A lot of teachers know they should be using the computer more in their classrooms, but they don't know where to start. Or they're uncertain about how to blend technology into their lesson plans. Some have made a stab, but have given up when technical glitches or mixed results have stanched their enthusiasm. Others are afraid. For teachers who earned their degrees before computers became commonplace, the technology can still seem foreign and forbidding.

If you fall into one of these categories, this basic introduction may provide some guidance. It gives guidelines for selecting educational software. For the novice Internet user, it offers straightforward, jargon-free explanations of such technological mysteries as search engines and listservs. And it reveals the recommendations of Northwest educators, who have shared their favorite online resources and educational applications. To start, remember two simple rules:

Rule One: Be patient; allow for a learning curve. Taming the computer can seem overwhelming when viewed as a whole, but by breaking the subject into small pieces, persevering, and being patient, you will succeed. An insight to keep in mind: Even experienced computer users get frustrated; the difference is they know frustration is just par for the course.

Rule Two: Begin using the technology in nonthreatening arenas. Start by writing parent letters on the computer. Do lesson plans. Keep grades. As your skills increase, you can begin bringing this tool into the classroom. Don't be surprised if some students exceed your proficiency. Draw upon their expertise. Call on them as in-class experts. Ask them to serve as coaches to kids who may need extra help. Remember, they still need your guidance to understand and use the content.

If your computer is barely out of the box, start slowly. Seek guidance from a colleague, a class, or a consultant. The key is to plunge in. In all likelihood, even the most techno-reticent will come to love the computer for the educational doors it can open. Remember, there's no single right way to begin or one best way to use a computer in a classroom. But that first step must be taken.

SELECTING SOFTWARE
One of the first problems facing the computer-using teacher is choosing appropriate classroom software. Educational software (and software that calls itself educational) is everywhere. More than 2,000 titles are released annually. Much of this software is useful; some of it is awful. And none of it replaces the teacher. One study found that unsupervised students began using a software program on the Oregon Trail as if it were a computer game-ignoring problem-solving opportunities in a race to see who could end the simulation first. In other studies, students used trial-and-error strategies instead of calculations to solve math problems. In yet another study, students ran software for the sound effects instead of focusing on the content.

In other words, kids will be kids. They need guidance to stay on an educational path. There are many types of software. Some software develops rote memory or mechanical responses-skills required for arithmetic or sight word recognition. In these "drill and skill" programs, higher-order thinking skills are seldom required.

Software that supports discovery-based teaching methods encourages active intellectual involvement. With this type of program, what occurs on the screen often is determined by the user rather than the software developer. The interaction between learner and computer usually allows many acceptable responses. In other words, growth is open-ended.

To pick through the maze of software, it is helpful to work through a selection process similar to that used for choosing any resource to be added to the curriculum. Start by revisiting curriculum goals and standards. Hunt for software that will help students meet those goals and standards.

Set some basic guidelines for the software: its user friendliness, the level of student interaction, and the fit with curriculum requirements. Ask questions such as:

• Does the software involve problem solving or interaction between the students in a cooperative/collaborative mode of learning?
• Are leading characters diverse across sexes and races?
• Does the software perpetuate stereotypes or prejudices?
• Are the educational goals
• precisely defined by the software developers?
• Does the software vendor provide any instruction about how the software can be used in class and at home so that the best results can be expected?
• Does the software encourage reaching these goals by penalizing various misuses or providing guidance toward reaching the goals?
• Does the software discourage trial-and-error type behavior while favoring decisions resulting from analytical thinking?
• Are the special effects overwhelming the objectives of the software?
• Will the program fit the curriculum or will the curriculum have
• to be adapted to fit the program? (Some software has its own scope and sequence, and the teacher must adapt the classroom curriculum to match the computer curriculum.)
• Is the program theme-based or skills-based?

With a basic idea of what qualities you need from the software, do a broad survey to identify pro mising programs. Look through catalogs such as Sunburst or Learning Services for basic descriptions. Check reviews in educational technology magazines such as Electronic Learning and Learning and Leading with Technology. Read the reviews published in professional journals. The Internet offers a lot of options (see the next section for guidance on using the Internet). Visit Web sites that provide links to sources of reviews, such as the Northwest Educational Technology Consortium's "Software Evaluation" page (http://www.netc.org/software/) or the Children's Software Revue (http://www.childrenssoftware.com/). Amy Derby, resource librarian for the consortium, operated by the Northwest Regional Educational Laboratory, recommends another "excellent" resource: the Educational Software Selector (http://www.epie.org/), a database containing descriptions and impartial reviews of thousands of currently published educational software programs. Still another option is to post queries on newsgroups or mailing lists (see the discussion on "Online Forums" below).

