Technology Connections - Elon University

Transcription

Participant Manual
Technology
Connections:
Instruction and
Productivity
Participant Manual
North Carolina Teacher Academy
200 Meredith Dr. Suite 201
Durham, NC 27713
Julia Kron, Director
North Carolina Teacher Academy - Technology Connections: Instruction and Productivity
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Participant Manual
Program Acknowledgement
This program and the original materials were developed by the
following 2000 NCTA Technology Trainers:
Jeff Ertzberger
Glenn A. Gurley, Jr.
Susan W. Johnson
Carrie Kirby
Sharon Kilpatrick
Judith Thomas Ray
Diana F. Skinner
Karen H. Spake
Barb Thorson
Revised 2001, 2002, 2003
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Table of Contents
Introduction……………………………………………………………………4
Vision, Norms, Expectations
Essential Question
Handheld Devices…………………………………………………………….10
Yahoo! Groups……………………………………………………………….25
Chatting
Webpage Design..…………………………………………………………….33
Graphic Editors………………………………………………………………42
WebQuest Design…………………………………………………………….46
Videoconferencing……………………………………………………………55
Video Production ……………………………..……………………………...59
iMovie
Movie Maker
PhotoJam……………………………………………………………………...75
Video Essay…………………………………………………………………...76
Evaluation of Technology Programs……………………………………..…78
Action Plan……………………………………………………………………83
Resources……………………………………………………………………...85
CPS
Online Courses
Harvesting Websites
Web Policies/ Permissions
Website Management
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Introduction
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The Teacher Academy Vision:
Empowering Educators with the
Tools of Technology
The North Carolina Teacher Academy for
Technology seeks to empower school teams with the
tools of technology that will potentially impact their
students, their peers, and the world around them. The
vision of the Academy is to enable educators to
become more confident in the use of technology in
order to enhance student-centered classrooms, to
build communities of teacher-learners, and to open
windows to a world of information and opportunities.
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Norms and Expectations
Start on time/end on time
One meeting/one conversation
Give things a provisional try
Be flexible and willing to problem solve
Support and encourage one another
Help others learn
Give one another feedback
Have fun!!!
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The North Carolina Teacher Academy
Professional Development for
Teachers by Teachers
The 2003 North Carolina Teacher Academy, Technology
Connections: Instruction and Productivity, provides advanced
technology experiences for the school’s technology leaders. This
program will include hands-on instruction in the following areas:
Instructional tools
WebQuests
Video Conferencing
Video Production
Handheld Computers
Productivity tools
Webpage design
Web site management
Professional tools
Virtual Collaboration
Creating a curricular/professional action plan
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Objectives
Participants will:
Use technology tools to design Internet-based curricular
projects
Use the Internet to support and enhance productivity and
information access
Create instructional-based action plans
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Module:
Framing the Essential Question
Activity:
Planning instruction for higher order thinking
Introduction:
Essential questions are those questions that require students to develop a plan or course of
action or those questions that require students to make a decision. They are powerful and
commit students to the process of critical thinking through inquiry. In order to answer an
essential question, students are required to construct knowledge rather than just move it from
one location to another. For example, a question such as “What is cancer?” requires students
to move information from one point to another. Asking students to answer this type of
question gives students the license to plagiarize. ( David Jakes, 2002) Instead of asking
students what cancer is, an essential question might be framed that would ask students to
develop a plan that would reduce the likelihood of their developing cancer. Jamie McKenzie
further clarifies the role of essential questions as those that are deeply probing and offer an
organizing focus for a unit of study. For example if students in a U. S. History class are
going to spend a month studying the events of the Civil War, essential questions that might
frame that study could include
How could political issues or ideas ever become more important than family loyalties?
Some say our country remains wounded by the slavery experience and the Civil War. In
what ways might this claim be true and in what ways might this claim be untrue?
Provide evidence to support your case.
How can countries avoid the kind of bloodshed and devastation we experienced during
our Civil War?
In what ways are civil wars that are taking place in other countries today like the
American Civil War?
Essential questions generate a list of subsidiary questions that can be developed during a
brainstorming process with students. Software such as Inspiration is useful in the
brainstorming activity because it allows us to move our thoughts around until they are
grouped with other like thoughts.
In planning a unit of study on which to work this week, you are encouraged to develop an
essential question that will be the driving focus of the unit Writing Essential Questions
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Handheld
Devices
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Handheld Computers
While most of us are now dependent upon the use of computers in our everyday lives, we
simply don’t have the brawn to carry around a desktop as we move about our workspace.
Notebook computers help address this problem but they remain pricey. Wouldn’t it be great
to have a truly portable device that was unobtrusive, highly portable and affordable?
Welcome to the world of handheld computers! Through they’ve been around for many
years, the education field has been reluctant to purchase, viewing them as frills or gaming
devices. Educators haven’t taken the time to really examine handhelds and to explore their
possibilities. Fortunately, there have been some trailblazers who have seized the opportunity
to use handheld computers in the classroom and have been willing to share that information
with us.
Tony Vincent, a fifth-grade teacher in the Millard Public School District in Omaha,
Nebraska, has
developed one of the
best educational
handheld computer web
sites. Planet 5th
contains a wealth of
resources including
testimonials and
tutorials created by
students to describe
their experiences in
working with
handhelds. They used
iMovie to create a
“video user manual” for
the Palm m505 as well
as demonstrations of
several applications.
They also wrote essays detailing “why” or “why not” handheld computers are appropriate for
use in the school classroom. Visit them at
http://www.mpsomaha.org/willow/p5/handhelds/index.html to view these resources. The
site also includes numerous links to journal articles discussing handheld computers and links
to handheld resources.
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Palm OS®
Current statistics indicate that over 70% of the handheld computer market utilizes the Palm
Operating System. The entry-level units (around $99) are less expensive than the low-end
Pocket PC devices, contributing to their widespread appeal. The user interface is intuitive,
enabling most users to quickly master the essentials. Because of its bare bones programming
design, the Palm OS is very stable. Some researchers state that there are more than 13,000
Palm OS applications available or in development. Wireless connectivity through Bluetooth
and 802.11b is becoming more readily available. Current manufacturers include Palm,
Handspring, and Sony.
Palm OS Basic Applications (included with each handheld)
•
Address Book
Enter names, addresses, phone numbers (work-home-mobile), web addresses, notes
and place them in distinct categories
•
Date Book
Keep track of meetings, appointments, assignments, duties; set alarms to remind you
•
Memo Pad
Write reminders to yourself and have them readily at hand
•
Note Pad
Write directly on the screen rather than in the graffiti area. You’re can scroll down
four screens before running out of room.
•
To Do List
Keep track of what you are supposed to do and prioritize them
The following websites provide great resources for education and the Palm OS.
Education @ Palm – http://www.palm.com/education
Learning in the Palm of Your Hand - http://www.handheld.hice-dev.org/
Why handhelds? - http://educatorspalm.org/
http://www.concord.org/research/handhelds.html
http://www.remc11.k12.mi.us/bcisd/classres/mobile.htm
http://www.education.wichita.edu/m3/mobility/handhelds/
education.htm.
Lesson Plans - http://palm.atu.edu/lessons.htm
Discussion Groups: http://www.brighthand.com
http://www.palminfocenter.com
Software – http://www.handango.com
http://www.palmgear.com
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http://www.mobimate.com
http://www.pdaed.com
http://www.tucows.com
A comprehensive report on handhelds can be accessed and downloaded at the SEIR*TEC
web site. http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf Adobe Acrobat .pdf
file on this CD.
A group of educators including Elliot Soloway of the University of Michigan’s Hi-CE
initiative has produced a wonderful book, Palm Handheld Computers: A Complete Resource
for Classroom Teachers. It’s available from ISTE Publications.
The NCTA has been able to secure Palm OS handheld computers for participants to use
during its summer program.
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Pocket PC®
If you’re familiar with Microsoft Windows, you’ll be at home in the Pocket PC world. The
interface looks and feels a lot like the familiar Windows desktop with pop-up menus and a
menu at the bottom of the screen. Pocket PC handhelds come with much more memory than
Palm OS units, due to the requirements of running its more robust operating system. They
used to be far pricier than Palm OS models but Dell has introduced an entry-level unit for
$299. These models also play MP3s while most Palm OS devices require an adapter. Many
units accept wireless cards, providing for both Bluetooth and 802.11b wireless connectivity.
Leading manufacturers are HP (now that HP has bought Compaq, it offers the iPAQ),
Toshiba, and Dell. At this writing, the Pocket PC does not interface “out of the box” with a
Macintosh but third-party vendors have produced software that synchronizes with newer
Macintosh operating systems.
Pocket PC Basic Applications (included with each handheld)
•
•
•
•
•
•
Word
Excel
Outlook
Media Player
Microsoft Money
Microsoft Reader (for electronic books)
The following web sites provide Pocket PC resources.
http://4-pocketpc.com/
http://www.pocketpcsummit.com/
http://www.tucows.com/
http://www.ziplink.net/~zippy/pocketpc/software.shtml
http://www.pocketpcmag.com/
http://www.pocketpcpassion.com/default.htm
http://www.pocketpccity.com/
http://www.pocketpcthemes.com/
http://www.ppcw.net/
The debate as to whether one should purchase Palm OS or Pocket PC is similar to the PC vs.
Macintosh debate. Both handheld platforms have strengths and are being used in educational
settings.
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Stylus – used to “tap” icons to activate
them or to enter graffiti.
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Setting up the Handheld
When you turn on a handheld for the first time (or after it’s had a hard reset of data) you’ll
work through an initial set-up process.
Digitizing
Following the on-screen prompts, you’ll
use the stylus to tap each designated area.
This lets the handheld get a feel for your
touch.
Time and Date
1.
Set-up in sequence.
2.
3.
While a comprehensive tutorial would include copious pages, the following tips
should help you work with handheld computers during this week’s session.
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Entering Text
There are at least five ways to enter text on a Palm OS handheld.
1. The On-Screen Keyboard
2. The External Keyboard
3. Beaming
4. Synchronizing (HotSync™ Operation)
1. The On-Screen keyboard is activated by
tapping the “ABC” icon in the lower left corner
of the graffiti screen.
2. External keyboards are purchased separately
or as part of a bundle.
3. Infrared ports allow users to “beam”
information between units.
4. Attaching the handheld to a computer lets you
pass information between the two devices –
called a HotSync™ operation.
5. Graffiti® is a shorthand form of writing that
lets you enter information directly into the
handheld.
5.
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All graffiti is entered on the small screen
at the bottom of the unit. There is a
natural tendency to write in the large
screen area, but this is the Application
window.
Once you open an application, such as
Date Book, and begin to enter data in the
Graffiti area, you will see it appear in the
Application window.
Hold the stylus as you would hold a pen
and write directly on the screen. Letters
are entered on the left side of the Graffiti
area and numbers are entered on the
right.
Graffiti
area
The Palm OS has a built-in Graffiti tutorial
that you can access by selecting its icon in
the Application window.
Letters and Numbers
Navigation
Punctuation
The Planet 5th web site has a video tutorial demonstrating text input. Access it at
http://www.mpsomaha.org/willow/p5/handhelds/howtos1/input.html .
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Memo Pad
Tapping the appropriate icon in the Application window
launches the Memo Pad. Once it is open, you can review
previous memos you have created or begin a new one by
clicking the New button at the bottom of the screen.
When the new memo screen opens, the cursor will be automatically placed in the top right
corner. You fill in the memo by using Graffiti or the on-screen
keyboard to type. When you are finished, tap the Done button
at the bottom of the window. You’ll return to the Memo screen
where you’ll see your new memo added. Memos take their title
from the top line of text and are listed in alphabetical order.
If you need to add information to your memo, tap on its title to
re-open it and tap with your stylus where you want to insert
your text.
To delete a Memo, open it and then tap on the Memo Menu Bar in the upper left corner of
the screen. Choose Delete from the drop-down menu.
