Unit 1 Web Mastering TEKS

Watch for ICONS

Introductory Level of the following:

Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

Knowledge and skills.

(1)  Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A)  demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

(B)  compare, contrast, and use appropriately the various input, processing, output, and primary/secondary storage devices;

(C)  make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;

(D)  delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;

(E)  use vocabulary related to web mastering and delineate between the Internet and an intranet;

(G)  summarize the development of Internet protocols including, but not limited to, hypertext transfer protocol (http), gopher, file transfer protocol (ftp), telnet, and wide area information system (wais).

(3)  Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A)  discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;

(B)  demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet; and

(C)  analyze the impact of the WWW on society through research, interviews, and personal observation.

(4)  Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

(B)  construct appropriate search strategies in the acquisition of information from the Internet including keyword and Boolean search strategies; and

(C)  obtain Uniform Resource Locators (URLs) and distinguish among the protocols including hypertext transfer protocol (http), gopher, file transfer protocol (ftp), telnet, and wide area information system (wais).

(5)  Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A)  acquire information in electronic formats including text, audio, video, and graphics, citing the source; and

(B)  identify, create, and use available file formats including text, image, video (analog and digital), and audio files.

(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use technology tools to create a knowledge base with a broad perspective;

(B)  select and integrate appropriate productivity tools including, but not limited to, word processor, database, spreadsheet, telecommunication, draw, paint, and utility programs into the creation of WWW documents;

(C)  use foundation and enrichment curricular content in the creation of WWW pages;

(D)  create WWW pages using specific authoring tools such as text-based editing programs or graphical-based editing programs;

(E)  read, use, and develop technical documentation;

(F)  create and edit WWW documents using established design principles including consistency, repetition, alignment, proximity, ratio of text to white space, image file size, color use, font size, type, and style;

(8)  Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A)  demonstrate proficiency in, appropriate use of, and navigation of LANs, WANs, the Internet, and intranet for research and for sharing of resources;

(B)  extend teaching and learning in the local environment to the worldwide community through the creation and sharing of WWW documents;

(C)  synthesize and generate new information from data gathered from electronic and telecommunications resources;

(D)  create and format WWW documents containing bookmarks of on-line resources and share them electronically;

(E)  demonstrate the use of WWW pages, collaborative software, and productivity tools to create products;

(F)  participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; and

(G)  participate in relevant, meaningful activities in the larger community and society to create electronic projects.

(9)  Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A)  design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;

(B)  seek and respond to advice from peers and professionals in delineating technological tasks;

(C)  create technology specifications for tasks and evaluation rubrics; and

(D)  resolve information conflicts and validate information through accessing, researching, and comparing data.

(10)  Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A)  use hypertext linking appropriately when creating WWW pages;

(B)  develop interactivity for the web server via scripting additions such as Common Gateway Interface (CGI), Java Script, or JAVA; and

(C)  demonstrate the ability to conduct secure transactions from the web server to the client.

(11)  Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A)  synthesize and publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video; and

(B)  identify and use LANs, WANs, and remote resources to exchange and publish information.

(12)  Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(A)  create technology specifications for tasks and evaluation rubrics; and

(B)  seek and respond to input from peers and professionals in evaluating the product.

DAY 1

Introduction to Class

Introduction to SCANS

Introduction to Web Spinning Text

Assignment: Rubric Design

Day 2

Introduction to Personalities and Peers-- Color Test

Introduction to Web Spinning Booklet

Day 3

Finish Chapter 3 reading Assignment on Web Design & Storyboarding

Discuss examples of storyboards & Web site design

Introduction to HTML -- like building a sandwich

Tools Needed: Any Text Editor (like Word Pad, Note Pad, preferably not Microsoft Word)

Thinking Futuristically: Creating an original site

Day 4

Basic HTML

Add these commands (see p. 33) to lesson C4_2.htm

Day 5

Basic HTML

TOOLS REQUIRED FOR THE NEXT FEW LESSONS:

Day 6

Basic HTM

Goal: Internet Research:  Work in Groups of 3. Student in the middle is the scribe. Add each Student's name to the document below. Students on each side will do the research and provide the information and sources

DISCUSSION

Day 7

<IMG SRC="name.gif" ALT="Text-only display" WIDTH=100 HEIGHT=200 border="11">  

TABLES

<Table Border=0 Width="97%">

        <TD width="10%"> </TD>  <!-- left margin of 10%>

        <TD width="80%"></TD>    <!--main text area of 80%>

        <TD width="10%"></TD>    <!-- rt margin of 10%>

MANAGING MEDIA:

Animated GIFs  Animation Tutor

Animated Gif PowerPoint for Gif Construction Set

<img src="smiley.gif">   This is NOT a transparent Gif.