There is no substitute for experience. Try to interview someone who's using the software you're considering (for starters, send an e-mail query to staff members in your school or district). If you find someone who's using it, visit his classroom and observe the software in action. Ask what he likes and dislikes about the program. In addition, many school districts, universities, and education service districts have software libraries and trained staff to help with the selection of appropriate software.

Even better, observe students as they interact with the program. That will be your best indication of whether the program serves your instructional objectives. Some software publishers allow you a free preview of an entire program. Others will provide a demo disk. Still others require you to buy the software, but will allow you to return it within a specified time limit. Or you may be able to borrow a program from another teacher to review.

Try to preview all programs that appear to meet your selection criteria before you commit to them. As a general rule, if there's no way to preview the software with your own students, it's best to avoid that software.

A few technical considerations: Make sure the software being considered will operate on your hardware system. If your computer is networked with others in the school, make sure the software will operate on networked systems. Some additional, technical things to ask when considering new software: Is the program upgraded yearly? Are free upgrades given? How much training comes with the program? What kind of support from the manufacturer is available? Is there a telephone hotline number for help?

Once you've answered all these questions and found a great software program, post it for your mailing list or newsgroup so others can benefit from your experience.

THE INTERNET
The Internet can provide access to a wealth of information for both teachers and students. Without leaving the classroom, you can retrieve information on almost any topic. You can work with colleagues and subject specialists. You can explore ideas.

First, a bit of history. The Internet-now frequently abbreviated to the "Net"-started in the 1960s as a project between the U.S. Depart ment of Defense and several universities conducting military research. The project aimed at developing a system of communication that could resist "interruptions caused by enemy attacks." The four California and Utah universities demonstrated the reliability of "packet-switched" networks. Instead of communicating directly and sequentially from point A to point B like telephones, these computers broke the information into small packets and sent them along a spider's web of telephone lines. If line 1 was too busy for any reason, the computers would automatically switch the next packet of information to line 2 or 3 or 4, and so on. The receiving computer then reassembled the various packets in the proper order, making a complete and coherent message. So the Internet -or interconnected network-was born.

The Net today offers several basic communication and information avenues:

• Electronic mail (e-mail) offers the chance to send a note to anyone anywhere in the world in an instant. It's much faster than "snail mail"-mail sent through the post office or express delivery services.
• Forums of various types (mailing lists, newsgroups) allow people to communicate with like-minded folk on specific topics, such as school projects, curriculum, or teaching strategies.
• The World Wide Web-usually shortened to the "Web"-is a subset of the Net. The Web allows online information to be enlivened by sound, graphics, even animation. Resources on the Web are typically linked to other resources, which in turn are linked to still more resources. Many classroom activities are likely to be on the Web. Web sites are filled with everything from bonafide research documents to personal ramblings.

The Internet-which provides access to a vast repository of information and near-infinite linkages between people and places worldwide-offers a storehouse of riches for students and teachers. Nick Cabot, a science teacher at Nathan Hale High School in Seattle, sums it up this way: "The power of computer technology in general and the Web in particular is at least four-part. First is interactivity. Variables can be manipulated and the results viewed immediately. Second is access to real-time data. All kinds of remote sensing data such as weather, astronomy, earthquakes, and ocean temperatures, to name a few, are available to anyone with a Web connection. Third is worldwide e-mail contact with scientists, engineers, other classrooms, and science Web sites. Finally, the Web is a powerful research tool providing quick access to original and archived research in all disciplines and from all over the world."

The boon-and boondoggle -of the Web is that it is massive and unregulated chaos. Anyone can put anything on it. There are no rules, there are no universal structures, and protocols (defined in NetLearning as "a definition of how computers will act when talking to each other") are only beginning to emerge. It's kind of like a worldwide come-as-you-are party, where everyone's invited. Some guests bring information or opinions to share with other guests, who mingle, browse, and listen. Instead of talking, though, each "speaker" displays his stuff on a Web site, whether it be scientific data, literary masterpieces, car-repair tips, or recent alien sightings.