To Do List
The To Do application works in a manner similar to the Memo Pad. It may be launched
either by pressing its “Hard Button” on the handheld or tapping on its icon in the Application
Window. To Do lists may be prioritized. After selecting the New button to create a new
item, the number 1 will automatically be assigned to it (indicating it’s top priority.) You can
tap on the number to change to reflect priorities 1-5. To Do list items are displayed
according to their assigned importance.
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Address Book
While the Palm OS allows users to perform a
HotSync operation with outside email
applications such as Outlook, it has its own
built-in Address Book program. Launch the
Address Book by either pressing its Hard
Button or by tapping the appropriate icon in
the Application window.
Tap the New button at the bottom of the
screen to add a new address.
The Address Edit screen begins with the contact’s last
name and progresses through several fields. Notice
the “up and down” arrows in the bottom right corner
of the screen. This indicates there are additional
fields that can be utilized.
When you’ve finished entering data, tap the Done
button to return to the Address Book main screen.
Addresses are filed in alphabetical order, according to
the last name of the contact.
When a contact is open in the Address Book, you can tap the Menu Soft Button and activate
two items with drop-down menus. Record lets you duplicate, delete or beam your note
while Options lets you change the size of your font or rename a field inside your record. For
instance, if your students were filling out information in your Address Book, you might want
to include a “Hobbies” field.
When you enter your own information you have the opportunity, in the Record area to
designate this data as your business card. Activate Record, Select Business Card. You can
then beam your business card to other handheld computer users.
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Date Book
The Date Book is activated by clicking on its icon in the
Launcher window or by pressing its Hard Button near the bottom
of the unit. It has four views: Day, Week, Month, and Agenda.
There is an icon at the bottom of each screen that lets you easily
switch
ch views. You can also change views by repeatedly pressing
the Date Book Hard Button.
Day Week Month Agenda
To make an entry in the Date Book you must be in the Day view. Tap with the Stylus to the
right of the time for which you want to set up an
appointment. You can then use the Graffiti pad or OnScreen Keyboard to enter text. If you tap on the time itself,
you’ll bring up another window that lets you specify both
start and end times or indicate that the appointment lasts all
day.
The Details button gives you additional features, letting
you set an alarm to remind you of the appointment.
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Note Pad
If you need to jot something down quickly, Note Pad is perfect. It captures your normal
handwriting as you write directly on the screen. Note Pad allows you to write in the
Application Window, rather than in the Graffiti area.
Launch Note Pad by pressing its Hard Button or by tapping its icon in the Application
Window.
Notice that there is a scroll bar extending up and down the right side of the
screen. You can use this to move down in order to write additional
information. Each note will hold about four screens worth of data. You
tap the pencil icon and a window will pop up allowing you to select thin
thick pencil lines. There is also an eraser that lets you get rid of unneeded
information.
can
or
When you’re finished, tap “Done” to return to the Note Pad main screen.
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Beaming
This handy utility lets you pass information from one handheld computer to another via
infrared ports. These ports are usually located at or near the top of a device.
To create a successful beam the units must be on the same geographic plane and within three
feet of each other.
Beaming possibilities are endless. You can beam your business card, an address, an
appointment, a memo, etc. You can beam individual applications. You can beam entire
categories, i.e., Games, Utilities.
To Beam:
1. Both the sender and receiver turn on their handheld computers.
2. The Sender activates the Menu by either tapping on the Menu Hard Button or by
tapping the Menu Bar at the top of the screen.
3. In the next step the Sender selects “Beam Address,” “Beam Event,” “Beam
Application,” etc.
4. The units should be on
within the necessary
The Receiver will have
or reject the item.
“No.”
the same plane and
distance.
the option to accept
Answer “Yes” or
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The HotSync™ Operation
While Beaming lets us transfer information from one handheld computer to another, the
HotSync™ operation moves data back and forth between a handheld and a desktop/notebook
computer. This provides a “safety net” as your information is stored in two separate
locations.
Three things are required for the HotSync operation:
1. A HotSync cradle or
cable
2. A PC or Macintosh
computer
HotSync
Button
3. Palm OS Software
4. After installing the software on your computer, you have the option of
Synchronizing files, letting the handheld overwrite what’s stored on the computer,
or letting what’s on the computer overwrite the data on the handheld.
5. Press the HotSync button on your cradle or cable and the data is transferred.
6. If you locate an application on the Internet you want to install on your handheld,
download and install it on your desktop/notebook computer. It will then be
installed during your next HotSync operation.
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Yahoo! Groups
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Module:
Yahoo! Groups
Activity:
User Guide for Week
Introduction:
Groups.com provides a gathering place on the Internet for groups to send and receive emails,
schedule meetings, share files and photos, or have private group chats. It is an excellent
vehicle for internal communication and collaboration. Accessing http://groups.yahoo.com/
allows users to create free Yahoo! Groups.
Components of Yahoo! Groups:
Group Email
Fast and easy email lists:
Send one email to the whole group
by typing just one message
Manage the group with complete
control and flexibility
Receive email or view a complete
history of group messages on a Web
bulletin board.
Group Document Files
Store/share up to 20 megs of files securely:
Share photos, MP3s, team rosters,
class assignments or any other group
document
Add documents with one click
Get anytime, anywhere access to
files
Group Information
Update to current group description,
upcoming events
View member information which
includes email addresses and contact
information
Polls
Create polls for feedback from
members for team consensus
Group Calendar
Access the group calendar from anywhere:
Schedule meetings and events
Send automatic email reminders
Overlay personal and group calendars to
see everything at once
Use the Calendar or Polling functions to
set up an online meeting
Group Chat
Chat to group members for free:
Schedule a group chat in a private chat
room
Bookmarks
Link to Internet resources (URLs) with
descriptions of sites
Database
Create multiple databases
Contains up to 10 fields that can be
sorted in ascending/descending order
Access Control:
Moderator controls who has access.
Anytime/anywhere access
24-hour access from any Internet
browser anywhere in the world via a
password-protected Web-site
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Starting a Yahoo! Groups
Go to the Yahoo Group Home Page – http://groups.yahoo.com/
Click on Start a new group!
Enter your email address
Type in your group name, group’s e-mail address, a brief description, and answer
some additional specifics about the group
Enter the email addresses of the people you'd like to include in your group
Enter a welcome message and invite members and you will receive a message that
the group has been created and the next steps you may wish to take.
Adding a database to a Yahoo! Groups database
From the Yahoo Group Home Page, click My Space
Select the group to which you will upload the file
Click Database
Under name, click on the selected database
Choose a blank or prepared template
Edit/Add database information and fields
Click on Create Table
Adding a record to a Yahoo! Groups database
From Yahoo Group Home Page, click My Space
Click Database
Click Add Record
Enter information into the fields and then click Add Record
To print, click on Printable Report
Click on File on the Menu Bar and select Print
Editing a record in a Yahoo! Groups database
From Yahoo Group Home Page, click My Space
Select the group that contains the database
Click Database
Click Edit beside the record that is to be modified
Enter information into the fields and then click Save Record
To print, click on Printable Report
Click on File on the Menu Bar and select Print
Uploading files
Click Files
If you wish to create a folder in which to place the file, click Create Folder. Then
click on the folder to enter the file.
Click Add File
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Click Browse... to select the file from your computer
Click Upload File, and you're done!
Chatting on Yahoo! Groups (PCs only at time of printing)
Click Chat
Note the Chatters in the room
Type chat in window beside Send, press Send to send
Note preferences and emotions above Send – use them to customize your chat
If a private messages needs to be sent, right click on the member’s name and
another window of selections appears. If Private Message is selected, an
additional window will pop up for the chat
Adding a Bookmark
Select the group to which you want to add a bookmark
Click Bookmark
Add Bookmark
Title
URL
Description
Click Add Bookmark
Folders for bookmarks can also be created
Click Add Folder
Title
Description
Creating a Poll
Select the group to which you will answer a poll
Click Create a Poll
Enter Questions and Choices
Select additional options
Click on Create Poll
Participating in a Poll
Select the group to which you will answer a poll
Click Poll
Answer Poll and click Submit
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Module: Discussion Forum
Activity: Participants will read the article Using Handhelds in Schools
Questions for reflection:
Do you work in a school that has handheld computers?
What is the potential for the use of handheld computers in your school?
Where could handheld computers be used most effectively?
How would you personally use handheld computers in your classroom?
What do you see as some of the “pros” and “cons” for using handheld computers in
your school?
Participants should be ready to share with other participants in a chat room.
How to Participate in a Chat Room Discussion
Have you ever sent a letter to someone and waited days or even weeks for a reply? Would
you like something faster? You could try email. With email you generally only have to wait
minutes or maybe hours. Not fast enough? Maybe you want a reply NOW. That’s exactly
what you get with chat room discussions. Chat room discussions happen in real time. This
means that participants are online at the same time interacting with each other.
Just what are chat room discussions? They are real time sessions in which people
communicate. Chat room discussion topics can focus on most anything. Generally, they have
moderators facilitating the sessions. Participants share their ideas by entering them on their
keyboards and sending them to a central server that all participants access and see at the same
time. Before you can enter a chat room discussion, you may need to download and/or install
chat software.
There are a number of common chat formats such as mIRC, Ircle, ICQ, AOL Instant
Messenger, Yahoo Chat, and Microsoft Chat. Particular chat host sites will let you know
what software you need to use and how to set up your system to chat. In the mean time, there
are some basics of chatting that you should know:
Use proper netiquette.
Make sure your keyboarding is pretty good.
Learn some common shorthand and smileys.
Find chat rooms to participate in.
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Monitor a group for a while before jumping in.
Don’t give out personal information.
Allow others to have their say.
Let others know you’re going to exit.
A closer look…
Use Proper Netiquette
The term “netiquette” comes from putting together “Net” (short for Internet) and “etiquette”
(a code of proper behavior). So, netiquette refers to proper etiquette on the Internet.
Basically, it means being polite to others as well as following generally accepted rules related
to composing and responding to correspondence on the Web.
Make Sure Your Keyboarding Skills Are Pretty Good
Chat discussion participation involves keyboarding in real time, so brush up on your
keyboard skills. People shouldn’t have to wait for you to “hunt and peck.” You don’t have to
be super fast, just moderate.
Learn Some Common Shorthand and Smileys
Since chat discussion participation requires text entry on keyboards, people have
developed shorter ways of saying many things. A word like "see" could be entered
simply as "c," or "you" as "u." This is called shorthand. Shorthand can come in handy
to speed you up. Make sure, however, that your shorthand is easy to understand.
It’s not possible to hear the tone of someone’s voice by reading his or her words. But
there are ways to let your tone come across. One way is to use all caps, which is
interpreted as shouting and is not polite. If you want to show emotions, try using
smileys (also called emoticons). These are little, sideways faces constructed with
keyboard characters. They allow you to express your emotions:
happy :-),
winking ;-),
playful surprised :-O,
sad :-(,
or even angry :-<.
People have created a lot of smileys, but only a few are commonly understood. If you
use smileys, stay with the common ones.
Find Chat Rooms to Participate In
What are you interested in? It’s amazing how many chat room discussions are available. You
can find chat room listings by visiting most any of the major Internet service providers. You
can also find listings at directory sites or search for listings using a search engine. You’ll find
some URLs below to get you started.
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Monitor a Group for a While before Jumping In
It’s a good idea to monitor a chat discussion before jumping in with your thoughts. Often
there are accepted conventions to learn that are specific to a particular discussion or group.
Also, you need to take some time to find out what’s going on, what’s being said, and who’s
who.
Don’t Give Out Personal Information
All you know about other participants of chat room discussions is what they choose to
present to you. You don’t necessarily know who they really are or why they are participating.
So, it’s best not to give out personal information about yourself, your address, phone number,
or your finances – especially your credit card number. An exception could be a particular
group that has a membership fee. In any case, always use caution on the Internet.
Allow Others to Have Their Say
You may have important points to share during a chat discussion. Other participants probably
also feel that way about themselves. Share the time. Allow others to have their say too.
