networked together to connect to the single high speed line. Your local telephone company and ISP can provide more information about cost and availability for your area. See Case Studies #1, #2, #5, and #6 at the end of this section to learn about specific camps who use high speed Internet connections.

Using Telephone Lines to Connect your Camp Computers

You can use standard telephone lines to connect your camp computers to the Internet. A device called a modem allows each computer to connect to the Internet over a telephone line. You will usually need a modem, separate phone lines, and an ISP account for each computer. This option can get expensive and you'll have a lot of lines in your lab but, for some camps, this is the only reasonable way to get connected for a short period. It is also a great way to experiment with an Internet program at your camp without making a long-term, expensive investment. See Case Studies #3 and #4 to learn about camps who used modems, phone lines, and an ISP to gain Internet access for their programs.

Using Other Access Methods

The Internet can also be accessed through satellite transmission, although this type of access is not common. In addition, cable television companies are gearing up to offer Internet access through their cable lines. Cable access promises to offer the functionality of a direct connection at a cost that is reasonable for home use. Technologies will continue to emerge to make Internet access faster and cheaper, bringing more functionality to your desktop, wherever it might be.

Adding Internet education to your camp program can be rewarding, but, to maximize the impact, integrate the Internet into other camp activities. If your Internet training is only one of many program offerings, be sure to schedule the program in such a way that Internet activity participants can still join other campers in swimming, crafts, and other regular camp activities. There are a number of ways to do this.

• Schedule the Internet activities so that they blend with the overall camp schedule. For example, if there is a two-hour activity block where campers choose swimming, boating, or hiking, just add "Internet activities" to the list of options. If, on the other hand, you want to offer the Internet training to a select group of campers (e.g., see Case Study #6 at the end of this section), be sure to schedule their labs so that they can participate in some of the other camp activities as well.
• Choose Internet activities that blend well with other offerings. Encourage your campers to conduct research on some camp activity via the Internet. If, for example, your participants make beadwork bracelets, they can search the Internet to learn how native Americans use beadwork to decorate their clothing and artifacts. If you offer horseback riding at your camp, your Internet explorers could learn more about breeds, training, or the evolution of horses in North America by visiting Web sites.
• If your participants have different computer skill levels, let the advanced group create their own Web design company and contract their services to the less advanced group (e.g., see Case Study #6). The beginners can do Internet searches to find sites of interest and their contractors can create a site that incorporates those links. Both groups could have daily meetings, and the contractors could deliver progress reports to their "employers." The groups could work together to use information from their own Web site to create and update a camp newsletter.
• An Internet scavenger hunt is a great way for participants to practice searching the Internet for specific information, and the hunt can easily be tailored to your camp theme. Arranged in teams of two, campers begin with a list of objects; when the team captures the object on their computer screen, a staff member initials the item on the list. The team with the most "hits" at the end of the time period wins a prize. The example in the Sample Lesson Plans and Activity Sheets section is a sample of an object list used at Camp Courage. As you can see from the sample list, almost any person or object can be part of the hunt.
• Include camp counselors, staff, and others in your special program. For example, at Camp Courage (see Case Study #6 at the end of this section) regular camp counselors help in the computer lab and participate in a panel, sharing their college experiences with the campers in the Internet and College Preview Program.

Internet Safety and Acceptable Use

In all the excitement of integrating Internet activities into your camp, don't forget that the Internet was originally used by adults. Take steps to ensure that your campers use the resource responsibly and safely.

Although most instructors have positive experiences when using the Internet as a teaching tool, there are people on the Net who post text and photos that are not appropriate for your campers. The best protection is to be aware of what your campers are doing at all times. If you provide them with focused, stimulating activities, they will be less likely to get into trouble out of boredom or because of misguided searches. However, there are also software programs available that block access to sexually explicit Internet resources. The titles listed below are samples of such software programs; a local computer store can provide details on options and costs.

• SurfWatch™ by SurfWatch Software, Inc.
  https://www.surfwatchlabs.com/
• Net Nanny™ by Trove Investment Corporation
  www.netnanny.com
• Bess, the Internet Retriever™ by N2H2, Incorporated
  http://www.peacefire.org/censorware/BESS/
• CyberPatrol® by Microsystems Software
  www.cyberpatrol.com

Your campers should be made aware that they are responsible for using the Internet ethically and legally. Most Internet service providers have what is called an "acceptable use policy." These policies are designed to prohibit file theft or violations of informational privacy. Make sure that you and your campers read and adhere to the policies of your service provider. Discuss Internet safety, acceptable use, and ethics with program staff, parents, and participants. Below is an excerpt from a form signed by high school participants and their parents before Internet access is provided.

Example: Internet Access Permission Form

Hawking Access Form (DO-IT Scholar)
DO-IT (Disabilities, Opportunities, Internetworking, and Technology)
University of Washington

Personal Data

Name (Please print)______________________________________________________________

Home Address_____________________________________________________________________
street address city state zip 

School Address___________________________________________________________________
street address city state zip

Social Security #_______________________________Phone # (h)______________________

School and/or School District Affiliation________________________________________

Preferred logon name (if any)__ __ __ __ __ __ __ __(maximum of 8 characters)

Project Description

Project DO-IT (Disabilities, Opportunities, Internetworking, and Technology) is primarily funded by the National Science Foundation. One goal of the program is to encourage communication and scientific inquiry between high school project participants, post-secondary students, professors, and practicing engineers and scientists, many with disabilities themselves. Communications and information access are to promote success in academics and careers and successful transition to college and employment. The Internet network is used to support this effort. Project participants are given accounts on a computer named hawking.u.washington.edu, which is located at the University of Washington. To facilitate communication between project participants, we share participant names, logon names, states of residence, interests, and other information.