Currently there are millions of Web sites, and more are added every day. Fortunately, there are tools to help you cut through the chatter. Using one of these tools is the most efficient way of pinpointing information in the chaos of the Web. You have your choice of tools, including Web directories, search engines, meta-search engines, Web casting services, and Web channels.

Let's look at two basic types: directories and search engines.

Directories are organized like the Yellow Pages. Information is divided into broad categories, such as "education," "arts," and "business and economy." Directory staff review Web sites and assign them to categories. You generally look things up by finding a category you want and then browsing to see if it contains anything pertinent to your topic. Yahoo! (http://www.yahoo.com) is one of the most popular directories.

A search engine creates a Web index like the one at the back of a book. You search for a word or topic, say, kindergarten. The engine scans its index to find matches for your search query. One popular search engine, Alta Vista (http://www.altavista.com), scans through a whopping 30 million Web sites. Be aware that search engines are in constant flux. The specific sites searched by a search engine may change every few days. You can undertake a search one week and get different results for the identical search the next week.

Directories differ from search engines in coverage of Web sites. Search engines have the broadest coverage because they have immense indexes of words used in Web sites. Directories are more narrow because they contain only Web sites selected for their particular categories. Each has advantages and disadvantages. With directories, you needn't narrow down your topic right away, but instead can browse under a broad category. Just turn to the "education" category and look for programs. If the directory is searchable, create a query for educational programs and the directory will match your query to the appropriate categories.

The index of a search engine contains many more entries, but you have to be more selective about what you ask it to search for. Search engines are literal. If, for instance, you want to find educational programs and type program into the search box, the search tool will find not only educational programs but also computer programs, theater programs, and anything else that contains the word program.

Even typing educational programs might not help, because while the index would retrieve Web sites with those two words, they would not necessarily appear in conjunction with each other. However, every index has a way to specify multiple-word combinations. It might tell you to enclose the words in quotation marks, like this: "educational programs." Or it might tell you to click on a choice such as "search as a phrase."

But remember, there are no rules on the Web. Each index is different. To discover the specific way a particular index works, look at the search instructions. Alta Vista includes its instructions under the heading "help," located beneath the box in which you enter your topic to be searched. Click on the word "help," and instructions will appear.

As search tools are improved, the distinctions between directories and indexes are fading. Yahoo! now even routinely scans Alta Vista to find a search term, and Alta Vista has categories to help focus your search.

One bit of advice: Because of the enormity of the Web, no search tool will scan every Web site for your topic. To uncover more information, it's best to use different types of tools and more than one tool of each type whenever you search.

An example at this point might help. Say you want to find information about the Holocaust. After starting your "Web browser" software (the software that gives you access to the Web; Netscape Navigator and Microsoft Internet Explorer are the two biggies), go to the address box (usually near the top of the screen; it may be blank or already have an address entered, usually starting with http://www). Erase what's there and type in http://www.yahoo.com. When the Yahoo! site appears, type Holocaust in the search box and click the search button.

Yahoo! will reveal the categories where the word Holocaust appears-"arts," "society and culture," and "business and economy." Yahoo! also displays the Web sites where it found Holocaust (remember, this will change periodically, as Yahoo updates its information every few days or so). During a recent search, Yahoo found 160 Web sites with the word Holocaust. The first listing was for a site dedicated to the 400th anniversary of the Kirishtan Holocaust (the killing of nearly 1 million Japanese Christians over a 250-year period beginning in the late 16th century). The next listing was for classes on the Holocaust taught at colleges around the nation. The third listing was the United States Holocaust Memorial Museum. Clicking on that listing took the viewer to the museum's site, which offers photo archives, history, and more.

A search by Alta Vista (http://www.altavista.com) turned up more than 29,000 Web sites with "Holocaust," rank-ordered based on the site's first 100 words and other criteria. Among the sites it found were the Holocaust Awareness Project (a site created by an 11-year-old New Jersey boy) and an eyewitness account of Holocaust survivors arriving in Sweden in 1945.

As you learn to explore the Net, it may help to experiment with search tools to find information of personal interest. Search for information on your hobbies. Visit virtual vacation spots. One advantage of this type of cruising is that as you explore, many examples of intriguing school projects or educational uses will crop up. And remember that dead ends, glitches, and pure frustration happen to everyone all the time. If they're not happening, try harder!

