Hi Ron,
 RM> You misunderstand... Of course it's important to have context
 RM> for what they'll be doing; they have to accomplish something
 
 Yes!
 RM> real... What I'm getting at is that I think that you have to
 RM> focus mostly on skill development and not expect too much
 RM> too quickly.  There are so many fundamental understandings to
 RM> acquire, and so many little factoids to pick up, that it may
 RM> be difficult or impossible for the kids to pull these things
 RM> together and integrate them into some kind of really useful
 RM> whole...
I'll let you know how it goes, Ron. It will be a learning experience for
all of us in the class. I'd like to believe that, talking of the 
internet, all those little subskills will have their own usefullness, 
like searching.
 RM-->The average kid is not going to use a spreadsheet for
 RM-->anything that is remotely fun, so, sans fun, not worth doing
 RM-->at this point...
 BA> The fun will come as they use the thing, in the creation of
 BA> charts, graphs ect, from data they collect over projects of inquiry
 BA> they are assigned or generate (usually a combination of the two)
 RM> I find that an awful lot of kids at the high school level do
 RM> not understand charts, graphs, etc and what they imply... I'm
 RM> not sure that 6th graders are going to "get" this....
  Well, I REALLY hope they do, it IS part of the curriculm, y'know.
 Peace
 Bob
... "What?!? This isn't the Files section?!?"
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