Over the Internet participants have access to people and materials from all over the world. The University of Washington does not have control of the information on the Internet, nor does it provide any barriers to account holders accessing the full range of information available over the Internet. Other sites accessible via the Internet may contain material that is defamatory, inaccurate, illegal, or potentially offensive to some people. Please note that the University of Washington and our Internet service provider, NorthWestNet, make no warranty of any kind, expressed or implied, regarding Internet resources and services or the contents of resources or electronic messages over the Internet, nor shall they be liable in any event for incidental or consequential damages, direct or indirect, resulting from use of this information. Objectionable messages sent to your electronic mail address should be reported immediately to the DO-IT staff.

Acceptable Use

Your computing account is provided to enable instruction, communication, and research. You are expected to use your Internet account in a considerate, ethical and lawful manner. Use privileges are non-transferable. Do not share your account with others. Account theft, file theft, violations of information privacy, and/or penetration or harm to the operating system are prohibited. Unauthorized and/or inappropriate use may result in loss of privileges and/or prosecution. Parents are expected to supervise the Internet activities of their child when accessed from home.

Use Responsibility

All people who use computers at the University of Washington agree to the following conditions:

• To respect the intended use of all computer accounts for university research, clinical, instructional, and administrative purposes and to follow the rules and regulations governing the use of UW facilities and equipment;
• To respect the privacy of others by not sending them unwanted email messages, misrepresenting them when sending email, or tampering with their accounts, files, or data;
• To use only your own user identification, and to use it for the purposes for which it was intended;
• To not attempt to break a computing system or harass other people, either by developing programs for those specific purposes or by using already existing programs to do so;
• To not use university-owned computers for personal activities or for illegal purposes, such as unauthorized copying of licensed or copyrighted software.

Agreement

I agree to use my account for purposes consistent with the goals of project DO-IT, the University of Washington use responsibility policies, and the guidelines presented in this form. I understand that violation of the conditions of this agreement may result in loss of privileges and/or prosecution. I will provide reports of my use when requested. I give my permission to share my name, account address, postal address, phone number, disability, and other information.

Participant name___________________________________________________________

Participant signature_________________________________ Date________________

As a parent or guardian of this child, I have read the materials in the Hawking Access Form. I agree to the conditions described above and give my permission to issue an account to my child. I understand that the University of Washington and NorthWestNet cannot take responsibility for the content of materials available on the Internet and take responsibility for the supervision of my child. I have received a copy of the brochure "Child Safety and the Internet." I have also read and agree to the program conditions in "Guidelines for DO-IT Scholars and Ambassadors." I hereby give permission to issue an account to my child.

Parent/Legal Guardian name________________________________________________

Parent/Legal Guardian Signature____________________________ Date__________

Return this form to:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane
doit@uw.edu
https://www.washington.edu/doit/

Publicizing your program is an important step that shouldn't be overlooked. It is easy to become so involved in the logistical duties of planning any kind of camp that you overlook recruiting and public relations--a pity, because promoting your efforts can be fun. There are a number of places you can advertise your program. The most established are your standard mailings to organizations and previous campers. When you update your brochures, don't forget to highlight your new Internet activities. The local newspaper is another good place to start promoting your program; most have a section that lists upcoming events--often providing the listing without charge. The deadline for these listings can be several weeks before the publication date, so plan ahead. Even a thirty-five word blurb on page 27 of the last section will get the word to someone you need to reach. A sample of a short news announcement follows.

Sample News Blurb: DO-IT in the News

High School sophomores with disabilities who have a knack for numbers, neutrons and the like are invited to apply to a unique program through the University of Washington.

Now in its second year, DO-IT (Disabilities, Opportunities, Internetworking and Technology) uses home computers and electronic mail to link talented high school students year-round with each other and to others around the world. Students also attend two weeks on the UW campus in Seattle in the summer. Call 206-685-DOIT for information.

Radio stations also provide the same kinds of services, and a call to the station will get you the information you need for providing text or a taped message. If you work with special populations, you may be more likely to get a promotional spot free or at a reduced rate. When you call radio, TV, or newspapers, let them know who comes to your camp and make sure that you show your enthusiasm during the conversation. The people you talk to may want to send their kids, or they may want to volunteer their time or services. Find the team member who likes to speak to groups and book them to present at school or civic functions. Often organizations like the Rotary Club or the Jaycees sponsor luncheons with featured speakers. Your representative can talk about your camp and explain how you plan to add Internet activities to the curriculum. You can do the same kind of thing at school sponsored meetings or neighborhood gatherings. These kinds of speaking engagements can be formal or informal, and they provide an excellent forum for your camp.

If you have a team full of people who are afraid of public speaking, now is a good time for them to gain some valuable experience. Start with smaller, informal settings, and work your way to the big meetings. Preparation, enthusiasm, and practice are all it takes to sell your camp via the public speaking route. And, don't forget to bring handouts to distribute to the group; encourage them to spread the word in their schools and communities. Who knows, someone may be impressed enough to donate money to your cause.

The sample speech that follows is an example of a short talk appropriate for a group like the Jaycees. The speaker is interested in telling the audience about the new Internet activities that will be introduced in his camp. The format is relaxed and informal. The use of visual aids will help the audience more fully appreciate the message because they can both hear and see it.

Sample Speech Text: Speaking to the Masses

Using a visual aid listing the title of your speech, your name, and your affiliation will get you off to a good start. A visual aid showing examples of the Internet sites your campers will be visiting would also enhance your presentation.