One note: Net users frequently get error messages that say the desired site can't be found. There are several reasons for this. There may be a typo. Check the spelling in the address box; a common mistake is to type the letter "o" for the number zero or vice versa. The site may be busy, meaning it's there, but has no room for more visitors; try again later. Or the site may have moved. Sometimes sites will leave a forwarding address.

ONLINE TRAINING
OK, so your cyber-journey has been launched. You're spending time exploring the Net. Now, where to get advanced training and answers to the questions piling up in your mind? There are many avenues for learning to use the Internet. You can take classes, sign up for an inservice training, go to the public library, find a knowledgeable colleague, or search the Internet for training opportunities.

Computer stores and community colleges are good places to find classes and support groups. Don't be intimidated about being a beginner-there's nothing a computer aficionado likes better than delivering information, often more than you can absorb all at once. Be prepared to gently slow her down once she launches into informational orbit.

Also, at the first few meetings, you may feel as if you've landed in a country where you don't speak the language. Computer lingo is wondrously strange and is tossed off by aficionados with abandon. (Check out these esoteric terms: multi-user dungeon, hypertext transfer protocol, Ethernet, graphical interchange format.) But in a shorter time than you would imagine, you will notice the vocabulary slipping into your own conversations.

The Net can provide information about using itself and other technology. But be warned: "Going online can be a difficult way to learn if you're not comfortable with the technology," says Amy Derby of the Laboratory's Technology Center. If you decide to look for online training or support, one easy way to begin is to find a Web site dedicated to educators and begin reading. Many sites have how-to articles, real-life success stories, and other useful content. Often, sites and articles will have links to other sites and other articles. When a word or phrase is underlined or appears in a color different from that of the rest of the text, double click on that word and a related article or Web site will appear. To get back to the previous site, look for the back arrow on the toolbar (the row of symbols) at the top of your computer screen.

Kathy Schrock's Guide for Educators (http://school.discovery.com/schrockguide/) is one site recommended by many educators as a good introduction to all that's available on the Net. Schrock offers a list of sites useful for enhancing curriculum and teachers' professional growth. It's updated daily to keep up with the bal looning number of new Web sites. At Montana's Helena School District, teachers have found classes and training resources through sites such as Microsoft Training Choices (http://www.microsoft.com/train_cert/train/) and Electronic Learning Just for Educators- Your Own Web Site (http:// place.scholastic.com/EL/guide/ index.htm). You can also find links, directories, and search engines, as well as basic strategies and tips for using the Internet on the Northwest Educational Technology Consortium's Web site (http://www.netc.org/basics/).

ONLINE FORUMS
Another good way to learn online is to use the Internet to talk to other educators. Sharing information, success stories, and the inevitable horror stories can help combat the seclusion of teachers trapped in a "cells and bells" environment or the professional isolation of educators in remote areas.

In addition to e-mail, there are three basic types of person-to-person communication on the Net: mailing lists (also called listservs), newsgroups (also called usenet groups), and chat rooms.

A mailing list uses e-mail as a way for a group of people to com municate on a topic of interest to them all. Educators might join a mailing list dedicated to K-12 funding, middle school science curriculum, preschool development, or just about any topic imaginable. Mailing lists are sort of like a running conversation. Someone "pens" a few thoughts and sends them to the mailing list's e-mail address. The list in turn sends the message to the e-mail addresses of everyone who has subscribed to the list. Some -one else responds to the comments, using the same process, and the conversation is up and running.

There is little uniform procedure for any of this, so mailing lists each operate somewhat differently. Some are informal and fly off into outer space, topicwise. Others are relatively formal. Once you become a member, try reading the incoming e-mail for a week or so before actually sending in a comment. That way, you'll have a better feel for the tone and inflections of that particular group of people.

Mailing lists have two e-mail addresses: the address to which you send comments and the address to which you send a request to be added to the mailing list. Mailing lists can be maintained by actual humans or by automatic software programs. For mailing lists maintained by humans, the add/drop address is usually the same address for comments, plus the word "request" added just before the "@" symbol. Hypothetically, this would be: request@teachers.org. To join a mailing list, simply find one of interest (see suggestions in the margins) and send an e-mail to the manager asking to be put on the list. If the mailing list is run by a person, it may take some time for a response.