Let Others Know You’re Going to Exit
It is polite to let other participants know that you are going to exit a chat room before the end
of the session. This gives others the opportunity to respond to any points you’ve made. Don’t
blast in, flame someone (a vicious, sarcastic, or mean-spirited comment or reply), and
disappear. Remember to conduct yourself following proper netiquette.
Explore! More Information on Participating in Chat Room Discussions
For more about chat rooms or participating in chat discussions, you can check out the Web
sites listed below.
iCQ: Buddy List Software
http://www.icq.com/
iCQ makes it easy for students and teachers to build buddy lists of only those online users
with whom they wish to communicate.
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Inter-Links: Discussion Resources
http://alabanza.com/kabacoff/Inter-Links/talk.html
The Internet provides a wide range of resources for interacting with others. The most popular
are listed at this site.
AOL Instant Messenger Web Chat Rules & Etiquette
http://www.aol.com/community/rules.html
Read up on the complete list of Web chat rules and etiquette at this site.
Internet Relay Chat - IRC
http://www.mirc.co.uk/irc.html
Internet Relay Chat (IRC) is one of the most popular and most interactive services on the
Internet. Read further to find out how you can get connected.
Basic Email/Chat Netiquette
http://web3.foxinternet.net/mwilder/basics/netiq.html
Did you know that it is considered rude if you type in all capital letters in an email or a chat
room? Uncover several netiquette rules at this site.
AOL.com: All Chats
http://www.aol.com/community/chat/allchats.html
Here you'll find over a hundred chat rooms on a huge variety of topics - come on in! You'll
need the newest version of AOL Instant Messenger to be able to join Web Chat Rooms.
Talk City
http://www.talkcity.com/
Talk City aims to bring people together in a culture of etiquette and respect to have vibrant
and fair discussions about the issues of our time in a way that celebrates intelligence,
friendship, difference, sameness, the past and the future.
Yahoo! Chat!
http://chat.yahoo.com/
Join thousands of people chatting live right now! Choose any of the categories that interest
you to link to a chat room.
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Webpage Design
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Module:
Webpage Design
In the past, it would have taken someone with a lot of time and a lot of knowledge to create a
web page. However, in the past the past several years a lot of progress has been made with
software that makes it easy to create a web page. Today, if you can use a word processor, you
can create a web page.
Web pages are written in a language known as HTML. Your browser (Internet Explorer,
Netscape Communicator) reads this language and displays it on your computer. Learning
HTML was tedious and time consuming. An easy way to see what HTML looks like is to
open Netscape Communicator, click on “View” and select “Page Source”.
Today it is possible to use Netscape Communicator, or other WYSIWYG (what you see is
what you get) programs to create a web page without a knowledge of HTML. This software
appears to function much like a word processor. You type in what you want your web page
to say, and the program takes care of adding the HTML components. These editors have
taken easy web page creation to a level where anyone can create incredible looking web
pages in a short amount of time.
There are many commercial WYSIWYG programs available. These include, but, are not
limited to Adobe PageMill, Front Page, and Claris Home Page. All of these programs are
available in Mac and Windows platforms.
We will be using Netscape Communicator because it comes with a free WYSIWYG
editor for web pages. If you want a few more features and little more power, you may
want to consider using one of the commercial products available. All have their own look
and feel, however they all work basically alike. If you’re interested in them, several of
them have demo versions you can download and try from the Internet.
We will now use Netscape to create a web page about chocolate.
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Chocolate Indulgence Home Page
Hi, you have located the most tastiest web site on the net. As a chocoholic I have devoted
numerous hours to finding the best chocolate information and sharing it with you. Bookmark
my web page and then you can easily return anytime the sudden need for chocolate
overwhelms you. You can visit these pages and enjoy chocolate in many forms virtually. The
best part of all! - is that you consume NO calories.
My Favorite Chocolate:
•
•
•
Hershey Kisses with Almonds
Milky Way
Almond Joy
Some of my Friends enjoying chocolate:
My favorite web sites:
1.
2.
3.
4.
5.
Theme Park
Favorite Vacation Destination
Self Help Site
Culture Awareness
Movie Not To Be Missed
I’ll be chatting about chocolate indulgences:
Time
6-8 pm
10-12 pm
5:30-7 pm
Date
December 1
December 3
December 5
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Create a Web Folder
Create a folder to keep everything associated with your web page. You will keep the page
and any pictures you are using there.
Open a New Page
First, launch Netscape. You do not need to be hooked up to the Internet. Once the
program starts go to the File menu and click on New. Then move over to the right and
choose Blank Page.
You should now have a blank gray screen. It will look similar to a word processing page.
This is the blank page we will be typing on.
The buttons
Let's start with the top row of buttons:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Opens a new page.
Opens a previously created page.
Saves a page.
Publishes your pages.
Allows you to view the page in Netscape.
Cuts a picture or text item.
Copies a picture or text item.
Pastes a picture or text item.
Prints the current page.
Finds a text item in a page.
Inserts a link on a page.
Inserts a target on a page.
Inserts a picture on a page.
Inserts a horizontal line.
Inserts a table.
Checks your document spelling.
Look at the bottom or second row of menu buttons.
1
2
3
4
5
Paragraph Style
Font Size
Font Color
Bold Type
Italic Type
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6
7
8
9
10
11
12
Underline Text
Remove all Styles
Bulleted List Button
Create Numbered List Button
Indent Left
Indent Right
Text Alignment (Left, Right, Center)
Type All Text
Type in all the text for the page. Formatting can be done at anytime.
Just as in word processing the text will “wrap” at the end of a line. Press enter only when
you want your text to begin a new paragraph.
Edit the Text
Check spelling, change text styles, and setting text colors.
Choose the Spell Checker from the tools menu. This works like other spell checkers.
Highlight the first two rows of the page. Click on the alignment tab and drag down to select
“center”. While these rows are still highlighted, click on the Bold button to make the text
bold and click on the size button and drag down to change the font size to 18.
Click off the text to un-highlight.
Highlight the words, “My Favorite Chocolate”. Make the words bold. Change the font size
to 14. Change the color of the font to brown. Click on the font color button from the second
row of menu buttons. From the boxes that appear choose brown as our color.
Highlight the words, “Some of my Friends enjoying chocolate.” Make the words bold.
Change the font size to 14. Change the color of the font to brown. Click on the font color
button from the second row of menu buttons. From the boxes that appear choose brown as
our color.
Now, highlight the words, “My favorite web sites:” Make the words bold. Change the font
size to 14. Change the color of the font to brown. Click on the font color button from the
second row of menu buttons. From the boxes that appear choose brown as our color.
Highlight the three items in My Favorite Chocolate section. Click on the “Bulleted List
Button” one time to bullet this list. While the list is highlighted, click on the “Indent Right”
button.
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Horizontal Lines
Highlight the three links in “my favorite web site” section. Click on the “Create Numbered
List Button”, one time to add numbers to your list. While the list is highlighted, click on the
“Indent Right” button.
Click after the line, “Chocolate Indulgence Home Page”. Press “enter” or “return”. Click
once on the horizontal line button.
Graphics
Click after the line, “Some of my Friends enjoying chocolate”. Press “enter” or “return”.
Click one on the insert image button. In the box that appears, click on the “Choose File”
button. When the open file box appears, choose my documents then my pictures. When you
see the “friends.gif” file, double click to choose it. Click OK in the box.
You should now see a picture of Friends on your web page.
Hypertext
Highlight the name of the first web site entitled "Theme Park". Go to the Menu Bar and click
on Insert. Select Link. The Link Tab should be in front. Type Chocolate World’s url address
in the box. The Yahooligans address is http://www.hersheys.com/chocworld/index.html
Highlight the name of the second web site entitled “Favorite Vacation Destination”. Click on
the “link” button at the top of the page. The Link Tab should be in front Type Ghirardelli
Square’s address in the box. The Ghirardelli Square’s URL address is
http://www.ghirardellisq.com/index2.html
Highlight the name of the third web site entitled “Self Help Site”. Click on the “link” button
at the top of the page. The Link Tab should be in front. Type Chocoholic’s address in the
box. The Chocoholic URL address is http://www.chocoholic.com
Highlight the name of the fourth web site entitled “Culture Awareness”. Click on the “link”
button at the top of the page. The Link Tab should be in front. Type Godiva Chocolate’s
address in the box. The Godiva Chocolate’s URL address is http://www.godiva.com
Highlight the name of the fifth web site entitled “Movie Not To Be Missed”. Click on the
“link” button at the top of the page. The Link Tab should be in front. Type Chocolat’s
address in the box. The Chocolat’s URL address is
http://www.miramax2000.com/chocolat/index.html
Background Color
To select a background color, click on the Format menu. Select Page Properties. Click once
on the radio button beside “Use Custom Colors”. Click on the gray box beside Background
color. Choose a pale color (yellow works well) for your background. Click on OK
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Tables
Tables are an easy way to line up information. Let’s add a table to our page. Click after
“Movie Not To Be Missed”. Press Enter 2 times. Type, “I’ll be Chatting about chocolate
indulgences”. Press Enter 2 more times. Go to the top of the page and press the Create
Table Button once. Notice that you can choose the look of your table. Choose 4 rows and 2
columns.
Click in the first table. Type Time. Press Tab. Type Date. Press Tab. Type 6-8 pm. Press
Tab. Type August 15. Press Tab. Type 10-12 pm. Press Tab. Type August 20. Press Tab.
Type 5:30-7:00 pm.
Select “I’ll be chatting about chocolate indulgences”, Change the font color to 14, Bold and
brown. Select the words Time and Date. Click to change the font to Bold. Center the Text.
Targets
Targets are links within a page. Click after the paragraph. Type Chocolate (Tab, Tab),
Friends (Tab, Tab), Web Sites (Tab, Tab), Chat Times. Highlight and center this row. Click
in front of “My Favorite Chocolate”. Go to Insert in the Menu bar and select Target. Name
this target Chocolate. Click OK. Click in front of each of the other brown headings. Name
each target as above. Highlight the word “Chocolate” (under the paragraph). Click on the
Link button. Type the target name, “Chocolate”. Do each of the other targets the same way.
Text and Page Tips
Tip 1 - Remember your goal. You want to create pages that are eye catching and provide
good concise information.
Tip 2 - Keep the same theme. If your web site has many pages, then having the same
borders, headers, and footers will make for ease of Navigation. Use the same buttons for
moving forward or back, and for returning to a home page. Keep hypertext the same color all
the way throughout.
Tip 3 - Get to the point. Make the most important parts of your pages the most obvious.
People want to find information and go. So give it to them!
Tip 4 - Keep it small . People don't like waiting an hour while your fancy picture at the top
of every page comes in. Keep text to no more than one page, and keep the pictures down to 2
small pictures per page, or one large picture per page
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Graphics Tips
Tip 1 - Know your Format. Save your pictures as a GIF or JPEG. If your paint program
cannot save pictures in this format, you can download one of these shareware programs:
Graphic Convertor = Mac (http://download.cnet.com/downloads/0-10220-10816392.html?tag=st.dl.10220.upd.10220-108-16392) , and Paint Shop Pro = Windows.
(http://download.cnet.com/downloads/0-10077-108-17446.html?tag=st.dl.10077.upd.10077108-17446 )
Tip 2 – Animated GIFs. Little moving cartoons for your web page.
Some web sites for animated GIF's are:
Yahoo's directory of Animated GIF's
(http://dir.yahoo.com/Arts/Visual_Arts/Animation/Computer_Animation/Animated_GIFs )
Nova Soft's CD of Animated GIF's. (http://www.novadevcorp.com/index.html )
A Home for your Site...
I’ve made this fantastic web page, where do I put it on the Internet.
1. Check with your ISP. Most Internet service providers now give free web space with
every account.
2. Many companies sell web space on their servers.
3. Many companies give space away for free. (More information is in Web Site
Maintenance.)
Once you set up an account with any of the above providers they will give you an address
of a web server, a username, and a password.