Good morning. I'm John Smith from Camp Does A Lot, and I thank you for inviting me to speak to you about our summer programs. We appreciate how much the Jaycees have done for our camp in the past, and we want to introduce you to one of our most exciting new additions-Internet activities.

Remember when you were ten and you and all your pals packed your new stuff into overstuffed packs in preparation for the bus ride to camp? You were sure you would be the best cowboy of the bunch, but you were a little worried about learning to sail. And your older brother didn't help when he kept telling you that the boat would sink and you would flap around until some girl had to save you.

Well Camp Does A Lot does still teach horseback riding, and we do also teach sailing; and no one has suffered long-term humiliation from either activity yet. But this year we are introducing an exciting new activity: We are offering Internet classes for both young novice computer users (probably users like us only younger), and advanced classes (probably best suited for people like your ten year old, who knew enough about technology to reinstall all your software after you inadvertently deleted it).

The novice Internet classes will cover basic tools, interesting educational sites, and helpful search techniques. The advanced class will learn how to design great Web pages, and their finished product, the camp home page, will be proof of all they learned about design, linking, team work, and deadlines.

As you can see from these examples, our campers will learn valuable skills, but they will learn through a fun camping experience. They will come home with the usual memories of camp food, bug bites, and new friends, but they will also have worked in teams to learn lessons that will serve them at home and at school, as well as in their future when they join the work force.

Thank you for allowing me to give you a preview of the future of summer camps as we at Camp Does A Lot envision it. I'll leave camp brochures and applications for you. I'll be happy to answer any of your questions. Please help us spread the word about this great program.

And don't forget to publicize the success of campers after the program is complete. Let them share their stories in presentations or in your newsletter. For example, Camp Courage in Minnesota offers a 10-day program on Internet use and college preparation for teenagers (See Case Study #6). In the following newsletter article a camper shares her insights.

Sample Camp Article: The Voice of a Camper

Experiences from Camp
by Tiffany

This was my first year ever at Camp Courage. I enjoyed it a lot. Here at camp, we do everything from horseback riding to surfing the Net. It was really fun and interesting. Every day here was different because the counselors plan different activities every day. It was impossible to get bored. My favorite activities here were the Talent Show and chatting on the Global Chat service. My friend's favorite activities were swimming in the pool and walking on the paths through the woods.

Camp Courage is not like any other camp you've been to. Everyone there is disabled from things like Cerebral Palsy to blindness. In fact Camp Courage is the only one of its kind in the entire U.S. Last year, three brand new cabins were built with money donated from companies like TCF Banking. The cabins are like mini resorts rather than cabins.

Camp Courage is located on Cedar Lake. We tube and swim on that too. If you like to help people or if you want to be a camper at some summer camp, you should definitely look into Camp Courage. 

Summary

Now that you've thought through the process, it's time for you to "do it" for your camp. Answer these questions:

1. Who can form our instructional and technical team?
2. What should be our instructional goals? What campers should we serve with this program? What materials should we use and what activities should we offer?
3. What facility, computer, and software should we use? How can we secure the room, equipment, and software we need?
4. How can we obtain access to the Internet for our program?
5. How can we best integrate the Internet offering into other camp activities?
6. How can we publicize the program and recruit campers?

The following template can be used to help you "do it." The case studies that follow give you examples of how other camps have done it. For more information about these and other Internet camps in which DO-IT has been involved, consult https://www.washington.edu/doit/programs/more-successes-do-its-twenty-year-history/do-it-campers.

Description

The county sponsors Camp Lots of Fun, a day camp for children and youth, most of whom have developmental disabilities. DO-IT hosts an Internet lab at the camp.

Instructional and Technical Team

DO-IT staff members provide overall coordination of the Internet Fun program. A special education teacher is the lead instructor. Camp counselors help individual campers in the lab.

Goals

The goal of the Internet Fun program is for campers to learn basic computer skills and explore recreational activities on the Internet.

Materials

Internet browser and filtering software are used to access Internet resources. Campers come to the lab on a drop-in basis. A Web page with links to Internet resources appropriate for the ages, interests, and skill levels of campers is created. As campers enter the lab, they are presented with this Web page and assisted in making selections. More advanced students learn to use electronic mail and perform Web searches. Staff take digitized pictures and help campers write bios to put up on a camp program Web page. Each camper receives a certificate of participation.

Facility and Computers

Camp Lots of Fun uses an existing high school computer lab for the Internet Fun program. There are one or two campers at each computer station. DO-IT provides adaptive technology and other accommodations for campers who cannot use standard computer devices.

Internet Service

The facility used for the lab has an established Internet connection.

Program Integration

All campers have opportunities to participate in the Internet lab activities that are offered in the morning and afternoon. The home page presented to them as they enter the lab is tailored to camper interests and abilities. The page is dynamic and is changed over the course of the camp as new resources are found, interest in old resources is exhausted, and campers express their interests. Most campers are escorted by adult assistants who are part of the Camp program and assist campers with Internet activities.

Publicity

The Internet Fun program is publicized through regular Camp mailings and is also publicized in the DO-IT News newsletter. No special registration for Internet Fun is required of campers.

Camp Contact Information

Camp Lots of Fun
Scott Hall, Pierce County Parks & Recreation Department
9112 Lakewood Drive SW, Suite 121
Tacoma, WA 98499-3998 206-593-4176

Description

Camp Easter Seal serves children, youth and adults with physical and developmental disabilities throughout the summer. DO-IT provides an Internet Adventures open lab during several summer camp sessions.

Instructional and Technical Team

DO-IT staff members provide overall coordination and technical set-up of the Internet Adventures program. A special education teacher is the lead instructor. High school and college students provide technical and instructional assistance.

Goals

The goals of the Internet Adventures program are for campers to become familiar with a variety of Internet resources and to develop basic Internet exploration and communication skills.