If the mailing list is maintained automatically, subscribing is different, but equally easy. Most automatic mailing lists are maintained by software called LISTSERV or software called Majordomo. Clear and concise directions for participating in the list and for removing yourself from the list will be sent to you when you join the list. Says Derby: "Usually, the information that describes the list and excites your interest tells how to subscribe. This information may be found in a magazine, sent by a friend, or available online at a Web site."

Many mailing lists are monitored by a moderator, who screens comments to ensure that they are relevant or fit whatever criteria the mailing list may have. While this sounds like censorship-and it may be-it also cuts down on the number of off-track comments sent out to multitudes.

For professional interaction online, Barbara Ridgway, district technology manager for Montana's Helena School District, recommends the Teacher Contact Database (http://connectedteacher.classroom.com/home.asp) as well as a number of other listservs teachers subscribe to, including Wired Montana (wired-mt@wln.com), a listserv for all Montana libraries and those interested in libraries; Ed Info (edinfo@inet.ed.gov), an educational listserv from the U.S. Department of Education (http://www.ed.gov); LM_Net (LM_NET@listserv.syr.edu), a listserv for librarians; and Scout Report (http://scout.cs.wisc.edu/report/sr/current/), a weekly guide to the Internet.

Newsgroups, another type of online forum organized by subject area, are like bulletin boards. People post and read messages at the newsgroup site, rather than having all messages sent to their personal mailbox. Many companies that provide Internet access such as America Online (AOL) and Compuserve offer newsgroups.

Chat rooms allow for real-time communication between users. When you join a chat room, you post messages by typing on the keyboard and the message will appear on other users' monitors. Chat rooms usually have a topical focus, such as sports or support groups. Most online services offer access to chat rooms.

FINDING CURRICULUM
Now that you have the basics, it's time to start using your Net-pertise in the classroom. But where to start? The obvious answer-on the Net. The Net abounds with curriculum materials, lesson plans, and expertise from other teachers eager to share information. But how to find them?

There are two easy ways. One is to start at a Web site known to be education-related. (See the lists in the margins for some sites recommended by educators around the region.) Such a site will provide articles of interest on many topics that educators care about, often including curriculum, lesson plans, and online forums. NWREL's Library in the Sky (http://www.nwrel.org/sky/), designed for K-12 teachers, parents, and students is one often- recommended starting point. It provides links to educational resources, projects, discussions, collaborations, lessons, curricula, and standards. Another excellent resource is a magazine called Classroom Connect-a practical guide to using the Internet in the classroom. "It is one of the best sources of information about Web sites," says Derby. "Each issue highlights sites in subject areas such as art, language arts, science, social studies, math, and so on." Visit the magazine's Web site (http://www.classroom.net/) for more details and subscription information. As you search and browse, dozens of curriculum ideas begin turning up. Now how do you go about incorporating this technology in a thoughtful way? Mainly, by letting the curriculum drive how you use technology in your classroom. Rather than adding interesting projects piecemeal to your repertoire, review your curriculum goals and standards. Then search for projects that will help you achieve them. It's really no different from adding traditional materials to the curriculum.

Here are some important questions to ask during review of a site:

• Does the content support existing curriculum, instructional concepts, or themes?
• Is the site age-appropriate?
• Is the content accurate, current, thorough, relevant, and usable?
• Does the site have identifiable biases?
• Does it present multiple viewpoints?
• Does the site contain any content that might be deemed inappropriate in school?
• In what relevant ways does the content offer experiences that extend learning?

Jane Krauss' fourth- and fifth-grade classroom in Oregon's Eugene School District offers a prime example of letting the curriculum drive the use of the Web. Krauss' students were studying the phases of the moon, but cloudy weather blocked their view of the actual orb. So they turned to Virtual Moon Phase (http://tycho.usno.navy.mil/vphase.html). Another example: Krauss and colleagues have created a Web site (http://schools.4j.lane.edu/harris/teacher/mimi1/) that their students used in conjunction with a software curriculum on oceans, Voyage of the Mimi, published by Sunburst. The publisher liked the site so much, Krauss says, it put the site on the Sunburst Web site and gave the school a free copy of the latest curriculum, including an expensive video library.

During yet another unit in which students researched countries around the world, Krauss' kids used films and other traditional research materials along with a set of appropriate Web sites chosen ahead of time by the teacher and "bookmarked" for students' use. They investigated these Web sites to get weather forecasts, learn about current cultural events, and find other information that they then used to write letters home from an imaginary trip to the country.