Day 8

BASIC HTML

GOALS for Today: Successfully link pages together AND link pages to other resources on the Internet (URLS)

Day 9

BASIC HTML

GOALS for Today: Link all existing lessons together using a Default.htm page as a Splash page and an Index to all your lessons. Add text on the page to let us know what the page's purpose is (i.e. This is the Index to Joy's Lessons). Link all Lessons back to the Index (default.htm). In the Title tag put you name and the word INDEX.

Exploring DreamWeaver: Look in the DreamWeaver Menu Bar, Click on the Globe   This will allow you to preview your pages in a Browser. Make sure that all your pages are linked to the Index page.

THREE REASONS A LINK MAY NOT WORK PROPERLY:

1. You did not Save the Web page you were working on BEFORE attempting to put in links OR images on a page. Unless you establish the location of the Web page first (by saving it in a location), it will have issues pointing to other pages or to images.

2. A Syntax Error: A syntax error is an error in typing the Tag or command. An extra space, incorrect command, forgetting  the ">", forgetting the quotes, forgetting to close the tag "</a>", OR misspelling the name of the html file you are point to.

3. A Location Error: The file you have identified for your link is NOT in the location that you have pointed to using the link tag.

Day 10

Using a digital Camera take a picture, resize it and place it on your Index page.

Digital Camera QuickStart

Day 11

Begin to design a professional Web site using Storyboarding Techniques and Best Practices. Research Best Practices on the Web. Collect 10 rules from experts on how to design an excellent Web site. Report your findings in a Word document.

Default Page might include: A short description of the site (its purpose and content), something interesting to draw Internet surfers into the the site, and an index to all the other pages (or major segments) of the site. This is the one page where you might want to add gif animation, sound, or flash.

Graphic & More Information: http://www.mediaworkshop.org/hses/criticalbasics01/day1/storyboardingtips.html

Another Resource: http://www.plocktau.com/how-tos/web_development/index.html

QUESTIONS TO ANSWER:  Resource: http://www.charlesriver.com/resrcs/chapters/1584500360_1stChap.pdf

INCLUDE AS PART OF STORYBOARD:

Ø What message does the Web site need to convey?

Ø Will I have a client? (Teacher, Coach, Organization, Classroom) What are my client’s needs?

Ø What type of Web sites does my client like and why?

Ø How often will my site be updated? When I update, will I add pages or just replace content? If I add pages, where will I add them?

WHAT ARE 10 RULES FOR EXCELLENT WEBSITE DESIGN?

Research on the Web to find out what experts feel good Web Design should include or avoid. Cite your sources using the URL. Use at least 5 URLs (5 different sources from experts.) Type up 10 Rules in a Word Document. Cite your Sources. Name this file: Rules.doc. Email document to your teacher.

Day 12

Today's Goal is to build an assessment rubric in your groups to measure your Web site. You may use Word to build the Rubric. Examples of Rubrics are:

EXAMPLE OF A Beginner's Rubric

Examples: http://www.arp.sprnet.org/curric/classes.htm   AND http://www.arp.sprnet.org/curric/read/statt/page.htm

Decide what materials you will need to collect for your Web site and begin planning how you will collect the materials. Assign each member of your group to a specific job (editor, photographer, writer, interviewer, etc.

Decide who the client will be and have them sign the Client contract.

DAY 13

REVIEW: What items are involved in a Web site DESIGN THEME?  Click Here.

Make decisions concerning the theme of your project Web site. Make sure you ADD THEME to your RUBRIC.

New Skills: Design elaborate texts as graphics and provide media on a Web site. Using the Websites below create titles for each of your Web site main pages. Also look at creating buttons to match your titles.

What buttons (navigation hyperlinks) will you need on each page?

1. Cool Text

DAY 14:

GOAL:

POWERPOINT ON ALL ABOUT MEDIA

2. SOUND

Sounds on Web Page: Sound Effects...Free: http://www.dewa.com/sound/  (Rt Mouse Click on Source and Save in your project folder)

2. MOVIES

   EXAMPLE OF MOVIE: http://www.arp.sprnet.org/webmaster/masters/default.htm

   EXAMPLE OF PODCAST: http://podcast.arpisd.org//blojsom_resources/meta/joy/Hemphill1a.mp4  Using 28 Seconds of music you will recognize.

Use all the tags and skills (animation, graphics, sound, etc.) you have learned thus far to enhance your site.

DAY 15

STUDY FOR HTML 6 Weeks TEST

JOURNAL ACTIVITY - fill out your journal. Use complete sentences and paragraphs!

MEANING OF ICONS