Materials

Internet browser and filtering software are used to access Internet resources. A Web page with links to Internet resources appropriate for the ages, interests, and skill levels of campers is created for each session. As campers enter the lab, they are presented with this Web page and assisted in making selections. More advanced students learn to use electronic mail and perform Web searches. Staff take digitized pictures and help campers write bios to put up on a camp program Web page. Staff print copies of bios and pictures for campers to take home. Each camper receives a certificate of achievement.

Facility and Computers

Easter Seals owns the grounds and facilities where camp sessions are offered. A room in an existing camp building is used for the Internet program. Compaq Computer loans computers for the Internet Adventures program. Digital Vision, Inc., loans digital cameras and video capture boards. There are one or two campers at each computer station. DO-IT provides adaptive technology and other accommodations for campers who cannot use standard computer devices.

Internet Service 

Internet service to the camp is provided by a local Internet service provider. Dialup with extra phone lines is installed at the camp.

Program Integration

All campers have opportunities to sign up for the Internet lab during morning and afternoon sessions. The home page presented to them as they enter the lab and is tailored to camper interests, ages, and abilities. The page is dynamic and is changed over the course of the camp as new resources are found, interest in old resources is exhausted, and campers express their interests.

Publicity

The Internet Adventures program is publicized through regular Easter Seals camp mailings and newsletters and in the DO-IT News newsletter. No special registration for Internet Adventures is required of campers.

Camp Contact Information

Camp Easter Seal West
Andi Reed, Director
PO Box J
Vaughn, WA 98394
253-884-2722

Description

The Northwest Burn Foundation sponsors a camp for teenagers who have survived serious burns. DO-IT provides an Internet Exploration open lab during this summer camp session.

Instructional and Technical Team

DO-IT staff members provide overall coordination and technical set-up of the Internet Exploration program. A teacher is the lead instructor. High school and college students provide technical and instructional assistance.

Goals

The goals of the Internet Exploration program are for campers to become familiar with a variety of Internet resources and to develop basic Internet Exploration and communication skills.

Materials

NCSA Telnet and Internet browser filtering software are used to access Internet resources. A Web page with links to Internet resources appropriate for the ages, interests, and skill levels of campers is created for each session. As campers enter the lab, they are presented with this Web page and assisted in making selections. More advanced students learn to use electronic mail and perform Web searches. Staff take digitized pictures and help campers write bios to put up on a camp program Web page. Staff print copies of bios and pictures for campers to take home. Each camper receives a certificate of achievement.

Facility and Computers

The Northwest Burn Foundation rents Camp Waskowitz for their program. A crafts room in an existing camp building is used for the Internet program. Compaq Computer loans computers for the Internet Exploration program. Digital Vision, Inc., loans digital cameras and video capture boards. There are one or two campers at each computer station. DO-IT provides adaptive technology and other accommodations for campers who cannot use standard computer devices.

Internet Service

Ten phone lines are installed in the lab for the Internet Exploration program. Computers are equipped with modems. A local Internet service provided provides access to the Internet: accounts are purchased for the minimum time allowed, one month, for $20 each.

Program Integration

All campers have opportunities to sign up for the Internet lab during morning and afternoon sessions. The home page presented to them as they enter the lab is tailored to camper interests, ages, and abilities. The page is dynamic and is changed over the course of the camp as new resources are found, interest in old resources is exhausted, and campers express their interests.

Publicity

The Internet Exploration program is publicized through regular camp mailings by the Northwest Burn Foundation. It is also publicized in the DO-IT News newsletter. No special registration for Internet Exploration is required of campers.

Camp Contact Information

Summer Camp for Young Burn Survivors
Patti Simon, Program Director
Northwest Burn Foundation
1515 NW 52nd Street, Suite A
Seattle, WA 98107-3858
206-789-6838

Description

The Muscular Dystrophy Association (MDA) sponsors camps throughout the United States. The MDA camp at Camp Waskowitz serves children and youth with muscular dystrophy, ages 6 - 21. DO-IT provides an Internet Exploration open lab during this summer camp session.

Instructional and Technical Team

DO-IT staff members provide overall coordination and technical set-up of the Internet Exploration program. A teacher is the lead instructor. High school and college students provide technical and instructional assistance.

Goals

The goals of the Internet Exploration program are for campers to become familiar with a variety of Internet resources and to develop basic Internet Exploration and communication skills.

Materials

A Web page with links to Internet resources appropriate for the ages, interests, and skill levels of campers is created for each session. As campers enter the lab, they are presented with this Web page and assisted in making selections. More advanced students learn to use electronic mail and perform Web searches. Staff take digitized pictures and help campers write bios to put up on a camp program Web page. NCSA Telnet and Internet browser and filtering software are used to access Internet resources. Staff print copies of bios and pictures for campers to take home. Each camper receives a certificate of achievement.

Facility and Computers

MDA rents Camp Waskowitz for their program. A crafts room in an existing camp building is used for the Internet program. Compaq Computer loans computers for the Internet Exploration program. Digital Vision, Inc., loans digital cameras and video capture boards. There are one or two campers at each computer station. DO-IT provides adaptive technology and other accommodations for campers who cannot use standard computer devices.

Internet Service

Ten phone lines are installed in the lab for the Internet Exploration program. Computers are equipped with modems. A local Internet service provider provides access to the Internet: accounts are purchased for the minimum time allowed, one month, for $20 each.

Program Integration

All campers have opportunities to sign up for the Internet lab during morning and afternoon sessions. The home page presented to them as they enter the lab is tailored to camper interests, ages, and abilities. The page is dynamic and is changed over the course of the camp as new resources are found, interest in old resources is exhausted, and campers express their interests.