A "bookmark" is essentially a way to quickly return to a favorite Web site without having to retype the address again and again. After starting the browser (Net software), look at the menu bar (the words such as "file," "edit," and "view" that appear at the top of your screen) for the word "bookmark" or "favorites." Place the mouse cursor on the word, and click. A list of choices will drop down from that word (this list is called a menu). The word "add" should be on the menu. When you find a great Web site you think you'll return to over and over, use the process described above to bookmark the site. In the future, click the mouse on "bookmark" or "favorites" in the toolbar and when the menu drops down, notice that the site has been added to the list. Click again, and the site appears with no further effort.

This bookmarking saves the drudgery of typing in long Web addresses. Bookmarking is also a useful classroom tool. If, like Krauss, you were doing a unit on geography, you could bookmark a set of sites that students could choose from during their research. Using bookmarks to preselect sites can help guide students through the Web maze.

In Alaska's Fairbanks School District, teachers maintain and share extensive bookmark lists in subject-specific areas. A comprehensive list of teacher-selected sites indexed by curriculum areas is maintained for use by anyone visiting the district's Web site (http://www.northstar.k12.ak.us).

One final thought about conquering the computer: Have a sense of humor. The day you're ready to use the computer in your classroom for the first time will undoubt edly be the day some horrible glitch will foil your lesson plans. So always have a Plan B that doesn't require the computer. And persevere. As with adopting any new tool, the day will come when you can't imagine how you got along without it.

Resource Note: If you own or have access to an Apple Macintosh -the computer found in most Northwest classrooms-there are two good beginning resources: The Little Mac Book by Robin Williams and Beyond the Little Mac Book by Robin Williams and Steve Broback. "These little books have big content covering the essentials of operating a Mac," says Derby.

If you own or have access to a personal computer, try reading PCs for Dummies by Dan Gookin. The title is strictly humorous. Even though the first chapter covers such basics as how to find the "on" switch, the book never talks down to the reader.

Technical editing for this article was provided by Amy Derby.

Chuck Wahle, technical coordinator at Washington's Ellensburg School District, teaches "the wonders of interactive multimedia production, 3-D graphic rendering, and animation" to sixth-, seventh-, and eighth-graders at Morgan Middle School. You can see some examples of his efforts at http://wonders.eburg.wednet.edu/.

Says Wahle: "Don't bring in technology in the hope that it will make a curriculum come alive for students. If the curriculum is not alive for them in the first place, adding technology to the mix will simply mask the problems for a short time. Use technology to augment a good curriculum and to bring in new, otherwise-impossible experiences."

One of Wahle's top technology picks: Virtual Globe software by Microsoft. Virtual Globe is an "amazing" CD-ROM atlas, says Wahle. "I have yet to find a place in the world that has not shown up in the Globe. Beyond normal atlas areas, it has cultural information in videos and sound. Graphing can be done interactively. The planet can be displayed in several modes from geographical to satellite views during night and day. The database behind it is one of the largest authoritative collections I have ever seen."

One caveat: Virtual Globe only runs on computers with Windows 95 software. Wahle notes that teachers can preview some of Virtual Globe's capabilities at http://encarta.msn.com/ evg98/evghome.asp.

Nick Cabot, a science teacher at Nathan Hale High School in the Seattle School District, says: "For me, the technology must be able to do something I can't. I'm not interested in an electronic textbook." Cabot and his students will become scientists on a NASA lunar mission that launched in January-an opportunity he learned about on the Web. Cabot's recommendations include:

• NASA listservs, which he finds timely and informative. Check out the NASA Web site (http://iita.ivv.nasa.gov) for listservs and for much more information.
• A great page for science teachers at http://www.sdsc.edu/Education/K-12_Resources/.
• The Athena Web site (http:// athena.wednet.edu), which Cabot says is a great science site with lots of prepared curricula and project ideas. "Athena takes advantage of the capability of the medium better than any other site I know," he says.
• Some physics education software he recommends includes Graphs & Tracks, Vernier Software, Interactive Physics, Cartoon Guide to Physics, and World-in-Motion (video capture and analysis software).
• For software relating to Mars, he recommends Mars Explorer, Mars Navigator, and Marsbook.
• Good software on meteorology includes Weather Disaster, Weather Workstation, and Everything Weather.

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