each person must put in 500 words ill start



Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances.

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances.

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. In the Far East there was a great king who had no work to do. Every day,
and all day long, he sat on soft cushions and listened to stories. And no
matter what the story was about, he never grew tired of hearing it, even
though it was very long.
"There is only one fault that I find with your story," he often said: "it is
too short."
All the story-tellers in the world were invited to his palace; and some of
them told tales that were very long indeed. But the king was always sad
when a story was ended.
At last he sent word into every city and town and country place, offering a
prize to any one who should tell him an endless tale. He said,--
"To the man that will tell me a story which shall last forever, I will give
my fairest daughter for his wife; and I will make him my heir, and he
shall be king after me."
But this was not all. He added a very hard condition. "If any man shall try
to tell such a story and then fail, he shall have his head cut off."
The king's daughter was very pretty, and there were many young men in
that country who were willing to do anything to win her. But none of them
wanted to lose their heads, and so only a few tried for the prize.
One young man invented a story that lasted three months; but at the end
of that time, he could think of nothing more. His fate was a warning to
others, and it was a long time before another story-teller was so rash as
to try the king's patience.
But one day a stranger from the South came into the palace.
"Great king," he said, "is it true that you offer a prize to the man who can
tell a story that has no end?"
"It is true," said the king.
"And shall this man have your fairest daughter for his wife, and shall he
be your heir?"
"Yes, if he succeeds," said the king. "But if he fails, he shall lose his
head."
"Very well, then," said the stranger. "I have a pleasant story about
locusts which I would like to relate."
"Tell it," said the king. "I will listen to you."
The story-teller began his tale.
"Once upon a time a certain king seized upon all the corn in his country,
and stored it away in a strong granary. But a swarm of locusts came over
the land and saw where the grain had been put. After searching for many
days they found on the east side of the granary a crevice that was just
large enough for one locust to pass through at a time. So one locust went
in and carried away a grain of corn; then another locust went in and
carried away a grain of corn; then another locust went in and carried
away a grain of corn."
Day after day, week after week, the man kept on saying, "Then another
locust went in and carried away a grain of corn."
A month passed; a year passed. At the end of two years, the king said,--
"How much longer will the locusts be going in and carrying away corn?"
"O king!" said the story-teller, "they have as yet cleared only one cubit;
and there are many thousand cubits in the granary."
"Man, man!" cried the king, "you will drive me mad. I can listen to it no
longer. Take my daughter; be my heir; rule my kingdom. But do not let
me hear another word about those horrible locusts!"
And so the strange story-teller married the king's daughter. And he lived
happily in the land for many years. But his father-in-law, the king, did not
care to listen to any more stories.