Publicity

The Internet Exploration program is publicized through regular MDA camp mailings and newsletters and in the DO-IT News newsletter. No special registration for Internet Exploration is required of campers.

Camp Contact Information

Muscular Dystrophy Summer Camp
Rosemary Owens, Camp Director
Muscular Dystrophy Association
801 Pacific Avenue
Tacoma, WA 98402
253-627-7575

Description

Each year, the DO-IT program selects twenty college-bound high school Sophomores with a variety of disabilities to participate in a multi-year program to study science, engineering, mathematics and technology and develop strategies for succeeding in college and careers. As part of the program, Scholars attend two summer session "camps," at the University of Washington. They live in the dorms, experience college life, and engage in a academic and leadership activities.

Instructional and Technical Team

DO-IT staff members coordinate and implement all camp activities.

Goals

Beginning Scholars develop skills that will help them use technology to support education and employment; prepare for college and employment; and succeed in college and careers in the fields of science, engineering, mathematics, and technology. Advanced campers learn to create WWW pages, organize Internet projects and work in teams to accomplish tasks.

Materials

The materials used during the camp session are similar to those used at Camp Courage (see Case Study #6 for details). A variety of Internet browsers, mail and telnet programs are used, depending on Scholar need. Filtering software is installed. During the program participants create Web pages with their pictures and bios. Each Scholar receives a certificate of achievement and a DO-IT Snapshots publication with pictures, bios and e-mail addresses of all Scholars.

Facility and Computers

DO-IT Scholars use an existing campus facility for summer session Internet activities. There is one Scholar assigned to each computer with appropriate adaptive technology installed as needed.

Internet Service

The facility used for the lab has an established Internet connection.

Program Integration

Specific topics for daily labs are related to overall program goals. The order and content of lessons are modified for each group, but similar to those used at Camp Courage. See Case Study #6 for details.

Publicity

The DO-IT Scholars program is publicized through regular DO-IT mailings, during conference presentations and exhibits, and in the DO-IT newsletter.

Camp Contact Information

DO-IT Scholars
University of Washington
Box 354842
Seattle, WA 98195-4842
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane
doit@uw.edu
https://www.washington.edu/doit/

Description

The Internet and College Preview Program is a special option for about 15 beginners and 10 advanced students as part of a ten-day residential program, "Teen Camp," hosted by Camp Courage in Maple Lake, MN. Camp Courage primarily serves children and youth with physical and sensory disabilities. The Internet and College Preview Program is the result of a partnership between Camp Courage and project DO-IT at the University of Washington.

Instructional and Technical Team

The director of DO-IT provides overall coordination of instruction. A high school math and computer teacher coordinates technical set-up and support. Specific staff assignments are as follows:

• Computer, software set-up and support:
  • Rick (coordinator), high school math/computer teacher from Wisconsin
  • Kris, college student from Oregon
• Primary instruction and support staff supervision:
  • Sheryl (coordinator), Director of DO-IT, University of Washington, Seattle
  • Rick
  • Kris
  • Jerry, college student/Camp counselor from Czechoslovakia
• Lab, instructional assistants:
  • Tiffany (intern), returning camper, high school student from Minnesota
  • Christin, high school student from Wisconsin
  • Camp Courage counselors to help individual campers
• Camp administrator and liaison with Internet program staff:
  • Roger
• Guest speakers:
  • Connie, staff of a college admissions office in Wisconsin, talks about college types, entrance requirements and procedures.
  • Dave, college professor, talks about faculty relationships, role plays with participants.
  • Roger, Camp Courage administrator, talks about finding and succeeding in employment.
  • Saint Cloud University staff and faculty deliver instruction and discuss campus life. 

Goals

Beginning campers develop skills that will help them:

• Use technology to support education and employment (usually 9:30 am-12 + open labs; students can work through the tutorial at their own pace, but topics are discussed as noted in the schedule).
• Prepare for and succeed in college and employment (3 - 5 pm daily + field trip).

Advanced campers learn to:

• Create WWW pages.
• Organize a project and work as a team to accomplish a task.

Materials

A VCR and monitor, overhead projector, computer projection system, and flip chart are used by instructors in the Internet and College Preview Program. Books, printed handouts, videotapes, and electronic resources are the primary instructional materials.

The book New Kids on the Net: A Tutorial for Teachers, Parents and Students is used as a student tutorial for those who want to work in lab sessions by proceeding step-by-step through activities at their own pace and as a student/teacher reference. Daily lab handouts are selected from the tear-out worksheets in the book New Kids on the Net: A NetWork Sampler.

The following DO-IT handouts are provided to each beginning student in a notebook.

• DO-IT Campers
• Camp: Beyond Summer
• Use of the Internet
• Working Together: People with Disabilities and Computer Technology
• DO-IT Pals
• Opening Doors: Mentoring on the Internet
• Disability-Related Resources on the Internet
• College: You can do it!
• Working Together: Science Teachers and Students with Disabilities  
• Working Together: Faculty and Students with Disabilities
• It's Your Career!

Short (8-15 minutes each) DO-IT videotapes are shown during the Internet and College Preview Program. They include:

• Camp: Beyond Summer
• Working Together: People with Disabilities and Computer Technology
• Opening Doors: Mentoring on the Internet
• College: You can DO-IT!
• Working Together: Science Teachers and Students with Disabilities
• Working Together: Faculty and Students with Disabilities
• It's Your Career!

World Wide Web materials used in the program include a home page and bookmarks created specifically to facilitate beginning activities; Internet sites from around the world, and Hot Mail, a Web-based electronic mail. Telnet and Internet browsers, and filtering software are used to access Internet resources. Each participant receives a certificate of achievement at the end of the program.

