The document discusses the benefits of the Internet for teachers and the need for assistance services to help them effectively use the Internet. It describes how teachers have little time for online activities due to classroom and other duties. Suggested assistance services include those that provide expert advice, pre-made lesson plans, worksheets and materials with relevant Internet links to guide students. While these lessons help direct students, they lack freedom and true constructive learning. The best approach is cooperative projects and services that create complex online learning environments with tools for developing lessons.

1. Teachers' helper
There is no doubt about the benefits of the Internet for
teachers. The teachers have to look for new information to
improve their work. So they be in touch with their
colleagues from around the world, or sign up to
conferences and receive even tens of potentially
interesting messages per day. Under the normal
circumstances our teachers usually have no time for these activities. Half of their working hours are
spent in the classrooms, and then there are other duties as supervising in school Mess or on the
corridors, attending staff-meetings, correcting assignments and, above all, preparing for further lessons.
For this reason, if the Internet is to be used sensibly, there is the need for some kind of assistance
service Teachers domain, Epals, classonweb. There are many other services dedicated especially to
teachers.
Our teachers would appreciate the most the methodological assistance. It could be in the form of Ask
an Expert service (e.g. http://www.classroom.com/community/experts/) or lesson plans and work
sheets for students, including various suitable Internet links and additional materials. The Lesson Plans
Page (http://www.lessonplanspage.com/) or Collaborative Lesson Archive
(http://zubov.atmos.uiuc.edu/CLA/) is worth trying here. There are many other databases of ready-
made lessons. We take a closer look at the lessons of this type, we will find out that they more-less help
to guide students. Their main advantage is that the suitable Internet materials or links don't have to be
sought. Therefore the potential danger of losing orientation is limited, but at the expense of freedom of
choosing students' own path. Although there are many individual tasks, it is still not the true
constructive style of instruction. A well-prepared cooperative project would fulfill the expectations of
the constructive approach better. A further step is made by services that intend to create a complex
educational environment with ready-made tools for preparing Web lessons with commentaries, links,
and evaluation possibilities on the Internet. Such materials are often called the Web quest.
Teachers Internet
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