A、Each student was responsible for one story. B、Computer students first had to decide whether a story was good or not. C、Webpage

(I): Tell me more about how this collaboration between the English students and the computer science students worked.
   (S): I had some historians come in and talk to the academic English students about local history. During these discussions, students asked questions about areas of interest. From there, students would research further and then write their stories. They had several weeks to do so. The English teacher gave them the option of writing in pairs, so they could be very creative. Once the stories were written, they were graded and then sent back to the students for revisions. We then picked the best stories. It was really a great project thus far.
   Next, we had a third-grade teacher look the stories over to make sure that the terminology wasn’t too tough. After the stories were returned, they were sent to a historian who picked them apart detail by detail to make sure everything in the story was historically accurate. For example, "lights" was changed to "gaslights, " and numbers were made more exact. With the Babe Ruth/Cricket Field stories, we worked with Elaine Conrad, one of our local historians. She found newspaper articles about the Babe Ruth ball game at Cricket Field that revealed all kinds of great details, like the number of people that attended the game, what street the homerun was hit to, and so on.
   (I): And once the stories had been written, your computer science students had the job of illustrating them and making them into webpages?
   (S): Once I got the stories, I passed them out to groups of three to four students. At this point, I probably had about five stories that were really good. Students were given the assignment to associate pictures with the stories. My students were told that the stories were going to be put on the Internet for young readers. The stories needed to have color, animation, and anything that would draw the attention of a young reader. Webpages were created using FrontPage (a software program for designing webpages). Students did all the tasks that go along with webpage creation. Since so many groups worked on each story, I brought in some elementary students and let them pick the webpages that they liked the best. That first year we posted four stories on the Internet. It took us a whole year to do all this—research the stories, write the stories, illustrate the stories, and make the webpages.
   (I): Now, you weren’t always a computer science teacher, right?
   (S): Well, my background is mathematics, but back in the early 80s, I was the only teacher in my school district who had taken any computer classes.
   When my administrators told me that they wanted me to start teaching computer classes, I said, "No, I hate computers. I don’t want to do it." Not really given a choice, I started teaching something that I absolutely hated but soon came to love teaching computer classes. I originally started with a few computer classes, but eventually they took over my whole day. So, I’m no longer a mathematics teacher but instead, a computer science teacher.
   This is the end of Part Two of the interview. Questions 6 to 10 are based on what you have just heard.
   Question Six What did they do during the writing part in the project?
   Question Seven Why did Irene raise the example of Babe Ruth/Bricket Field story?
   Question Eight What did they do in the process of putting the stories on the Internet?
   Question Nine What did Irene think of computers before she taught it?
   Question Ten What can be concluded from the interview?