Facility and Computers

Initially, lounges within existing camper residences were used, one for the beginning and one for the advanced group. A donor was found to pay for the rental of fully-configured Macintosh computers. Recently, as a new residence was built for the camp, a daylight basement area was created for a large computer lab. There are one or two campers at each computer station. DO-IT provides adaptive technology and other accommodations for campers who cannot use standard computer devices.

Internet Service

A 56 KB dedicated high speed line is installed to the camp and Internet service is arranged through the local telephone company.

Program Integration

Internet program participants eat meals and participate in late afternoon and evening recreational activities with the other campers at Teen Camp. Topics for the Internet Scavenger Hunt and other activities support camp and program themes and work within the overall Camp schedule as indicated by the beginning group's detailed schedule below. There is a lot of interaction between students and staff. The names in parentheses only indicate the primary people responsible for making sure that the activity is a success.

Advanced Group Schedule

The advanced group forms a "company" and "hires" Jerry as a consultant. They are "employed" by the beginning campers to create a Web site for their program with pictures, bios and a daily log of activities. Each morning the advanced group reports their progress, makes assignments, and summarize next steps to the beginning group. Under Jerry's supervision, they work throughout the day in a lab separate from the beginning group.

Beginning Group Schedule

Saturday

Computer lab setup completion.
Camper check in.

Sunday

Morning 
Camp orientation, breakfast, lunch, and church options.

1:30 - 3 pm
Theme: Using technology to support education and employment
Activities (Sheryl):

• Introduce program, goals, activities, staff, schedule.
• Distribute notebooks.
• Refer to handout provided in notebook and show video, Camp: Beyond Summer.
• Refer to handout in notebook and show video, Working Together: People with Disabilities and Computer Technology.
• Overview use of computers, adaptive technology, Internet: Refer to handout in notebook, Use of the Internet.
• Overview Internet tools, acceptable use, safety on the Internet.
• Introduce WWW; give examples.
• Assign lab work to explore the program WWW home page (Kris).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Monday

8:30 am
Breakfast

9:30 am - 12 noon
Theme: Using technology to support education and employment
Activities:

• Advanced group delivers daily report and asks beginning campers for bios for the Web site they are creating, telling the beginners the e-mail address where the bios should be sent.
• Review WWW. What exciting discoveries did you make?; what problems did you encounter? (Sheryl)
• Refer to handout and show video, Opening Doors: Mentoring on the Internet.
• Review overview of Internet tools.
• Introduce electronic mail using Hotmail (Kris).
• Discuss etiquette and program expectations.
• For lab exercise, have campers use Hot Mail to
  1. send messages to DO-IT Scholars, Pals, Mentors (These participants were sent e-mail ahead of time encouraging them to interact with Camp Courage campers.).
  2. send a bio to the advanced group to be placed on the program WWW pages. 
  3. add to a silly story begun by Kris and e-mail to the next camper to do the same.

12:30 - 1:15 pm
Lunch

1:30 - 2:15 pm
Theme: Preparing for college and employment
Activities:

• Advanced group delivers daily report and informs beginning campers that they will be taking digitized pictures of them to go on the Web page.
• Talk about the fun and value in communicating with peers and mentors (Sheryl).
• Tell about DO-IT Pals, refer to handout in notebook (Tiffany, Kris).
• View video, College: You Can DO-IT! Review handout in notebook.
• Discuss college preparation.

2:15 - 3 pm
Continue computer lab exercises (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Tuesday

9 am - 1:30 pm
Take a field trip to Saint Cloud State University (Roger, Camp counselors). Tour campus radio/TV station, attend college survival skills class, have lunch in student union building, listen to presentation of disabled student services, and visit a dormitory.

1:30 - 3 pm
Open computer lab (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

 

Wednesday

8:30 am
Breakfast

9:30 am - 12 noon
Theme: Using technology to support education and employment
Activities (Kris):

• Advanced group delivers daily report.
• Review WWW and an overview of Internet tools.
• Discuss Telnet and FTP.
• Assign lab work to explore several telnet sites and to download a file using FTP.

12:30 - 1:15 pm
Lunch

1:30 - 2:15 pm
Theme: Preparing for college Activity (Sheryl, Kris, Tiffany):

• Discuss what you learned about college transition from the field trip to Saint Cloud State University yesterday.

2:15 - 3 pm
Continue lab exercises (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Thursday

8:30 am
Breakfast

9:30 am - 12 noon
Theme: Using technology to support education and employment
Activities (Kris):

• Advanced group delivers daily report.
• Review overview of Internet tools.
• Discuss history and use of Gopher, URL format of Gopher sites.
• For lab, have campers explore a gopher and telnet site.

12:30 - 1:15 pm
Lunch

1:30 - 2:15 pm
Theme: Preparing for and succeeding in college
Activities:

• Discuss self-advocacy.
• Refer to handout in notebook and show video, Working Together: Science Teachers and Students with Disabilities.
• Panel (Kris, Tiffany, camp counselors) shares experiences and give advice regarding moving away from home (housing, social services, etc.), transitioning to and succeeding in college.

2:15 - 3 pm
Continue lab exercises (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Friday

8:30 am
Breakfast

9:30 am - 12 noon
Theme: Using technology to support education and employment

Activities (Rick, Kris):

• Advanced group delivers daily report, demonstrates Web site, and asks for input from beginning campers.
• Give technical overview and discuss options for connecting to the Internet.
• Discuss WWW search engines.
• For lab, have campers use several search engines using the same key words and compare the number and quality of matches.