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. In the Far East there was a great king who had no work to do. Every day,
and all day long, he sat on soft cushions and listened to stories. And no
matter what the story was about, he never grew tired of hearing it, even
though it was very long.
"There is only one fault that I find with your story," he often said: "it is
too short."
All the story-tellers in the world were invited to his palace; and some of
them told tales that were very long indeed. But the king was always sad
when a story was ended.
At last he sent word into every city and town and country place, offering a
prize to any one who should tell him an endless tale. He said,--
"To the man that will tell me a story which shall last forever, I will give
my fairest daughter for his wife; and I will make him my heir, and he
shall be king after me."
But this was not all. He added a very hard condition. "If any man shall try
to tell such a story and then fail, he shall have his head cut off."
The king's daughter was very pretty, and there were many young men in
that country who were willing to do anything to win her. But none of them
wanted to lose their heads, and so only a few tried for the prize.
One young man invented a story that lasted three months; but at the end
of that time, he could think of nothing more. His fate was a warning to
others, and it was a long time before another story-teller was so rash as
to try the king's patience.
But one day a stranger from the South came into the palace.
"Great king," he said, "is it true that you offer a prize to the man who can
tell a story that has no end?"
"It is true," said the king.
"And shall this man have your fairest daughter for his wife, and shall he
be your heir?"
"Yes, if he succeeds," said the king. "But if he fails, he shall lose his
head."
"Very well, then," said the stranger. "I have a pleasant story about
locusts which I would like to relate."
"Tell it," said the king. "I will listen to you."
The story-teller began his tale.
"Once upon a time a certain king seized upon all the corn in his country,
and stored it away in a strong granary. But a swarm of locusts came over
the land and saw where the grain had been put. After searching for many
days they found on the east side of the granary a crevice that was just
large enough for one locust to pass through at a time. So one locust went
in and carried away a grain of corn; then another locust went in and
carried away a grain of corn; then another locust went in and carried
away a grain of corn."
Day after day, week after week, the man kept on saying, "Then another
locust went in and carried away a grain of corn."
A month passed; a year passed. At the end of two years, the king said,--
"How much longer will the locusts be going in and carrying away corn?"
"O king!" said the story-teller, "they have as yet cleared only one cubit;
and there are many thousand cubits in the granary."
"Man, man!" cried the king, "you will drive me mad. I can listen to it no
longer. Take my daughter; be my heir; rule my kingdom. But do not let
me hear another word about those horrible locusts!"
And so the strange story-teller married the king's daughter. And he lived
happily in the land for many years. But his father-in-law, the king, did not
care to listen to any more stories.
There was once a king of Scotland whose name was Robert Bruce. He had
need to be both brave and wise, for the times in which he lived were wild
and rude. The King of England was at war with him, and had led a great
army into Scotland to drive him out of the land.
Battle after battle had been fought. Six times had Bruce led his brave
little army against his foes; and six times had his men been beaten, and
driven into flight. At last his army was scattered, and he was forced to
hide himself in the woods and in lonely places among the mountains.
One rainy day, Bruce lay on the ground under a rude shed, listening to
the patter of the drops on the roof above him. He was tired and sick at
heart, and ready to give up all hope. It seemed to him that there was no
use for him to try to do anything more.
As he lay thinking, he saw a spider over his head, making ready to weave
her web. He watched her as she toiled slowly and with great care. Six
times she tried to throw her frail thread from one beam to another, and
six times it fell short.
"Poor thing!" said Bruce: "you, too, know what it is to fail."
But the spider did not lose hope with the sixth failure. With still more
care, she made ready to try for the seventh time. Bruce almost forgot his
own troubles as he watched her swing herself out upon the slender line.
Would she fail again? No! The thread was carried safely to the beam, and
fastened there.
"I, too, will try a seventh time!" cried Bruce.
He arose and called his men together. He told them of his plans, and sent
them out with messages of cheer to his disheartened people. Soon there
was an army of brave Scotchmen around him. Another battle was fought,
and the King of England was glad to go back into his own country.
I have heard it said, that, after that day, no one by the name of Bruce
would ever hurt a spider. The lesson which the little creature had taught
the king was never forgotten.

