"It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in…

Children in the back seat on a long trip are not the only ones asking the question "Are we there yet?" At Murray State University (MSU) and other universities starting new programs, the question becomes one of validation of the program. In the late 90s, MSU, a midsize university, was entrusted with the responsibility of developing a program of…

A European online electronic learning network, Cyberspace Learning for Kids, was evaluated through surveys of 596 teachers, 661 parents, and participating children. Teachers identified lack of training and funds to purchase equipment. All groups felt the project taught useful skills in an enjoyable way. A decline in parent-child and teacher-parent…

Presents a computational framework for modeling cognitive development that provides a language paradigm with which to compare and contrast different facets of children's knowledge. Describes the generative connectionist algorithm "cascade-correlation," the successful use of the algorithm to model cognitive development in various…

Describes experiences of an alliance of child and youth treatment agencies whose members converted to computer-based networking modalities. A developmental analysis of individual users and telecommunications networks is offered. Side effects, barriers, and unexpected advantages are delineated. (BB)

Considers possible influences of technology on children and children's literature. Topics discussed include the Internet; multimedia picture books; storytelling; and the personal relationship involved when children and adults are reading together that may not be replicated with technology. (LRW)

Addresses the effects of an after-school computer club network, the Fifth Dimension, on children's computer knowledge development. Compares Fifth Dimension novices and "experts" who had attended several times previously. Concludes that despite the absence of formal instruction, children's knowledge about computers is enhanced. (AEF)

Discussion of intellectual freedom, access to information, and public library administration focuses on three main areas: (1) access to minors; (2) access to library services by the poor, including library card registration policies that require a permanent address; and (3) charging fines and fees. Information equality and access to Internet are…