The web page construction resource page
Below are some sites with great web building tutorials.
Netscape Composer for People who Love the Beach for Macs –
(http://www.esd.k12.ca.us/LeyVa/ComposerTutorial/beach.html)
WebDiner - (http://www.webdiner.com/webadv/index.htm) Builder.Com –
(http://home.cnet.com/webbuilding/0-3880.html )
Developer.Com – (http://www.developer.com/)
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Inserting a Video in Front Page
Add a video
1. In Page view, position the insertion point where you want to insert a video.
2. On the Insert menu, point to Picture, and then click Video.
3. Browse to the video file and select it.
4. Set the properties for the video.
How to do it
Right-click the video, click Picture Properties on the shortcut menu (shortcut menu: A
menu that shows a list of commands relevant to a particular item. To display a shortcut menu,
right-click an item or press SHIFT+F10.), and then click the Video tab. Do one or more of
the following:
o
To play the video whenever the page is loaded in a site visitor's Web browser,
select the On file open check box.
o
To play the video whenever a site visitor moves the mouse over the video,
select the On mouse over check box.
o
In the Loop box, enter the number of times you want to play the video, or
select Forever for continuous play.
o
To set a delay between playbacks, enter the delay time in milliseconds in the
Loop delay box.
Note Some Web browsers do not support video.
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Graphic Editors
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Free Graphic Editor - IrfanView
Introduction:
IrfanView is a freeware program available from the Internet. IrfanView is a compact, easy
to use image viewer for the Window’s Platform. More than that, you can also edit images
directly in IrfanView, to produce a variety of effects and create slideshows. IrfanView is on
the resource CD for you to install on your computer at school and home.
Activity:
Open IrfanView
Click on File, Open to open picture
To crop picture, Right click on picture and drag to select, click on Edit, Crop,
Click on Image, Brightness, drag bar to change Brightness
To Resize picture, click on Image, Resize and make selection
Click on Image, Information to view Name, Compression, Size, Colors, Current
Memory Size
To Convert many graphics/pictures at one time, click on File, Batch Conversion,
then Add to Files. Under Output format, select extension and click on Start.
To create slideshow, click on File, Slideshow. Click on Look In to locate
pictures. To add pictures to the slideshow, click on Add All, and then click on
Play. You can also change Slide Advancement.
Assignment:
Open a picture or graphic (JPEG)
Write down Current Memory Size
Resize to 200%, write down Current Memory Size
Resize to 300%, write down Current Memory Size
Convert from JPEG to GIF, write down Current Memory Size (Industry Standardpictures are saved as JPEG and graphics as GIF)
Using IrfanView as a graphic editor:
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Resizing:
Click on the Image menu, then Resize. A dialog allows you to choose the new size
for the image. If you are resizing for a webpage, you will want to keep the size to 300
or less.
There are several built in choices, or you can type over the old numbers. The first
number is width, the second height, both in pixels. Leave the Preserve aspect ratio
box checked; type in one number and the other will be calculated for you.
Click OK to resize the image. This action can be reversed by the Edit menu's Undo
command.
Rotating:
Click on the Image menu, then Rotate Left or Right. The image will turn 90
degrees; the top of the image will move towards the left or right.
Click on the Image menu, then Horizontal Flip. The image will turn side-to-side, as
in a mirror.
Click on the Image menu, then Vertical Flip. The image will turn upside-down. The
left/right orientation will stay the same.
Fine Rotation
Click on the Image Menu, point the mouse at Effects.
Click Fine Rotation. Turns the image to the left or right. The degree of rotation
can be changed using Effects setup. This action can be reversed with Edit, Undo
command.
Cropping Pictures:
Use the left mouse button to outline the area (selection), click on the Edit, Crop.
The area outside the outline will be thrown away, only the inside will be left.
Use this to eliminate unwanted space (usually blank space) from an image. It can also
center a badly composed photo.
Use with Resample (Image menu,) to eliminate background "noise", and often have
the same sized image when you finish.
This action may be reversed with Edit, Undo command.
Saving:
Click on the File, Save As (or use the Save As tool on the toolbar.) saves your file to
disk. Use Save in and File name to find the directory where you want the file saved.
To save as a different type, use Save as type. Click the arrow and a list of file types
drops down. Move the cursor to the one you want and click again. When you save,
the file will be converted to this new type.
Clicking the Options button brings up special options for some file types. There are
three tabs: JPEG/GIF, LWF, and TIFF. Industry standard for webpages, JPEG and
GIF.
Click Save to send the file to your disk drive. To exit without saving, click Cancel.
Note that Save As comes up in the last directory in which you saved a file. Save
comes up in the last directory from which you loaded an image.
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Module: Graphic Editors - Graphic Converter
Graphic Converter Tutorial
Graphic Converter is a shareware program. If you to choose to continue to use it, you are
asked to register it. Graphic Converter is a program which allows you to take most image
files and convert them to almost any other type of graphic File. The two most common
graphic files for the web are GIF and JPG files. GIF files are the most common type of image
file which web browsers can read. Before you start this tutorial you will need to have some
sort of image file. A photo taken with a digital camera, a scanned picture, or a piece of clip
art will do just fine.
In this tutorial an image will be opened, resized, and saved as a GIF or JPG image.
Double-click on the Graphic Converter program icon. If the program is downloaded
and cannot be found, use the Find command under the file menu.
When Graphic Converter is opened it will always ask the user to register. Wait a few
seconds and the option to click OK will become highlighted. Click on OK and the
program opens.
Choose Open from the File menu. Find the file to be opened. When Graphic
Converter opens it will display the standard painting tools, and the standard open
window.
To resize the picture, go to the Picture menu, pull down and select Size, then move
over and to the right and select Scale. Make sure the Size button is chosen and not
the format button.
Type into the new width and height the size for the picture. Try to simply shrink the
picture in half by cutting both the width and height numbers in half. Returning to the
size menu will allow the numbers to be adjusted to make the image smaller.
Save the image for the web. Save as a JPG or GIF image.
GIF images can only have 256 colors. Save images as GIFS that are clip art,
logos, word art, etc.
JPGs save in millions of colors. Save as a JPG if it the picture is a scanned photo,
digital camera photo, or artwork with thousands of colors.
Under the File menu choose Save.
Type the picture name in the box. From the pull down menu at the right click and
choose GIF or JPG as the file type. Notice the large number of file types.
Notice that the program has automatically added the .GIF or .JPG to the end of the
file name.
Click on save.
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WebQuests
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Module:
WebQuest
Introduction:
Activity Structures empower teachers to create effective educational Internet-based
experiences for students that are seamlessly tied to the curriculum. Judi Harris, Department
of Curriculum and Instruction, University of Texas at Austin has defined, collected, and
categorized them into three major types:
Collaborative Problem-Solving Projects - ThinkQuest/WebQuest
Information Collections - Global Grocery List/Positively Trashy
Interpersonal Exchanges - KeyPals/Town Meetings
Judi Harris' Network-Based Educational Activity Structures
http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/Foundation/index.html
In this module we will be learning about the components and educational value of
WebQuests.
"A WebQuest is an inquiry-oriented activity in which some or all of the information
used by learners is drawn from the Web. WebQuests are designed to use learners'
time well, to focus on using information rather than looking for it, and to support
learners' thinking at the levels of analysis, synthesis, and evaluation." Bernie Dodge, San
Diego State University
Check out some WebQuests at http://edweb.sdsu.edu/webquest/webquest.html .
An evaluation rubric can be found at: http://edweb.sdsu.edu/webquest/webquestrubric.html .
Elements of a WebQuest:
The Introduction section of a WebQuest should orient the learner as to what is coming and
raise some interest in the learner through a variety of means.
It can do this by making the topic seem...
relevant to the learner's past experience
relevant to the learner's future goals
attractive visually interesting
important because of its global implications
urgent because of the need for a timely solution
fun because the learner will be playing a role or making something
The Task block in a WebQuest is a description of what the learner will have done at the end
of the exercise. It could be a product, like a HyperStudio stack or PowerPoint presentation, or
it might be a verbal act, such as being able to explain a specific topic.
The Process block in a WebQuest is where the teacher suggests the steps that learners should
go through in completing the task. It may include strategies for dividing the task into
subtasks, descriptions of roles to be played or perspectives to be taken by each learner. The
instructor can also use this place to provide learning advice and interpersonal process advice,
such as how to conduct a brainstorming session.
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The Resources block in a WebQuest is a list of web pages which the instructor has located
that will help the learner accomplish the task.
The Resources are pre-selected so that learners can focus their attention on the topic rather
than surfing aimlessly.
The Evaluation block is a new addition to the WebQuest model. Clearly, if we are going to
justify the expense of using the web for learning, we need to be able to measure results. Since
the learning we are looking for is at the loftier reaches of Bloom's Taxonomy, we can not
gauge it with (readily) with a multiple-choice test. An evaluation rubric is called for. There
are many rubrics available for evaluating webpages.
The Conclusion section of a WebQuest provides an opportunity to summarize the
experience, to encourage reflection about the process, to extend and generalize what was
learned, or some combination of these. It is not a critically important piece, but it rounds out
the document and provides that reader with a sense of closure.
One good use for the conclusion section is to suggest questions that a teacher might use in
whole class discussion to debrief a lesson.
The Task is the single most important part of a WebQuest It provides a goal and
focus
for students Bernie Dodge suggests “there must be fifty ways to task your learner.”
Look at the Taxonomy of Tasks located at
http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/
Note the 12 Task Types in this chart and the characteristics of each.
Retelling
Compilation
Mystery
Journalistic
Design
Creative Product
Consensus Building
Persuasion
Self-Knowledge
Analytical
Judgment
Scientific
Examine the WebQuest created during the 2000 summer session at NCTA,
http://www.ga.unc.edu/NCTA/NCTA/TATech2res.htm or the WebQuest
examples found at http://edweb.sdsu.edu/webquest/matrix.html
Categorize the WebQuest using the Taxonomy of Tasks at
http://edweb.sdsu.edu/webquest/taskonomy.html and
http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/
Discuss findings. Note that WebQuests can be a combination of types.
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Scaffolding:
WebQuests are a strategy for scaffolding higher level learning.
What is Scaffolding
Scaffolding is an interactive process by which a learner is assisted by others to
acquire knowledge and skill that cannot be acquired without assistance at that
point in time and skill.
Why do we use scaffolding
Facilitates learning by:
helping learners make connections between what they know and the new
information
assisting in organization of new information in ways that are meaningful
assisting in the development of evolving knowledge bases – “restructured
information”
reducing learning ambiguity
Note: The learner is eventually in control of the task (information is internalized) and
the scaffolding is no longer needed.
Examples of Scaffolding
Formal or informal needs assessment
Modeling
Tutorials
Coaching
Supervised practice
Simulations
Templates
Examples of Internet Scaffolding
Coaching through email
Chat room
Threaded discussions
Bulletin boards
FAQs
Video conferencing
Hypertext
Additional Information on Scaffolding found at
http://home.okstate.edu/homepages.nsf/toc/EPSY5213Reading4a
Research has shown that the most important factor related to student learning and technology
use is how teachers relate the technology-based activity to other learning activities.
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Therefore, it's important to clearly link your WebQuest to previous and subsequent activities,
so that the WebQuest is not an isolated experience disconnected from the rest of your
curriculum. WebQuests aren't the endpoint, but the beginning of student use of the Web for
learning. Ideally, in the not so distant future, students will have internalized many of the
cognitive strategies built into WebQuests, so that students direct and guide their own studies
and findings. You might call this idea "WebQuests as training wheels."
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Put the Title of the Lesson Here
A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name Here
Put Your E-mail Address Here
Put some interesting graphic representing the content here
Introduction | Task | Resources | Process | Evaluation | Conclusion | Credits |
Teacher Page
Introduction
This document should be written with the student as the intended audience. Write a short
paragraph here to introduce the activity or lesson to the students. If there is a role or scenario
involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is
where you'll set the stage. If there's no motivational introduction like that, use this section to
provide a short advance organizer or overview. Remember that the purpose of this section is
to both prepare and hook the reader.