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. In the Far East there was a great king who had no work to do. Every day,
and all day long, he sat on soft cushions and listened to stories. And no
matter what the story was about, he never grew tired of hearing it, even
though it was very long.
"There is only one fault that I find with your story," he often said: "it is
too short."
All the story-tellers in the world were invited to his palace; and some of
them told tales that were very long indeed. But the king was always sad
when a story was ended.
At last he sent word into every city and town and country place, offering a
prize to any one who should tell him an endless tale. He said,--
"To the man that will tell me a story which shall last forever, I will give
my fairest daughter for his wife; and I will make him my heir, and he
shall be king after me."
But this was not all. He added a very hard condition. "If any man shall try
to tell such a story and then fail, he shall have his head cut off."
The king's daughter was very pretty, and there were many young men in
that country who were willing to do anything to win her. But none of them
wanted to lose their heads, and so only a few tried for the prize.
One young man invented a story that lasted three months; but at the end
of that time, he could think of nothing more. His fate was a warning to
others, and it was a long time before another story-teller was so rash as
to try the king's patience.
But one day a stranger from the South came into the palace.
"Great king," he said, "is it true that you offer a prize to the man who can
tell a story that has no end?"
"It is true," said the king.
"And shall this man have your fairest daughter for his wife, and shall he
be your heir?"
"Yes, if he succeeds," said the king. "But if he fails, he shall lose his
head."
"Very well, then," said the stranger. "I have a pleasant story about
locusts which I would like to relate."
"Tell it," said the king. "I will listen to you."
The story-teller began his tale.
"Once upon a time a certain king seized upon all the corn in his country,
and stored it away in a strong granary. But a swarm of locusts came over
the land and saw where the grain had been put. After searching for many
days they found on the east side of the granary a crevice that was just
large enough for one locust to pass through at a time. So one locust went
in and carried away a grain of corn; then another locust went in and
carried away a grain of corn; then another locust went in and carried
away a grain of corn."
Day after day, week after week, the man kept on saying, "Then another
locust went in and carried away a grain of corn."
A month passed; a year passed. At the end of two years, the king said,--
"How much longer will the locusts be going in and carrying away corn?"
"O king!" said the story-teller, "they have as yet cleared only one cubit;
and there are many thousand cubits in the granary."
"Man, man!" cried the king, "you will drive me mad. I can listen to it no
longer. Take my daughter; be my heir; rule my kingdom. But do not let
me hear another word about those horrible locusts!"
And so the strange story-teller married the king's daughter. And he lived
happily in the land for many years. But his father-in-law, the king, did not
care to listen to any more stories.
There was once a king of Scotland whose name was Robert Bruce. He had
need to be both brave and wise, for the times in which he lived were wild
and rude. The King of England was at war with him, and had led a great
army into Scotland to drive him out of the land.
Battle after battle had been fought. Six times had Bruce led his brave
little army against his foes; and six times had his men been beaten, and
driven into flight. At last his army was scattered, and he was forced to
hide himself in the woods and in lonely places among the mountains.
One rainy day, Bruce lay on the ground under a rude shed, listening to
the patter of the drops on the roof above him. He was tired and sick at
heart, and ready to give up all hope. It seemed to him that there was no
use for him to try to do anything more.
As he lay thinking, he saw a spider over his head, making ready to weave
her web. He watched her as she toiled slowly and with great care. Six
times she tried to throw her frail thread from one beam to another, and
six times it fell short.
"Poor thing!" said Bruce: "you, too, know what it is to fail."
But the spider did not lose hope with the sixth failure. With still more
care, she made ready to try for the seventh time. Bruce almost forgot his
own troubles as he watched her swing herself out upon the slender line.
Would she fail again? No! The thread was carried safely to the beam, and
fastened there.
"I, too, will try a seventh time!" cried Bruce.
He arose and called his men together. He told them of his plans, and sent
them out with messages of cheer to his disheartened people. Soon there
was an army of brave Scotchmen around him. Another battle was fought,
and the King of England was glad to go back into his own country.
I have heard it said, that, after that day, no one by the name of Bruce
would ever hurt a spider. The lesson which the little creature had taught
the king was never Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances.

Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances. In the Far East there was a great king who had no work to do. Every day,
and all day long, he sat on soft cushions and listened to stories. And no
matter what the story was about, he never grew tired of hearing it, even
though it was very long.
"There is only one fault that I find with your story," he often said: "it is
too short."
All the story-tellers in the world were invited to his palace; and some of
them told tales that were very long indeed. But the king was always sad
when a story was ended.
At last he sent word into every city and town and country place, offering a
prize to any one who should tell him an endless tale. He said,--
"To the man that will tell me a story which shall last forever, I will give
my fairest daughter for his wife; and I will make him my heir, and he
shall be king after me."
But this was not all. He added a very hard condition. "If any man shall try
to tell such a story and then fail, he shall have his head cut off."
The king's daughter was very pretty, and there were many young men in
that country who were willing to do anything to win her. But none of them
wanted to lose their heads, and so only a few tried for the prize.
One young man invented a story that lasted three months; but at the end
of that time, he could think of nothing more. His fate was a warning to
others, and it was a long time before another story-teller was so rash as
to try the king's patience.
But one day a stranger from the South came into the palace.
"Great king," he said, "is it true that you offer a prize to the man who can
tell a story that has no end?"
"It is true," said the king.
"And shall this man have your fairest daughter for his wife, and shall he
be your heir?"
"Yes, if he succeeds," said the king. "But if he fails, he shall lose his
head."
"Very well, then," said the stranger. "I have a pleasant story about
locusts which I would like to relate."
"Tell it," said the king. "I will listen to you."
The story-teller began his tale.
"Once upon a time a certain king seized upon all the corn in his country,
and stored it away in a strong granary. But a swarm of locusts came over
the land and saw where the grain had been put. After searching for many
days they found on the east side of the granary a crevice that was just
large enough for one locust to pass through at a time. So one locust went
in and carried away a grain of corn; then another locust went in and
carried away a grain of corn; then another locust went in and carried
away a grain of corn."
Day after day, week after week, the man kept on saying, "Then another
locust went in and carried away a grain of corn."
A month passed; a year passed. At the end of two years, the king said,--
"How much longer will the locusts be going in and carrying away corn?"
"O king!" said the story-teller, "they have as yet cleared only one cubit;
and there are many thousand cubits in the granary."
"Man, man!" cried the king, "you will drive me mad. I can listen to it no
longer. Take my daughter; be my heir; rule my kingdom. But do not let
me hear another word about those horrible locusts!"
And so the strange story-teller married the king's daughter. And he lived
happily in the land for many years. But his father-in-law, the king, did not
care to listen to any more stories.
There was once a king of Scotland whose name was Robert Bruce. He had
need to be both brave and wise, for the times in which he lived were wild
and rude. The King of England was at war with him, and had led a great
army into Scotland to drive him out of the land.
Battle after battle had been fought. Six times had Bruce led his brave
little army against his foes; and six times had his men been beaten, and
driven into flight. At last his army was scattered, and he was forced to
hide himself in the woods and in lonely places among the mountains.
One rainy day, Bruce lay on the ground under a rude shed, listening to
the patter of the drops on the roof above him. He was tired and sick at
heart, and ready to give up all hope. It seemed to him that there was no
use for him to try to do anything more.
As he lay thinking, he saw a spider over his head, making ready to weave
her web. He watched her as she toiled slowly and with great care. Six
times she tried to throw her frail thread from one beam to another, and
six times it fell short.
"Poor thing!" said Bruce: "you, too, know what it is to fail."
But the spider did not lose hope with the sixth failure. With still more
care, she made ready to try for the seventh time. Bruce almost forgot his
own troubles as he watched her swing herself out upon the slender line.
Would she fail again? No! The thread was carried safely to the beam, and
fastened there.
"I, too, will try a seventh time!" cried Bruce.
He arose and called his men together. He told them of his plans, and sent
them out with messages of cheer to his disheartened people. Soon there
was an army of brave Scotchmen around him. Another battle was fought,
and the King of England was glad to go back into his own country.
I have heard it said, that, after that day, no one by the name of Bruce
would ever hurt a spider. The lesson which the little creature had taught
the king was never Education means considerably more than just teaching a student to read, write, and
manipulate numbers. Computers, the Internet, and advanced electronic devices are
becoming essential in everyday life and have changed the way information is gathered. How
this new technology is utilized in the curriculum and managed by teachers will have an
important role to play in widening the resource and knowledge base for all students.
Technology affects the way teachers teach and students learn. To make the best use of
information technology (IT), schools need a workable plan to fully integrate it into all aspects
of the curriculum so students are taught how, why, and when to use technology to further
enhance their learning.
If a school does not have a clear plan of how and why it wishes to implement IT, then it runs
the risk of wasting money. In schools today, nearly all classrooms have access to a computer.
However, many schools mistake this as incorporating information technology into the
curriculum. School staff need to research what IT is available and what would best serve the
school's purpose, not simply purchase the latest equipment. There should be a policy stating
how IT is going to assist pupils' development and what teachers want pupils to achieve
(Reksten, 2000). Staff members need to be clear about what they want IT to do for them
before they can start incorporating it into their lessons.
The only way information technology is going to be useful to schools is if all staff members
are well-informed and fully supported. It is the principal's responsibility, and should be part
of the school's plan, to ensure that all staff are consulted about the changes, and that the
change is carefully organised. Some teachers may be resistant, especially if they have not had
much experience with computers, so training teachers is essential in implementing IT into the
school curriculum. Staff members must feel involved in the process of acquiring technology,
and in learning how to operate it, in order for them to increase their confidence in using IT as
a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if
they are competent users themselves (Reksten, 2000).
In addition, teachers need to be aware that IT within the classroom is extremely flexible, but
that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects,
and “must be used across the curriculum, in the same way that a pen and pencil are used in
most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need
to be fully informed about the capabilities of IT before being asked to use it. Pupils should be
aware that the contexts in which they use IT will change, and they need to know what the
appropriate use of IT is and what is not. Whilst it is important that children learn to use IT
effectively, teachers must emphasise that IT is not always suitable. According to Apter (196,
the danger is that the “computer dehumanizes people and inevitably leads them to act like
machines themselves” (p. 5. Teachers must make sure they plan to use variety in their
lessons. Too much IT instruction may be just as harmful to a child as not enough.
The usefulness of IT in the classroom, as with any learning tool, depends on the innovation
and imagination of the teacher. It is imperative, though, that the implementation of IT into a
school is carefully planned. The current information explosion makes it essential that IT be
used extensively within the classroom so children know how to use IT appropriately and
effectively. Teachers must, therefore, be fully informed about what kinds of IT are available
and whether or not they are appropriate for classroom use. School boards and teachers must
therefore ensure that all staff have a clear plan about what they want their students to
achieve through IT. The appropriate incorporation of IT into the classroom will broaden the
minds and skills of students, allowing them to be better prepared for further technological
advances.