12:30 - 1:15 pm
Lunch

1:30 - 2:15 pm
Theme: Succeeding in college
Activities (Sheryl, Dave):

• Review legal right to and typical accommodations on college campuses.
• Discuss how to best work with college faculty to achieve college success.
• Hear views from a professor (the job of a professor, relationships with students, advice for working with professors).
• Refer to handout in notebook and show videotape, Working Together: Faculty and Students with Disabilities.
• Campers role-play with professor, introducing themselves as new students in his class and discussing accommodations.

2:15 - 3 pm
Continue lab exercises (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Saturday

Theme: Using technology to support education and employment
Activities (Kris, Sheryl, Rick):

• Advanced group delivers daily report and demonstrates completed Web page.
• Wrap up Internet content; Q&A.
• Compete in pairs in the Internet Scavenger Hunt.

12:30 - 1:15 pm
Lunch

1:30 - 2:15 pm
Theme: Preparing for and succeeding in employment
Activities (Roger):

• Refer to handout and view video: It's Your Career!
• Discuss the value of work experience before college.
• Summarize guidelines for resume building and writing.
• Discuss how to find and apply for jobs and other work-based learning opportunities.
• Provide advice for succeeding on the job.
• Share personal experiences and advice (Kris, Camp counselors)
• Program wrap-up, distribute certificates to participants (Sheryl, Rick, Kris).

2:15 - 3 pm
Open lab (Kris, Christin, Tiffany).

3 - 5 pm
Choose camp activities or open computer lab (Kris, Christin, Tiffany).

5:30
Dinner

In the evening, participate in Camp activities or open computer lab (Camp Courage counselor reporting to Kris).

Sunday

8:30 am
Breakfast

Lab take down (Rick, Kris, Christin, Tiffany).
Campers leave between 9:30 am - 12 noon.
Meet individually with parents to discuss Internet experiences, Internet access from homes and schools, and participation in DO-IT Pals (Sheryl).

Camp Contact Information

Camp Courage Internet & College Preview Program
Maple Lake, MN
Courage Center Camping Department
3915 Golden Valley Road
Golden Valley, MN 55422
612-520-0245
camping@MTN.org

Audience

This lesson is designed for young campers. Reading skills are not necessary for this activity. Read instructions to non-readers. The Web site used in the lesson is fun. It was tested by the experts, kids.

Objectives

Your campers will learn to make choices as they enjoy building their own monsters using the Build a Monster Web site.

Web Site

Build a Monster
www.rahul.net/renoir/monster/monster.html

Presentation

Very little lecture time is necessary for this activity. You will need index cards for an off-line activity associated with the lesson. Since you will be working with young campers you may want to access the site for them before you begin. Give an explanation of what the campers can do at this site and, then, just let them go to it. A potential presentation outline follows.

• Present a captivating introduction to the lesson. Ask "What is a monster? Are monsters real?"
• Provide an overview of today's activity.
• Distribute the worksheet and facilitate today's Internet activity.
• Summarize and discuss what was learned today.

Audience  

This lesson is designed for campers who are at an early elementary reading level. The site used, KidPub, was developed by a father who wanted to encourage his daughter to write. KidPub allows campers to write and share stories with other kids.

Objectives

Your campers will write and share their own stories. You can encourage them to write about any topic or you can have them focus on stories associated with their experiences at camp.

Web Site

KidPub
www.kidpub.org

Presentation

Very little lecture time is necessary for this lesson. You will need to provide the URL and give an explanation of what the campers can do at this site. Then, just let them go to it. A possible presentation outline is offered below.

• Present a captivating introduction to the lesson. Perhaps ask a camper to tell a short story about a camping experience.
• Provide an overview of today's activity.
• Distribute the worksheet and facilitate today's activity.
• Summarize and discuss what was learned today. Encourage campers to share their stories.

Audience

This lesson is designed for campers who are at the early elementary reading level but is fun for older kids, too. The site you'll be using, Build-A-Card, is one of several Web sites that allows you to make and send greeting cards via the Internet. Campers must have e-mail addresses in order for this activity too work for your group.

Objectives

Your campers will appreciate the opportunity to design and personalize their own greeting cards. They will also have the option of sending cards to friends at the same camp or to friends and family elsewhere (if they know their e-mail addresses).

Web Site

Build-A-Card
www.buildacard.com

Presentation

Very little lecture time is necessary for this lesson. You will need to provide the URL and give an explanation of what the campers can do at this site. Encourage them to be creative as they design and write their own personalized the cards. A possible presentation outline is offered below.

• Present a captivating introduction to the lesson. Ask, "Have you ever received a greeting card from a friend far away? What was it like?" Encourage campers to share their experiences.
• Provide an overview of today's activity.
• Distribute the worksheet and facilitate today's activity.
• Summarize and discuss what was learned today.

Audience

This lesson is designed for younger campers who are in kindergarten through third grade. The site you'll be using, My Hero, will give you a chance to talk about positive influences in your campers' lives.

Objectives

Your campers will have the opportunity to think about people or things that have influenced them in their young lives. You may be surprised to discover the interesting and sensitive stories you will hear from campers who have only been alive for even six or seven years.

Web Site

My Hero
https://myhero.com/

Presentation

Although you will not need a great deal of formal presentation time for this lesson, you do need to start a dialog on the meaning of "hero." A possible presentation outline is offered below.

• Present a captivating introduction to the lesson. Ask "What is a hero?" Let your campers work together to create a definition. Then encourage campers to share who their heroes are and why.
• Provide an overview of today's activity. Tell them that today they will get to write stories about their heroes and post them on the Internet for others to see.
• Distribute the activity worksheet and facilitate today's activity.
• After the activity ask campers to share their hero stories with each other.