It is also in this section that you'll communicate the Big Question (Essential Question,
Guiding Question) that the whole WebQuest is centered around.
The Task
Describe crisply and clearly what the end result of the learners' activities will be. The task
could be a:
problem or mystery to be solved;
position to be formulated and defended;
product to be designed;
complexity to be analyzed;
personal insight to be articulated;
summary to be created;
persuasive message or journalistic account to be crafted;
a creative work, or
anything that requires the learners to process and transform the information they've
gathered.
If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it
here.
Don't list the steps that students will go through to get to the end point. That belongs in the
Process section.
Resources
List print and digital resources that students will use during this WebQuest.
The Process
To accomplish the task, what steps should the learners go through? Use the numbered list
format in your web editor to automatically number the steps in the procedure. Describing this
section well will help other teachers to see how your lesson flows and how they might adapt
it for their own use, so the more detail and care you put into this, the better. Remember that
this whole document is addressed to the student, however, so describe the steps using the
second person.
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First you'll be assigned to a team of 3 students...
Once you've picked a role to play....
... and so on.
Learners will access the on-line resources that you've identified as they go through the
Process. You may have a set of links that everyone looks at as a way of developing
background information, or not. If you break learners into groups, embed the links that each
group will look at within the description of that stage of the process. (Note, this is a change
from the older WebQuest templates which included a separate Resources section. It's now
clear that the resources belong in the Process section rather than alone.)
In the Process block, you might also provide some guidance on how to organize the
information gathered. This advice could suggestions to use flowcharts, summary tables,
concept maps, or other organizing structures. The advice could also take the form of a
checklist of questions to analyze the information with, or things to notice or think about. If
you have identified or prepared guide documents on the Web that cover specific skills needed
for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to
this section.
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will
be a common grade for group work vs. individual grades.
Beginning Developing Accomplished
1
2
3
Stated Objective or Description of
Performance
identifiable
performance
characteristics
reflecting a
beginning
level of
performance.
Description of Description of
identifiable
identifiable
performance
performance
characteristics characteristics
reflecting
reflecting mastery
development of performance.
and movement
toward
mastery of
performance.
Exemplary
4
Score
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Conclusion
Put a couple of sentences here that summarizes what they will have accomplished or learned
by completing this activity or lesson. You might also include some rhetorical questions or
additional links to encourage them to extend their thinking into other content beyond this
lesson.
Credits & References
List here the sources of any images, music or text that you're using. Provide links back to the
original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
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Put the Title of the Lesson Here
Teacher Page
A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name Here
Put Your E-mail Address Here
Put some interesting graphic representing the content here
Introduction | Learners | Standards | Process | Resources
Evaluation | Conclusion | Credits | Student Page
Introduction
Begin with something that describes the origin of the lesson. For example: This lesson was
developed as part of the NCTA Technology Connections at Western Carolina University
during the summer of 1999.
In this second paragraph of the introduction, describe briefly what the lesson is about. Share
ways that teachers can introduce the WebQuest. Remember the audience for this document
is other teachers, not students.
Learners
Describe the grade level and course that the lesson is designed to cover. For example: "This
lesson is anchored in seventh grade language arts and involves social studies and math to a
lesser extent." If the lesson can easily be extended to additional grades and subjects, mention
that briefly here as well.
Describe what the learners will need to know prior to beginning this lesson. Limit this
description to the most critical skills that could not be picked up on the fly as the lesson is
given.
Curriculum Standards
What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the
language of the North Carolina Standard Course of Study Goals and Objectives. For
example:
Social Studies Standards Addressed
Dynamic and Changing Nature of Law The learner will analyze changes in the law
and recognize the dynamic nature of law.
Civil and Criminal Law The learner will describe the civil and criminal justice
systems, analyze their operations, and assess their effectiveness.
Most lessons don't just teach a block of content; they also implicitly teach one or more types
of thinking. In addition to describing learning outcomes within traditional subject areas,
describe what kind of thinking and communications skills were encouraged by this lesson.
Inference-making? Critical thinking? Creative production? Creative problem-solving?
Observation and categorization? Comparison? Teamwork? Compromise?
Process
You can paste in the process description given to students on the student page and then
interleave the additional details that a teacher might need.
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Describe briefly how the lesson is organized. Does it involve more than one class? Is it all
taught in one period per day, or is it part of several periods? How many days or weeks will it
take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?
If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them here and
suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice
teacher? Does it require some experience with directing debates or role-plays, for example?
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Resources Needed
Describe what's needed to implement this lesson. Some of the possibilities:
Class sets of books
E-mail accounts for all students
Specific software (how many copies?)
Specific hardware (what kind? How many?)
Specific reference material in the classroom or school library
Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list,
describe and link them here. It would also be helpful to link the names of books suggested to
Amazon or other online sources.
Describe also the human resources needed. How many teachers are needed to implement the
lesson? Is one enough? Is there a role for aides or parents in the room? Do you need to
coordinate with a teacher at another school or with a partner in industry, museum, or other
entity? Is a field trip designed as part of the lesson?
Evaluation
How will you know that this lesson was successful? Describe what student products or
performances you'll be looking at and how they'll be evaluated. This, of course, should be
tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page into this
space and add any clarifications needed for another teacher to make use of this lesson.
Conclusion
Make some kind of summary statement here about the worthiness of this lesson and the
importance of what it will teach.
Credits & References
List here the sources of any images, music or text that you're using. Provide links back to the
original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Last updated on 8/15/99. Templates are based on a template from The WebQuest Page.
Adapted with permission by Bernie Dodge - 01/18/00
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Videoconferences
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Module: Desktop Videoconferences
Introduction:
Effective learning hinges on the active engagement of students in constructing their own
knowledge and understanding. CU-SeeMe breaks down the classroom walls and enables
students to be involved in meaningful, real-life learning through the collection and sharing of
information and data during a videoconference.
Strengthens reading/writing connection, vocabulary skills, and comprehension.
Increases civic participation and expands economic, geographic, political, and
historical knowledge
Through personal contacts.
Serves as the vehicle for updating information as it constantly evolves.
Improves concept development through active participation and use of process skills.
Strengthens graphing and data analysis abilities through exchange of information.
Improves critical
Thinking and problem solving skills.
Strengthens keyboarding skills as participants communicate by typing.
Tim Dorcey, a pioneer in desktop videoconferencing, developed both CU-SeeMe and iVisit.
All three teleconferencing programs are free and use optional inexpensive desktop video
cameras. CU-SeeMe requires a reflector or other central server to handle multiparty
conferencing.
Teachers Connect, http://www.teachers-connect.net/town/tcpres.htm , uses CU-SeeMe
software for its Town Meetings. This program is intended to provide useful conferencing at
minimal cost. CU-SeeMe is a free videoconferencing program and is available to anyone
with a Macintosh or Windows connection to the Internet. With CU-SeeMe, students and
teachers can videoconference with another site located anywhere in the world. By using a
reflector (IP Number and sometimes a Conference ID), multiple parties at different locations
can participate in a CU-SeeMe conference, each from their own desktop computer. With CUSeeMe, each participant can decide to be a video sender or a receiver of video only, a lurker.
There are several things required in order to participate in videoconferencing using CUSeeMe:
CU-SeeMe software
Reflector IP address and Conference ID
Internet connection
Video camera (optional)
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Town Meetings, Videoconferencing for North Carolina Educators and Students
The Teachers Connect website has an extensive section on educational use of desktop
videoconferences. The URL is http://www.teachers-connect.net/town/tcpres.htm
The section contains:
Town Meeting schedule
Reflector IP address
Archives of past Town Meetings
Links to software
Setup instructions
Frequently asked questions
PowerPoint: Why do videoconferencing?
K-12 videoconferencing resources
To participate in a Town Meeting:
Go to the main Town Meeting page on Teachers Connect to get the IP number of the
videoconference reflector.
Contact Teachers Connect once the software is installed to receive the Conference ID.
Participate in videoconferences through one of the following methods:
Take part in videoconferences offered twice a month by Teachers Connect in their
Town Meetings. A variety of North Carolina experts are featured to discuss an
assortment of topics.
Experience NASA or Global School House videoconferences.
Organize videoconferences to support projects and activities.
Teachers Connect, http://www.teachers-connect.net
Global School House, http://www.gsn.org/cu/index.html
NASA Online, http://quest.arc.nasa.gov/interactive
CU-SeeMe Network, http://cu-seeme.net/
Reading transcripts of past sessions gives the reader an understanding of the educational
value of Town Meetings. Select one of the following Town Meetings to read:
Apr. 8, 1999, Dr. Gloria Houston, Meet the Author,
Mar. 11, 1999, Glenn Gurley, Positively Trashy: Getting Ready for Earth Day
Feb. 25, 1999, David Moore, The Search for Blackbeard’s Queen Anne’s Revenge
Feb. 11, 1999, Jerry Christy, The Journey South
Oct 21, 1999, Nancy Cooper, Biltmore Estate
Sep. 22, 1999, Jay Barnes, Hurricanes
Nov 4, 1999, John Dysart, Reed Gold Mine
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Videoconferencing Resources
IVisit, http://www.ivisit.com/ , is another useful program. Tim Dorcey, a pioneer in desktop
videoconferencing, developed both CU-SeeMe and iVisit. Both programs are free and use
optional inexpensive desktop video cameras. CU-SeeMe requires a reflector or other central
server to handle multiparty conferencing.
Central to this new paradigm is iVisit's ability to link peers on the system without relying on
a server to route data. iVisit is very flexible. The total number of users who can be involved
at one time depends on the capacity of the network connection, the speed of the computer,
the type of media exchanged (video, audio, text) and the number of windows that will fit on
the screen. Otherwise, the number is unlimited. iVisit gives you the ability to choose whether
you want to be connected to a smaller number of people at optimum video quality, or more
people at diminished resolution.
NetMeeting, http://www.microsoft.com/windows/netmeeting/ , is also a free program.
However, it is only for the Windows platform. It is such a well-known product that its
features have been included in this listing. NetMeeting allows:
Video and audio conferencing.
Whiteboard.
Chat.
Internet directory.
File transfer.
Program sharing.
Remote desktop sharing.
Security.
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Participant Manual
Video Production
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Module: Video Production using iMovie
DV is a digital format that allows video to be stored digitally on a CD, a tape, a hard drive or
other digital storage device. The advantage of digital video is the high quality.
Application
iMovie
Use
Digital
video editing
application
Input
Still: PICT, JPEG, GIF, BMP,
PHOTOSHOP
Audio: AIFF and CD audio tracks
QT movies: DV stream format
only
www.apple.com/imovie
Output
QT movies
Still images: PICT &
JPEG
Video to DV tape
Pre-work:
Capture video with a digital video format camcorder (DV)
Attach the DV camcorder to the computer using a FireWire connector.
The 6-pin connector plugs into the computer.
The 4-pin connector plugs into the DV camcorder.
Capturing a DV Clip:
Step I
Start up the iMovie software.
Click the Camera Mode button.
Step II
Click the Play button to preview your tape.
Identify the segment you want to capture. Rewind the tape to a few seconds before
the point where you want to start capturing. (This is called the pre-rolling.)
Click the Pause or Stop button.
Step III
Click the Play button.
Click the Import button as soon as you see the scene you want to capture, (or press
the spacebar).
To finish the capture, click the Import button, (or press the spacebar).
Your clip will be stored on the shelf.
Note: When the shelf gets full, you’ll have to move clips to the movie track of the clip
viewer. There is no limit on the number of clips in the clip viewer.
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Step IV
Continue to import and capture clips. Monitor the available disk space by watching the
Free Space status bar.
Blue: More than 400 MB available.
Yellow: Less than 400 MB available (Less than 2 minutes of video).
Red: Less than 200 MB available (One minute warning).
Note: Capture stops automatically when 50 MB of free space remains.
