by Marsha C. Salett, Editor, Conservation Perspectives

Piping Plover Images © photographer Don Sias 2003 and The Nature Conservancy

“Do you have piping plovers here?” asked the nine-year-old girl from inland New Hampshire. “I wrote a report about them for school this spring.”

We were at Mass Audubon’s Wellfleet Bay Wildlife Sanctuary where, as a trail naturalist, I had a spotting scope fixed on shorebirds on a spit of barrier beach. “They were nesting over there across the creek,” I replied. “The young have hatched and are just about ready to fly away now.”

“Can I see them?” she asked. “I really want to see them in real life.”

I lowered the scope to her level and panned it across the beach, but the plovers had moved out of sight. I told her that the birds feed in different places and might not be back for a while.

“I’ll wait,” she replied firmly. And wait she did. The piping plovers didn’t return for 45 minutes. For the entire time, the girl sat on the sand next to me, examining shells and feathers, watching the other shorebirds, gazing out to sea. Her determination never wavered. (Nor did the patience of her father who kept her younger brother amused at the beach the entire time.) At last the piping plovers flew into view and, through the 45x magnification zoom lens on the spotting scope, the girl had a great view of them feeding at the water’s edge. She couldn’t have been more enthralled if the birds had been standing at her feet. “I saw pictures of piping plovers on the computer when I wrote my report,” she said, “but this is way better!”

Score one for nature! Virtual reality has its place but there’s nothing like the great outdoors to kindle the sense of wonder in a person at any age and at any time. As an environmental educator, I sometimes bemoan the fact that the ease and power of the Internet make it a seductive substitute for the messy, buggy, and inconvenient weather of the natural world. I’ve talked to children who can tell me all about endangered mammals of Africa and Asia but don’t know the common animals of New England. On the other hand, the Internet and interactive computer programs can be powerful learning tools.

Ambivalence about the internet isn’t limited to environmental education. Depending on how we and others use it, it can be a beneficial resource or a colossal waste of time. What is the impact of the Internet to conservation biology? The New England Chapter of the Society of Conservation Biology invites you to a symposium on Saturday, September 20, 2003 to explore positive aspects of the Internet in the conservation community.

The details follow:

Leaf-peepers and Frost-heaves on the Information Superhighway: New England, Conservation Biology and the Internet

8:30AM - 4:30PM
Saturday, September 20, 2003
Marran Auditorium
Lesley College, Cambridge, Massachusetts

Overview
The Internet has been a mixed blessing for biodiversity conservation. On the one hand, the Internet has been a driver for troublesome demographic and land-use trends that are of fundamental importance for ecosystems, species, and genetic diversity. On the other hand, the Internet has been a nexus through which scientists, educators, and activists have expanded their voice and influence. This symposium focuses on the Internet's positive aspects, specifically asking the question:
What can the Internet do for you in promoting biodiversity awareness and conservation in New England?

Speakers will represent the Manomet Center for Conservation Sciences, the Union of Concerned Scientists, Cornell Lab of Ornithology, TERC, NatureServe, and Earthspan.

The entire Symposium will be conducted in plenary session. Attendees will be welcome on a first to sign-up basis. RSVP is requested (but not required) by September 13 to Stefano@mindspring.com. A $10 donation at the door is suggested, but is not required.

Ten Professional Development Points will be available to teachers.

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The views and opinions expressed in all articles that appear in "Conservation Perspectives" are those of the authors and do not necessarily reflect those of NESCB.