Audience

This lesson is designed for campers who are at about a middle school reading level and who can find and follow the directions and links in a Web site. The Web pages used in the lesson include information that is appropriate for this audience, as well as for more advanced students.

Objectives

By the time your campers have finished this lesson, they should be able to name the nine planets in order and to state specific information about Uranus. The activities described in the worksheet will encourage them to do some creative writing and think about celestial bodies and how they are named.

Web Site

The Nine Planets, by Bill Arnett
www.asi.org/nineplanets

Presentation

Limit lecture time to allow campers time to practice, explore, and learn at their own pace. Here is one way you can organize this lesson:

• Present a captivating introduction to the lesson. For example, talk about an interesting fact about space or one of the planets.
• Provide an overview of today's activity.
• Distribute the activity worksheet and facilitate today's activity.
• Summarize and discuss what was learned today.

Audience

This lesson is designed for campers who are at least a middle school reading level and who can find and follow a specific Web site. The Web site used in this activity includes information that is appropriate for this audience, but much of it is appropriate for more advanced readers.

Objectives

After completion of this lesson, campers will be able to describe special features of a city. The worksheet and activities should encourage them to do some creative writing while they think about traveling across the United States.

Web Site

USA CityLink
www.usacitylink.com

Presentation

Limit lecture time to allow campers time to practice, explore, and learn at their own pace. Here is one way you can organize this lesson:

• Present a captivating introduction to this activity. Ask the campers "Would you like to travel across the United States? Where would you like to go? What interesting parts of the country have you already visited?"
• Provide an overview of today's lesson.
• Distribute activity sheet and facilitate today's activity.
• Summarize today's lesson. Encourage discussion about their explorations.

Audience

The topic for this lesson is appropriate for young campers, but the vocabulary and some of the theory presented in this Web site is a challenge to many elementary school students. Middle school campers should find this lesson challenging and fun without much additional teaching, but younger participants may need help. The sections that present the physics of rainbow formations will be challenging for even high school students. Spend time previewing the site so that you can direct your campers to sections appropriate for them.

Objectives

By the time your campers have finished this lesson, they will be able to explain what a rainbow is and describe how it is formed.

Web Site

About Rainbows, by Beverly T. Lynds
eo.ucar.edu/rainbows

Presentation

Limit lecture time to allow campers time to practice, explore, and learn at their own pace. The Web site used in this activity covers a topic suitable for youngsters, but the content of the site can be complex. Allow extra time to answer questions and to work with campers one-on-one. Here is one way you can organize this lesson.

• Present a captivating introduction to this activity. Ask, "When do rainbows usually appear?"
• Provide an overview of today's activity.
• Distribute the activity sheet and facilitate today's activity. Provide individual help.
• Summarize today's lessons.

Audience

The topic for this activity is appropriate for many grade levels and is particularly entertaining for elementary school students. Campers should find this lesson fun.

Goals

By the time your campers have finished this lesson, they should be able to enter words to create an interesting story.

Web Site

Wacky Web Tales™
www.eduplace.com/tales

Presentation

Limit lecture time to allow campers time to explore at their own pace. Help campers who have difficulties interacting with the site. The list below is one way you can organize this lesson.

• Present a captivating introduction to this lesson. Ask, "do you like to tell funny stories? Can someone share a funny story with the group?"
• Provide an overview of today's activity, linking it to previous lessons.
• Facilitate today's activity.
• Summarize and discuss today's activity. Encourage campers to share their wacky stories. Print them out if you have a printer.

Audience

This lesson is designed for campers who are at about a middle school reading level and who can find and follow the instructions and links in a specific Web site. The site used in the lesson includes information that is appropriate for this audience, as well as for more advanced students. Although some of the vocabulary is complex, the author, Dr. Kadar, provides helpful definitions for most terms.

Objectives

When campers have finished this lesson, they will be able to list the immune system's three types of defense responses, and provide examples for each response. Campers will also be able to apply what they've learned as they think about how different diseases affect the body.

Web Site

Dr. Avraham Kadar's Immunology Home Page
http://www.cloud9.net/~thekads

Presentation

Limit lecture time to allow campers time to practice, explore, and learn at their own pace. The topic of this lesson is a good one to use for discussion. Your campers may find in this activity a good opportunity to bring up questions about illness and disease.

Here is one way you can organize this lesson:

• Present a captivating introduction to the lesson. Ask, "What is the purpose of your body's immune system? What happens if your immune system doesn't work well?"
• Provide an overview of today's activity.
• Distribute activity sheet and facilitate today's activity.
• Start an e-mail discussion on today's topic.
• Summarize and discuss what was learned.

Audience

This Internet scavenger hunt can be tailored to suit almost any situation or age group. You can use it to strengthen other lessons or to explore sites of interest to your campers. As you can see from the worksheet example, almost any person or object can be used as part of the hunt.

Objectives

Your campers will work in teams to apply search skills in finding specific information on the Internet.

Web Sites

Many

Presentation

The outline below can help you with this lesson.

• Organize the group in pairs. You can let them choose their own partners or set the pairs yourself.
• Present a captivating introduction to the lesson. Ask, "Have you ever been on a scavenger hunt? Tell about your experiences."
• Provide an overview of today's activity. Tell them that today, in pairs, they will go on a scavenger hunt on the Internet.
• Explain the purpose and the rules (e.g., time limits). Teams begin with a list of objects that they must capture on their computer screen. Once a staff member initials the item, the team goes on to another object on the list. The team with the most hits at the end of the time period wins a prize (consider offering several prizes).
• Distribute the activity worksheet and facilitate today's activity.
• Collect the worksheets, count the number of finds for each team, and distribute prizes.