Unit 3 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.

(c)  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, Day 2,

Flash using Pictures Video  Putting pictures into Flash

<embed src="flash.swf">  space </embed>

Day 3

Finishing up Nav_Bar Video

Nav Bar in DreamWeaver that is Dynamic (Chapter 8)

Skim pages 91-99

On page 97 you will begin to create a NavBar.

Click on Insert, Common, and this icon to begin the NavBar Wizard.

Open two windows at the same time DreamWeaver and this tutorial:

Watch the first 5 minutes of this video and create a new navigation bar on a NEW page Save the page as Nav_bar.htm     http://www.adobe.com/devnet/dreamweaver/articles/navigation_macrochat.html 

Watch the video from 5 minutes to 16:16 minutes.

Plan to use this feature on your Web site.

Day 4

Planning a Web site for a Client: Global Projects versus Vanity Pages

Global Projects draw interest from across the globe and allow others to become engaged in the pages so that they feel compelled to revisit the Web site. Global Projects allow global users to add content and contribute to the global database of knowledge.

Vanity Pages draw interest only from those who are featured on the page. They may visit the page once and then not revisit.

Discussion on Web site Design, Plan, and Contract

Day 5

Setting up Web site Chapter 2 & Creating a Web Photo Album

Read through pages 14-21

Creating a Web Photo Album (thumbnails for myriads of photos)

Planning a Photo Album. Place all your photos or graphics in one folder. This folder can be placed on your desktop temporarily.

Step 1: In Dream Weaver click on Commands

Step 2: Select Create Web Photo Album

Step 3: The Wizard appears. Fill in each blank

The most important information is the destination folder. This should be a folder that you have access to on your Web site for images. For the first attempt at creating a Photo Album, leave the default thumbnail size, number of  columns, and the format as is. Do not change these. See if you like what the results. If not you can tweak your Photo Album as you like.

Day 6 -

Relative Addressing versus Absolute Addressing:

Refer to http://capita.wustl.edu/CAPITA/WebResources/WebAuthor/rltvaddr.html

Skim through Chapter 3 to see how to format your Text in DreamWeaver

Day 7

Read and practice items in Chapter 4 Using your Text: Web Mastering with Macromedia(R) Dreamweaver MX by James Reidel, read through pages 39-40.

Day 8

Skim through Chapter 5, you should be fairly familiar with this chapter's content. Work on your Web site theme, content, and appropriate navigation.

Practice the Quick Keys on pages 60-61.

 Day 9, Day 10

Chapter 6 includes some old skills (horizontal rule, background color or image) and a new skill (image mapping). You will need to include at least one image map in your project Website. The Arp Home page uses image maps. See if you can discover how they are used.

Day 11, Day 12

Setting up Templates: Chapter 7

Create a template for your Website and add at least one new page using the template.

DAY 13-Day 20

  Chapter 9: using Advanced Table Features

This chapter explains how to use a table as a layout feature. You already know to use a table to create left and right margins and that all the pieces of your page should be snug inside a table. But there are some new ideas in this chapter like:

Practice Quick Keys on page 112.

Work on your Website and tables on your pages.

DAY 14:

STUDY FOR  6 Weeks TEST

MEANING OF ICONS