Deleting Clips
Click to select a clip.
Drag to the trash can or press the delete key.
Renaming Clips
Click the name under the thumbnail.
When the name is highlighted, type the new name.
Importing a Still Image
Select File/Import File from the Menu Bar.
Browse until you locate the still image.
Click Import.
The image will be placed on the shelf.
Moving Clips
From the shelf:
Click the clip viewer tab at the bottom-left of the
screen.
Drag the clips from the shelf to the viewer.
Note: To move multiple clips, hold down the Shift
Key while clicking, (or go to the Menu Bar and use
the Select All command).
North Carolina Teacher Academy - Technology Connections Instruction and Productivity
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On the viewer:
Click on the clip to be moved.
Drag it to the new location on the viewer.
Release the mouse button.
To Preview a Movie:
Press the Home key on the keyboard.
Press the spacebar.
Splitting and Cropping Clips
Excess or bad footage can be edited out.
Step 1:
Click on the clip to be edited.
Locate the scrubber bar under the monitor.
Drag the playhead to the last part of the good footage.
Step 2:
From the Menu Bar, select Edit/Split Clip at Playhead.
The clip will now appear as 2 clips. The second clip will
be labeled with a1, (first copy).
Step 3:
Click on the clip to be deleted.
Click the Delete key on the keyboard or drag the clip to the trash can.
Adding Transitions
Step 1:
Click the Transition button.
The transition controls will slide up.
Adjust the duration on the slider control to set the speed of the transition.
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Step 2:
Pick the transition. Use the Preview feature to see the transition effect.
Drag the desired transition and insert it between 2 of the clips on the clip viewer.
Note:
When the transition is dropped on the clip viewer, rendering between the 2
clips takes place. The length of the rendering process depends on the
duration time of the transition. While rendering, a red bar indicates the
progress.
Step 3:
To preview a transition,
Click the transition icon.
(It will turn yellow.)
Click the Play button or press the spacebar.
Creating and Adding Titles
Step 1:
Click on a clip in the clip viewer.
Click the Titles button.
Set the duration slider.
Step 2:
Select a Title style, font, and color.
Type the title in the text boxes.
To preview, click the preview button.
Step 3:
Drag the Title Style box in front of the clip
in which the title will appear.
Note: It will take a few seconds for the title to be created. Progress will be shown in red.
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Adding a Sound Effect Clip
Step 1:
Click on the tab with the musical note. It is found behind the tab for the clip
viewer. This is the audio viewer.
Click the Sounds button.
Drag a sound from the sound palette and center it below one of the clips.
Step 2:
To preview, drag the playhead in the audio viewer just in front of the sound effect
clip.
Press the spacebar.
Adding Music
You can import an AIFF audio file or music from an audio CD.
Press the Home key so that you are at the beginning of the movie.
AIFF audio file
Choose File/Import File from the Menu Bar.
Browse to locate the file.
Click on Import. Click OK.
Audio CD
Note: When recording music, follow all legal copyright guidelines.
Step 1:
Insert the CD.
Click the Music button.
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Step 2:
Choose a track from the list that appears in the music palette.
Click the Record Music button in the music palette.
Step 3:
Click the Stop button at the end of the movie.
Note: A music clip appears on the bottom audio track.
Watching a Movie Full Screen
Press the Home key to return to the beginning of the movie.
Press the Play Movie Full Screen button.
Exporting a Movie
To QuickTime
Step 1:
Choose File/Export Movie from the Menu Bar.
Drag down from Camera to QuickTime on the Popup Menu.
Step 2:
Choose 1 of the formats: Email movie small, Web movie small, Web movie small
(QT3.0), CD-ROM movie Medium, CD-ROM movie Large, Expert.
Click Export.
Step 3:
Name the movie.
Indicate the location for the new movie.
Click Save.
Note: Exporting will take a few minutes.
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To Tape
Step 1:
Connect the DV camcorder or tape deck to the computer with the FireWire cable.
Step 2:
Choose File/Export Movie from the Menu Bar.
Leave the Popup Menu on Camera.
Click Export.
Exporting a Frame of Video as a Still Image
Step 1:
Click the clip that contains the image.
Step 2:
Move the playhead until the frame you want appears in the movie monitor.
Step 3:
Select File/Save Frame from the Menu Bar.
Step 4:
Choose a format: Macintosh PICT file or JPEG.
Narrating a Video (Voice-over)
Note: Do not change the sound input device while iMovie is running.
IMovie uses an external or built-in microphone to record your voice.
If you need to switch to one of these devices:
Quit iMovie.
On the Menu Bar, select Apple/Control Panel/Sounds.
Click on the device.
Drag down to the correct input source.
Close the Sound window.
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Recording the voice-over.
Step 1:
Restart iMovie after selecting the sound input source.
Step 2:
Move the playhead of the audio viewer to the clip and frame where the narration
will begin.
Step 3:
Click the Sounds button.
Click the Record Voice button.
Click Stop when finished.
Note: The recorded narration shows up on the middle track of the audio viewer.
To Preview the Narration:
Move the playhead to a position just before the narration begins.
Click the Play button.
Cropping Excess Footage from the Middle of a Clip
Sometimes there is excess footage in the middle of a clip.
To Crop:
Step 1:
Click on the clip that has the excess footage.
Step 2:
Drag the playhead to the frame that ends the excess footage.
Select Edit/Split Clip at playhead from the Menu Bar.
The clip now appears as 2 clips with the second clip named /1.
Click above the clip viewer to deselect the clip.
Note: The excess footage is now at the end of the original clip.
Step 3:
Click below the scrubber bar under the monitor to display the crop
markers.
Drag the beginning crop marker to the left to the frame where the excess
footage begins.
Step 4:
Choose Edit/Crop from the Menu Bar.
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Digital Video Tips (Nuts and Bolts)
Disk Space
One minute of DV files uses approximately 210 megabytes of disk space.
Monitor your disk space. Don’t let it fall below 100 MB of available space.
Other Formats
8mm, Hi8, VHS or SVHS formats can be converted to the DV format with a converter
box. The converter box should have a standard S-Video and RCA input/output orts for
video and audio and a FireWire or iLink (IEEE 1394) input/output port.
Controlling the Camcorder
If converting from another format, the camera will have to be controlled by the camera
playback controls. If using a DV camcorder, the camera can be controlled by the iMovie
software.
FireWire Cable
The 6-pin connector plugs into the computer.
The 4-pin connector plugs into the DV camcorder.
Battery vs. Power Adaptor
If using a power adaptor (recommended), set the camcorder to VTR/Camera mode.
If using the battery, set the camcorder to VTR.
JPEG vs. PICT
JPEG compresses image files. Some image data is lost in the process. Use when
exporting from DV to send the picture in email or on the Web.
Pict files are image files that are not compressed. The quality is retained when recopied.
Use the PICT file when exporting a still image from a DV clip.
Live Video from a Camera
Switch the camera to Camera mode. Set the Lock/Standby switch to Standby. Remove
any tapes. (Tapes cause the camera to time out and go into sleep mode.)
Make sure the camera demo mode is disabled.
Transitions at the Beginning and End of a Movie
Polish your movie by using the Fade In (from black) at the beginning.
Use the Fade Out (from black) at the end of the movie.
Movie Maker
http://www.microsoft.com/windowsxp/moviemaker/default.asp
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Video Production Using Movie Maker
Do It Yourself
Build a Storyboard
Movie Maker automatically divides your video into segments to make it easier
to drag and drop the parts you want onto the storyboard where you put your
movie together.
To build a storyboard:
1.
Import video to your PC. You’ll see your clips in the Collections
view.
2.
Double click on each clip to see how it looks in the preview window.
3.
Once you’ve decided which ones you want to put in your movie, click
and drag the clips to the Storyboard in the order in which you’d like
them to appear in your final movie.
The Storyboard
4.
To rearrange your clips on the storyboard, just drag and drop them to a
different location.
Edit Your Clips
Trim your clips to get exactly the footage you need.
To edit clips:
1.
In the Timeline view, click on the clip you’d like to trim.
2. In the Preview window, drag the scroll bar slowly and watch as the
video progresses.
3.
Stop at the point where you want to trim the clip.
4.
On the Clip menu, click Set Start Trim Point.
5.
Now continue to drag the progress indicator until you reach the desired
end point of your clip.
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Editing a clip
6.
On the Clip menu, click Set End Trim Point.
7.
You will now have your trimmed clip.
Add Audio
A soundtrack can really draw your audience in and add fun to your home movies.
Just import your favorite clips and then drag them to the timeline.
To add audio:
1.
In the Taskpane, click on Import audio or music.
2.
Navigate to the music track you’d like to add to your movie.
3.
Click on Import.
4.
The music track will appear in your Collection view.
A music clip in the Collection view
5.
Click on Show Timeline button in the Storyboard section of your screen.
6.
Drag your music track to the Audio/Music level of the Timeline.
Video of how to use Movie Maker
http://www.microsoft.com/windowsxp/moviemaker/videos/create.asp
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Windows Movie Maker 2 for Windows XP was created to provide you with easy–to–use
tools for turning your video clips and collections of video clips into movies. To make the
movie–creation process even easier, Movie Maker 2 includes an AutoMovie tool, which
will automatically transform a collection of video clips into a movie. And while manual
editing provides greater flexibility and greater control, if you are in a hurry or want a new
approach to assembling a movie, AutoMovie provides a great alternative.
Editing Clips
A clip is a smaller segment of a larger video file. Movie Maker provides several options
for editing clips.
Splitting a clip. You can split a video clip into two clips. This is useful if you want to
insert either a picture or a video transition in the middle of a clip. You can split a clip
that appears on the storyboard/timeline of a current project, or you can split the clip in
the Contents pane.
Combining clips. You can combine two or more contiguous video clips. Contiguous
means the clips were captured consecutively so that the end of one clip is immediately
followed by the beginning of the next. Combining clips is useful if you have several
short clips and want to view them as one clip on the storyboard/timeline. You can
combine contiguous clips in the Contents pane or on the storyboard/timeline.
Trimming a clip. You can hide the parts of a clip that you do not want to appear in
your project. Trimming does not remove the information from the source material; you
can restore the clip to its original length at any time. Clips can only be trimmed after
they have been added to the storyboard/timeline. You cannot trim clips in the Contents
pane. To trim a clip:
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Drag the trim handles to remove the unwanted portions of the clip.
Figure 1: Drag the trim handles to remove the unwanted portions of the clip.
Creating clips. You can also create clips from any video any time after it has been
imported or captured in Movie Maker. By separating longer pieces of video into
smaller clips, you will make it easier to find a specific shot to use in your movie.
Using AutoMovie
The new AutoMovie feature in Windows Movie Maker 2 enables you to create a movie
almost instantly by automatically editing together the individual clips or collection of
clips that you select. AutoMovie analyzes the selected video, pictures, and music, and
combines the different elements to make one movie based on the automatic editing style
you choose.
To use AutoMovie, you must first complete the following steps:
•
Select a clip collection or choose multiple individual clips in the Collections pane
or Contents pane.
•
Make sure the clips you chose contain video and/or pictures, as well as at least
one audio clip.
• Make sure the audio clip is long enough to play for the total duration of all of the
clips you've selected.
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How To Use AutoMovie
1.
Select a collection or multiple clips in the Contents pane.
2.
From the Tools menu, click AutoMovie.
Or:
In the Movie Tasks pane, under Edit Movie, click Make an AutoMovie.
3.
In the Select an AutoMovie Editing Style page, select an AutoMovie editing
style.
4.
Under More options, click Enter a title for the movie.
5.
In the Enter Text for Title page, type the text you want to appear as the title.
6.
Under More options, click Select audio or background music.
7.
In Audio and music files, do one of the following:
•
Select an audio or music file from the current list.
o Click Browse to import an audio or music file on your hard disk into
Windows Movie Maker 2 to use in your movie.
•
8.
9.
Select None if you do not want any audio or music added to your movie.