The three masted schooner sliced gracefully through the tranquil waters the only sound the gentle swish of water past the hull. "Storm to port cap't" the cabin boy's yell breaks through the silence. Instantly the calm vanishes, men spring up from their slumber and scurry over the deck, frantically pinning down ropes and lowering the now ruffling sails. Waves like mountains smash over the men and rain pours down over their hunched shoulders. Then a monstrous wave sweeps towards them and as its white foamy crest thundered into their ship, the sailors dived towards the cabin door with eyes bulging and teeth set. Their shoulders collided with the door frame and the desperate straining mob tumbled to the ground in panic. As the wave struck the boat the mast creaked, splintered and snapped, spinning into the watery void...

......The boat swayed on, mast less, the currents pulling it into the centre of the storm. The rain was now so thick that they could not see through it and a wave would be invisible till it was right on top of them. Then suddenly they crested a wave into a huge flat area of the sea where the storm seemed not to exist. As they watched the water began to spin round and round till they were staring at a massive whirlpool and then from the centre of it rose a gargantuan tentacle encrusted with barnacles that began to sway in an entrancing dance as though conducting the storm. The boat spun round and tried to get away but the whirlpool sucked them in whirling them round in concentric circles one moment more and it was gone.

......The smashing wave disentangled the crew members and they stood up just in time to glimpse a singularly repugnant barnacle encrusted tentacle begin to slip off the edge of the boat. The nearest sailor jammed his dagger between a pair of limpets. Suddenly the tentacle reared up and smashed down on the deck; two more followed it and the sailors retreated into a huddle in the middle of the deck. The braver ones made a break for it but were either washed overboard or found by a probing tentacle. One of those found by the tentacles was whipped up in a breath quenching grasp and squeezed violently eyes popping and lungs constricting as he stabbed feebly at the disgusting appendage that grasped him. After this none dared to leave the cage formed of the tentacles even when the ships boards began to crack and creak as the tentacles began to squeeze. Slowly the boat was compressed and it seemed to be pulled downward as the owner of the tentacles levered itself upwards. Suddenly the hull is broken and forced splintering apart. As the deck splits to the underwater assault, sailors tumble off it to the seas below. Finally the deck is shoved apart and the horrendous visage is revealed the beast opens its beak with a scream of triumph.

The Kraken had risen again.