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Presents a synopsis of the Minnesota-based Winona Middle School's classes on media/technology program staff development. Definition and uses of the Internet; Navigating the Internet using browsers; Advanced browsers; Introduction to electronic mail; Advanced electronic mail.

Features the library media center of Winona Middle School in Winona, Minnesota. Proximity of the central location to core classrooms and administration; Design of computer laboratories; Flexibility and accessibility of space; Computer access for all students.

Focuses on the use of national information literacy guidelines by educational media specialists to align their standards to state and content area standards in the United States. State curriculum and matrices for information literacy; Examples of technology standards; Requirements to students in using technology to access information.

Focuses data gathering for maximum results in secondary school libraries. Media center and laboratory usage; Management of libraries' media/technology programs; Determination of causes of circulation decline.

Focuses on the Family Reading Time program developed by the Winona Middle School in Minnesota. Details of the program; Amount of money given as funding for the program; Measures taken to improve the accessibility of the program.

Explains the importance of public relations for school libraries. Use of public relations campaign prior to initiation budget cut or other radical moves; Defense source during tough situations; Role of teachers in a successful public relations campaign. INSET: Much of public relations is common sense. Some other....

Features the media/technology program of Winona Middle School, which is situated in an 80-year-old building. What the program is based on; Problems with wiring the building; Increase of communication resulting from e-mail systems.

Reviews the computer software, `Digital Chisel://HTML.'

Focuses on teaching information technology to teachers, while mentioning the teaching program at Winona Middle School, in Winona, Minnesota. How the program is structured; Mentioning the graduating standards of the state; Listing of the courses for staff development.

Focuses on the impact of the Internet on students in the United States. Reasons for the popularity of the Internet; Effect of using the Internet as a research tool; Details on changes made in schools to accommodate the Internet; Benefits of using the Internet.

Presents information on students creating their own Web pages. Concerns of teachers about these projects; Approval of the Web policy; Aids in creating Web pages; Reference to a beginners guide for creating Web pages.

Reports on two software programs, `Persuasion' and `Powerpoint', designed to create slide-show presentations. Features of the programs; Advantages of the programs.

Focuses on the demand of teachers and students for the computer technology. Need of more access to multimedia tools and graphics; Preference of students to find reference materials on the computer; Integration of technology into the curriculum and working with students on special projects.

Presents information on the three World Wide Web sites acquired by the Winona Middle School. Factors which contributed to the development of these sites; Name of the first Web site; Name of corporation which provided the school with a grant; Type of institutions eligible for grant from this corporation; Reasons for establishing first Web site; Type of information that can be accessed from this site; Information on the other two sites.

Presents suggestions for stretching the budget to provide technological resources for media center, based on things that have worked at Winona Middle School in Minnesota. Keeping of statistics; Recording al all hardware purchase and warranty information; Recording of software serial numbers; Centralization of purchases; Use of printers and printer supplies; Plan for reallocating hardware and software.

Focuses on the impact of technology on teachers and librarians. Job restructuring; Staff development; Job responsibilities; Curriculum partnerships; Models of curriculum delivery; Planning expertise.

Reports on the participation of the author in an Internet institute at the University of Michigan, Ann Arbor. Equity issues; Technical needs; Human interaction.

Presents the author's experiences in the automation of the media center of Winona Middle School in Wisconsin. Mistakes in the implementation; Increase in access to resources in the media center as greatest success in network planning; Recommendations for successful implementation.

Features Minnesota's Winona Cotter High School's use of technology adopted for learning. Impact on the school's enrollment; Materials for classroom and school-wide choices on the video delivery menu; Equipments for each of the smart classrooms; Servers for providing access to software applications available on the Ethernet Apple Share Network; Importance of human network to Cotter.

Discusses the use of videodiscs or read-only optical discs in the classroom. Winona Middle School math and science teachers' use of interactive, multimedia instruction; Implementation of outcome-based education; Preparation for instructional planning using videodisc technology.

Discusses several of the future trends for businesses described by Robert Tucker in his book `Managing the Future: 10 Driving Forces of Changes for the 90s' that are also applicable to education. Speed, convenience and customer service; Choice; Age waves; Lifestyle; Technological edge; How incorporating resource-based teaching and cooperative learning affects school librarians; Facilities design; More.

Focuses on the role of technical support on the effectiveness of information technology. Reinstallation of systems; Routine troubleshooting; Involvement in supporting the technological needs of the teachers and kids.

Focuses on the information literacy standards implemented in local school curriculum in the United States. Relationship between information literacy and effective learning; Role of the students in contributing to the learning community and to the society; Need for the standards to fit with the standards of the state and the unit.

Reviews the computer software Information Highway Bicycle Training Course by Patrick Lewis and Allen Armstrong.

Reviews the computer software Living Deserts & Rainforest.

Provides information on how to use the Internet. Direction before beginning a search; Provision of instruction about search strategies; Scheduling of the use of projection devices.

Provides tips for Internet user. Saving of a GIF image from Netscape; Setting up of a `Good Curriculum Web Sites' database with ClarisWorks; Use of graphic conversion program; Turning off of the autoload images feature of Netscape.

Reports on the generosity of the Hiawatha Foundation in Winona, Minnesota, which will be linked by fiber optic cable. Description of Luminet as an `always-evolving, pervasive' network; Education and information sharing; Community collaboration which makes Luminet unique.

Describes the use of outside technical support for troubleshooting and repair of equipment in the computer laboratory of Winona Middle School in Minnesota. Apple computer systems engineer; Local educational computer company; Methods of reporting the school's needs to the technicians; Tasks performed by the technicians.

Offers tips to school media specialists how to make successful technology connections with teachers and students through media programs.

Presents observations for media specialists on the uses of computer technology by teachers and students. Model proper, effective uses of technology and provide continual training; Adequate funding for staff development; Fast hardware with adequate memory and storage; Better computers means fewer repairs; Best software purchases; Technology trends; Digital information revolution.

Discusses the role outcome-based education can play in media programs and in the instructional process. What outcome-based education is and how it works; How OBE is based on a belief system and a vision for improved education; The underlying beliefs about OBE; How all individuals can learn successfully; Success results in further success; Multiple teaching and learning strategies; More.