If your movie will include audio or music, you can do one of the following:
•
To increase the audio level of an audio clip on the Audio/Music track, drag
the slider bar towards Audio/Music.
•
To increase the audio level of the audio on the Audio track that is part of a
video clip, drag the slider bar towards Audio from video.
Click Done, edit movie to create the AutoMovie and add the clips to the
storyboard/timeline.
The time it takes for the AutoMovie to be processed and added to the storyboard/timeline
depends on the duration of the movie, and the size of the audio, video, and picture files.
Generally, it will take about 1/3 the time of the overall length of the clips to complete the
process.
After you create an AutoMovie, you can save it as a movie using the Save Movie Wizard
or you can make further edits, just as you would when creating a project and movie on
your own in Windows Movie Maker.
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Glossary
AIFF audio file: AIFF stands for Audio Interchange File Format. An AIFF file is a
digital audio file that can be used by iMovie and many other applications.
Analog video: an electronic signal that loses quality every time the video goes from one
device to another.
Clip: A media file that contains audio, vide, or a still image.
Compression: The process of reducing the data size of a file.
Cut: The start or end frame of a clip.
Digital video: Video is stored as data in digital form; no loss of quality.
FireWire: A communications protocol that allows the transmission of data, video, audio,
and power over a single cable.
Frame: A single image.
JPEG: Standard for data compression of still pictures.
PICT: A Macintosh picture file format that does not apply compression to an image.
Pre-roll: Rewinding the camcorder tape to a few seconds before the point where you
want to start.
Rendering: The process of compositing elements together in a movie.
Shuttle: Previewing video forward or backward at double speed in the monitor by using
the Fast Forward or Rewind button during playback.
Superimpose: To place an element such as text on top of another element such as a clip.
Thumbnail: Single-frame preview image of a clip.
Transition: A blending of frames between two clips.
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Module:
Photo Jam
It's as easy as ever to create and share a musical photo show in just a few steps. Photo
Jam is a musical show that allows you to share your pictures in a new and exciting way.
You can create a photo A\album, a travel diary, a photo collage, photo greetings, music
video or even an old-film style tribute - your imagination is the only limit.
Before you start you must have your digital pictures in a folder.
You can add music from the 100 music clips in the program or add your own MP3 file.
Click on the Create Button.
1. Select the folder where the pictures are. PhotoJam will select all the jpgs and gifs
that are in the folder.
2. Select the music you want.
3. Select the display style. You may select from 3-15 different display in a show.
4. Select Go when you are happy with your choices.
Publishing
You can publish PhotoJam as a web page. You can save it as regular or high quality.
It will save it as html and put all of the files in a folder, which needs to be uploaded to
your server. Point your link to the html file.
Stand Alone
You can take all the contents in the published folder and burn a CD with it and use it
as a Stand Alone show instead of a web page.
Sharing
You can email your PhotoJam to family and friends. Simply click on the Share
button. It will let you email your PhotoJam to as many as 25 people. You can only send
a 25 slide PhotoJam with the free program. You can do 100 slides when you purchase it.
You can personalize it by adding a message. Send it as a regular if you want a
smaller file. Send it as High Quality if you have a DSL or T1 line connection. Click
Send when done.
Download from Shockwave.
http://www.shockwave.com/sw/content/photojam
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Video Essay
A video essay is a way to “write” with moving images. It is not usually a collaboration of
writers, producers, and cameramen. Rather, “it is the result of the perceptions, and story
telling skills of an individual photojournalist.”
(Dirck Halstead, “The Digital Filmmaker,
www.pressroom.com/~rmrichards/videoessay.html)
An outstanding example of someone crafting a story from video was Charles
Kurault of CBS. Charles focused on the stories of ordinary people. He let his videos tell
the story.
There are three steps to a video essay:
-Start with an idea that can be visually translated.
-Collect still and moving video.
-Edit the video into a cohesive story.
Television and the expansion of the World Wide Web have opened the doors to
both amateur and professional video journalists.
Rule of thumb for time: A full day for 90 minutes of cut film. Ex. If the video should run
10 minutes, you need to shoot for 5 days.
Where do we find video essays?
•
Professional news shows - ABC Nightline, CNN, Discover, BBC news
o Topics – September 11th & aftermath of attacks
o http://news.bbc.co.uk/1/hi/in_depth/world/2002/spetember_11_one_year_
on/2229628.stm
•
In college courses as an instructional resource
o Ex. ANBI 173: Cognition in Animals and Humans, Spring 2003, Video
essay : plants to elephants, baboons to people, and people to people
o http://weber.ucsd.edu/~nschenke/ANBIsyllabus.html
•
As a college course
o Ex. English 8N:145 Multimedia Writing: Video Essays
o http://twist.lib.uiowa.edu/video/syllabus.html
•
As a college exam
o Ex. Video essay exam for J210, Visual Communications, Fall 2002, IU
Journalism
o http://www.journalism.indiana.edu/syllabi/ccookman/j210/assignments/vi
dessayexam.html
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•
Online newspapers
o Ex. A Navy family
o http://www.pilotonline.com/military/navymovie.html
•
Online newspapers
o New teachers participate in a five-part series of video essays: topics such
as how their education prepared them, the effect of a school’s location on
discipline, tackling standards, etc.
o http://denver.rockymountainnews.com/teachers/
•
Online language arts lessons
o African Folktales: Project in which students learn about different models
of storytelling through books, tapes and videos.
o http://www.apple.com/education/ilife/language/
•
Online social studies lessons
o Newspapers: A Connection to Our Past: Project in which students plan,
shoot, and edit a video essay that demonstrates the historical context for a
current event.
o http://www.apple.com/education/ilife/socialstudies/project_newspaper.ht
ml
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Technology
Evaluation
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Module: Evaluation of Technology Programs
Introduction:
What to evaluate in technology program?
Systemic
School wide
Personal
Tools & Content
North Carolina has adapted the StaR Chart for use in North Carolina Schools. That site
should only be accessed and filled out through official school district procedures. The site
address and password for the site has been sent to the Technology Directors of each
school district.
Use matrix online or on disk for individual evaluation of basic and advanced
educator competencies
Examine Portfolio information URLs for content evaluation examples.
Discuss Total Cost of Ownership assessment and reference article in the manual.
For more information regarding evaluation of technology program, visit these URLs:
Compaq Tech Builder
http://www.compaq.edmin.com
From Now On http://www fno.org
QuickTime™ and a
GIF decompressor
are needed to see this picture.
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Module:
Evaluation
At a Glance: The Seven Dimensions of Progress
The Right Questions to be Asking…
The Right Indicators to be Measuring…
1 Learners
2 Learning Environments 3 Professional Competency
Fluency:
Are learners proficient using
technology and communication
networks for whatever endeavors
they choose?
Strengthening the Basics:
Learning Context:
Are educators establishing a
learning context that requires and
enables students/student teams use
of contemporary tools to research
issues, solve problems and
communicate results?
Learning Content:
Does this use of technology make
it possible for the learner to
acquire the basic skills with more
depth?
Do the standards, curriculum,
instruction and assessment reflect
the knowledge-based, global
society of today? Are educators
reflecting societal changes in
school practice?
Developing Higher Level Skills:
School Culture:
Does this of technology make it
increasingly possible for the
learner to engage in learning
practices that lead to new ways of
thinking, understanding,
constructing knowledge and
communicating results?
Increasing Relevancy:
Is the school culture one that
encourages, enables and rewards
educators individually and
collectively to improve the
learning and teaching processes
through effective use of technology
and communication networks?
Technology Access:
Are learners using contemporary
tecnology, communication
networks and associated learning
contexts to engage in relevant,
real-life applications of academic
concepts? Does his/her work
parallel the way in which
professionals in the workforce use
technology?
Motivation to Learn?
Do teachers and learners have
sufficient access to productivity
tools, online services, media based
instructional materials, and
primary sources of data in settings
that enrich and extend their
learning goals?
Is quality access to technology
and telecommunications
increasing the intrinsic motivation
of learners to learn?
Core Technology Fluency:
Are the faculty and staff proficient,
knowledgeable and current with
contemporary technology?
Curriculum, Learning and
Assessment:
Has the teacher’s fluency with
technology translated into unique
opportunities for students to learn more
quickly, with more depth and
understanding? Is the teacher’s
knowledge about technology’s impact
in his/her field of study reflected in the
context of his/her students’ learning?
Professional Practice and
Collegiality:
Are teachers using technology and
communication networks to advance
their professional practice? Are
teachers knowledgeable and current
with the technology and its impact in
their field of study and the larger
society?
Classroom and Instructional
Management:
Through their use of technology and
telecommunications are teachers
creating learning contexts that require
students to take on more independent
roles in their own learning?
Information and
Communication:
Is the learning environment a place
where the effective use of
information and communication
technology is modeled for and by
students?
Recognition of Tradeoffs:
Are learners cognizant of the
tradeoffs inherent in the
application of technology in
society as they make life choices
in a global, technological society?
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4 System Capacity
5 Community
Connections
6 Technology
Capacity
7 Accountability
Vision:
Commitment:
Installed Base:
Has the system engaged
key stakeholders plus the
broader community in
defining and clearly
stating a compelling vision
and expectations for
technology in schools? Is
that vision embraced by
the entire system?
Leadership and
Planning:
Has the system developed
a comprehensive, longterm plan? Is there
alignment between the
plan for technology in
schools and existent
policies and practices?
Are key community
stakeholders committed
and involved in planning,
implementing and
evaluating the system’s
use of learning
technology?
Do schools have an installed
base of modern technology
equipment to support the
learning, communication,
and administrative goals of
the education system?
Deliverable and
Benchmarks:
Have clear goals been
set, accompanied by
logical implementation
and change strategies,
measurable objectives
and associated metrics?
Collaboration:
Connectivity:
Has the system identified
the full range of mutually
beneficial partnerships,
exchanges and
collaborations? Are any of
these opportunities
currently being developed?
Is the connectivity adequate
to support current and
rapidly growing demands
created by the learning,
communication, and
administrative requirements
of the education system?
Ensuring Capacity:
Clarity:
Technical Support:
Is the system ensuring that
educators, communities
and components of the
system itself have the
capacity to translate that
vision compelling,
meaningful learning
activities for children,
youth and adults?
Systems Thinking:
Is there a team of leaders
that embraces the vision
and is in a position to
facilitate the system
changes that are necessary
to reach that vision? Is the
vision for improved
learning through
technology a design factor
across the entire education
system?
Do all technology
partnerships, exchanges
and collaborations include
articulation of
expectations,
implementation plans, time
lines and accountability
systems?
Is there adequate technical
support to provide timely,
expert trouble-shooting
technical assistance,
ongoing maintenance,
operation and upgrades?
Communication:
Are there mechanisms for
ongoing communication
among partners and the
broader community for the
purposes of celebrating
successes, building
awareness, monitoring
progress and encouraging
wider participation?
Client Orientation:
Are clients needs being
met? Is there a high level of
customer satisfaction?
Data Collection Interim
Progress:
Is there a well designed
data collection and
analysis process that
tracks progress, leads to
data-driven decision
making and provides
evidence as to whether or
not the intervention is
leading toward the goals?
Data-Driven Decision
Making:
Is the data analysis
appropriately informing
decision making related
to technology?
Communication:
Is the communication
plan keeping
stakeholders informed
and does it provide a
feedback mechanism for
continuous
improvement?
Facilities:
Are the facilities within the
system “technology-ready?”
Do standards for facilities
and infrastructure include
technology requirements?
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Participant Manual
Topic
URL
Learning with Technology: www.edvancenet.org
A Presenter’s ToolKit for
Leaders
Self-Evaluation Rubrics for www.ed.gov/pubs/EdTech
Basic Teacher Computer Guide/appc-6.html
Use
Teacher Technology Survey www.ed.gov/pubs/EdTech
Guide/appc-8.html
Self-Evaluation Rubrics for
Advanced Teacher
Computer Use
Technology Needs
Assessment Survey
Teacher Prep StaR Chart
Content
Level
Online presentation
materials, case studies,
assessment tool, and tips
Self-assessment tool
State or district assessment
Self survey
Survey of individual
technology skills,
professional staff
development, classroom use
Individual
www.ed.gov/pubs/EdTech Self survey on advanced
Guide/appc-7.html
skills including Internet use
www.ed.gov/pubs/EdTech Needs Assessment
Guide/appc-5.html
www.ceoforum.org/tpAssessment of preparing
questions.cfm
teachers to use technology
Assessment and Evaluation www.ed.gov/Technology/Pl High Impact Indicators for
Technology Accountability
of Technology in Schools an/RAND/Costs
Case Studies of High Tech www.ed.gov.pubs/EdRefor Case Studies
mStudies/EdTech/schoolsto
Impacts on Low-Income
ries.html
Students
ETP’s Technology Profile www.edtechplanners.com Site licensing for system
assessment templates
Tools for System
Assessment
www.edtechplanners.com Site licensing for
ETP’s Technology &
instructional assessment
Learning Spectrum for
templates
Instructional Assessment
Milken Exchange’s Seven www.milkenexchange.org/p Presentation of seven
rojects.taf
dimensions in gauging
Dimensions
progress
A framework for
CEO Forum’s Four Pillars www.ceoforum.org
assessment
www.ceoforum.org
A tool for assessing School
STAR Chart
Technology and Readiness
Individual
Individual
District
Global
District
District
Global
Global
School
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Action Plan
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Participant Manual
Module:
Action Plan
Activity:
Developing an Action Plan
An Action Plan is an important part of your Teacher Academy experience. All educators
need to examine the issue of how instructional technology affects student achievement.
Your plan will address this issue and should guide the implementation of your newly
acquired understanding of technology integration. Plan to share your discoveries at each
of the follow-ups.
This dynamic document will be your road map to integrating technology into your area of
curriculum. Take time to evaluate your current situation before writing your action plan.
What equipment is at your school that is available for you to use with your
students?
What software is currently available on your computer and/or network?
What area of your curriculum would most benefit from the addition of effective
technology?
What funds do you control that you can spend on technology?
What grants are available for technology?
Realizing the demands that educators encounter, develop a feasible plan that you could
realistically implement in the course of a school year.
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Resources
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Module: CPS (Classroom Presentation System)
Introduction:
The Classroom Performance System (CPS) is a wireless response system that
gives immediate feedback in the classroom. Tests, quizzes and homework can be graded
in a matter of seconds. Assessments on lesson plans can be quickly obtained to assure
that learning is taking place not just teaching. Test questions can also be aligned to the
NC standards. CPS has recently captured the top award for innovation at the world’s
largest educational technology show (BETT) in London.
Read more at eInstruction:
http://www.einstruction.com/master_template.cfm?color=blue&link=learnaboutcps
Streamline your grading. Your CPS results can be easily exported to Excel, Word,
PDF, or the CPS Gradebook.
Pass out a paper test and allow students to answer at their own pace. CPS'
automated assessment feature lets students answer test questions at their own pace
while keeping track of answers and grades behind the scenes
Use CPS to increase benchmark test scores. CPS Online gives you immediate
results school- and district-wide - making CPS an ideal tool for benchmark
testing. Strengthens keyboarding skills as participants communicate by typing.
Provide a non-threatening environment allowing all students to participate - even
the shy ones.
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Participant Manual
Building a Great Web Site
Joseph C. Otto, Ph.D., California State University, Los Angeles
February 2002 - Feature
If you're like most people today, you want to build your own Web site for
any number of reasons. It may be for informational purposes, or because you want to set
up shop on the Web and become a "dot-commer." Whatever the purpose, there are a few
things to keep in mind in creating the best site possible. The
K.I.S.S. (keep it simple sweetie) principle works well for a Web page because the
information, and everything that goes with it, takes time to get from a server to the user's
computer. This means you should keep your ideas focused, and make sure everything on
your page has a very good reason for being there. You should also carefully consider
everything on your Web site, and spend as much time choosing the images you want to
display as you would on the copy. The contents of your Web page should be brief, while
getting across the intended information using clear and simple language with consistent
terminology throughout. The content should also be checked for correct spelling and
grammar, and should use hypertext links to connect to useful, current information that is
not on your Web site.
Planning and Designing
The planning of a Web site is very important. Many poorly designed, hard-to-read
pages exist, but they don't have to be that way. The design of a Web page should include
answers to the following questions:
What is the purpose of this site?
What are your goals? What are you trying to tell your visitors?
These answers will help you begin to focus your page.
Who is your target audience?
How is your audience going to view your page?
Is your audience members of the business community who will be accessing the
site with a T1, or folks at home with a slow modem? Your site should be fast to prevent
visitors from losing patience and leaving too soon. When considering speed, you should
also think about browsers and plug-ins, which tend to slow loading time in displaying a
site
How will you attract and keep visitors? Placement is key. Not all users have huge
monitors, so you will want to place the most important elements at the top of the page.
Consider the first screen as the front page of a newspaper, where all the important
information goes. Since most people read from left to right, and usually look in the upper
left-hand corner first, the most important items should go there.
What colors should you use? Consider which colors best support your goal and
whether they are part of the 216 universal color palette. But remember, just because you
have access to 216 colors doesn't mean you should use them all. Doing so will slow down
your site and make it harder read. Take readability into consideration. The type should sit
on the background. White type on a black background is readable, but a light gray on
black is more comfortable for the eye. Go for maximum contrast, then back off a bit.
Keep in mind that the bigger the type, the easier it is to read; the longer the line length,
the harder it is to read.
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How do you plan to place information on the page? Wide margins around content
work very well. White space helps the readers' eyes rest on what is important, whether it
is an image or words. Keep the design uncluttered and the concept focused.
Keeping It Simple
Once you've answered these questions and defined your goals, the next step is to
structure your setup on paper. The home page should organize the entire Website. Every
page should be consistent as far as icons, banners and layout. The logo should appear in
the same location on each page. The feel of your site should match the type of content
displayed in order to convey information effectively to the user. The Web site should be
simple. Too many frames, animation, blinking text, fonts, graphics, sizes and colors will
frustrate the user, causing them to go elsewhere. Keeping the site simple will also allow it
to load faster; helping the user quickly determine what is relevant. In addition, text can be
divided with lines or formatted with lists to make the information as easy to read as
possible.
Navigational Rules
If you are setting up a Web site with different pages, links or frames, it is
important to follow some simple navigational rules. As you know, most sites arrange
pages in a hierarchy; there's a reason for this. As surfers navigate a site, they need to
know where they are. They need to know how to proceed down the page, across it or
return to the top. If surfers have difficulty navigating through your site, they won't take
the time to get their bearings; they'll simply go somewhere else. They'll remember your
site is difficult to navigate and won't return. Creating a navigable Web site requires
linking pages in a logical way.
Follow these guidelines:
On each page, include a link that takes the user back to the home page and another to take
them back to the top of the page.
Navigational links should also appear in the same location on each page - the top or to the
left is the standard.
If your site is large, consider including a site map - a sketch or diagram of how all of your
Web pages work together.
Always let the user know where they are.
Avoid useless clicking and page loads.
Do not place "under construction" signs that take a long time to load.
Only include current and useful links on your Web site.
Inform users of new information in case they are repeat visitors.
Include dates to show updated information.
Do not allow links to dead-end without providing a way out.
Use graphics effectively.
Use the same graphic, such as a logo, in multiple places.
Copyright © 2001-2002 T.H.E. Journal L.L.C. All rights reserved.
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The North Carolina Teacher Academy proves a dynamic webpage with links to a variety
of resources to assist and refresh participants after they leave training. The resources for
these modules can be found current listing of Resources for this module can be found on
the North Carolina Teacher Academy
http://www.ga.unc.edu/NCTA/NCTA/TATechII.htm
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Participant Manual
Module: Online Learning
Have you ever thought how great it would be to attend a graduate class without leaving
home - or better still, travel to your favorite vacation spot while earning those continuing
education units? One often hears the statement "any time, any place learning" and indeed
this approach is rapidly becoming the norm. If you want to explore alternative modes for
professional development and degree programs, online learning may be just the thing for
you!
Professional growth opportunities abound on the web. Everyone seems to be putting
coursework online. Locating just the right course and identifying sites that align with
criteria for effective online courses can be an overwhelming task. Our intent is to
introduce you to the kinds of courses that are found on the Internet and suggest criteria by
which you might evaluate those courses.
What is online learning?
Online courses are a form of distance education, which offers instruction via the
Internet.
Among others, you will find two basic types of online courses for professional
development: tutorial (independent study), instructor-led/facilitated.
What are the differences in these types of online courses?
Tutorial
Involves individual and computer
Step by step
One size fits all
Product is the same for everybody
Independent Study
Self study
Student generated
Products differ - reflect the student who generated
Instructor/Facilitator
Class is moderated by human.
Course may involve synchronous and asynchronous dialogue.
Products may be the result of collaboration in the class.
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What are the components?
An Online Course should contain three major components:
1. Content
2. Interaction
3. Assessment.
The design of the class should include the following elements for the most effective
presentation.
Syllabus
Course Description
Course Outline/Schedule/Calendar
Contact Info
Assignments/Lessons
Information, Directions, Embedded
Resources, Links
Announcements
Communications
Synchronous & Asynchronous
Email
Help Desk
Resources
References - all kinds
Relevant Links
Embedded in text of lessons
Where Do I Find the Courses?
Use URL list - LEARN NC - Professional Development Section
NC Online Pathways - http://www.learnnc.org/pd
What's the cost?
This is dependent on the institution offering the courses and the type of credit you
are seeking.
Many tutorials are free for the taking!
Costs for online college credit courses and degree programs are similar to ones in
which you attend the actual class. This would be in the range of $500 for a threeunit course.
Private (commercial) courses offer district pricing which is usually reasonable and
can range from $10 to $500.
So, the bottom line is...you can expect to pay the same amount as you would for similar
study. The difference is... the convenience of any time, any pace, any place learning!
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How Do I Obtain Credit for Online Courses?
Follow the same procedure for an online class as you do for any course that is
being taken outside of your local unit.
Complete a prior approval form beforehand and present your transcript or
evidence of completion when you finish the class.
If CEUs (Continuing Education Units) are involved, your Staff Development or
Curriculum Supervisor will want to know as much about the course as possible.
The key is...make sure the course is being offered by an accredited institution that
is acceptable to your district.
Is Online Learning for me?
Present assumptions are that it takes a certain kind of student to succeed in an
online course. While this may be the case today, it is most probable we all will be
online learners in the not-too-distant future.
Many of the various organizations have questions and answers for you to ponder
as you wonder whether learning online is in your future.
What are some methods for evaluating an Online Course?
Consider the professional criteria for online courses and the standards for your
state as well as the requirements of your Local Education Agency (LEA).
Use the criteria developed by NCDPI. (Manual pages or URL)
Check out the Standards Section of NC Online Pathways - LEARN NC Professional Development - www.learnnc.org/pd
When choosing a course from the Internet, you will find the best way to answer
the above question is to "look" at the course itself or at least examine a sample of
the courses offered by that particular institution. Many sites will give you that
opportunity -- if not, ask for a preview.
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Harvesting Websites
A Website harvester is a program that harvests or captures whole web sites to a local hard
drive or LAN and allows the user to browse them without an online connection. It also
prevents access to other sites on the Internet. A browser is required to access the Web,
most use either Netscape Navigator or Microsoft Internet Explorer. Browsers when
attached to the Internet provide access to the entire Web, including sites which teachers
might not want students to have access. The teacher downloads sites for study, then
provides students with those sites only. Some advantages of using harvested Websites
include:
Use of information on any number of computers, even without Internet access.
Control over access to Internet sites by teacher.
Access to sites when Internet service is down.
Access to sites when the sites’ servers are down.
Access is usually much quicker.
Many commercial versions of web harvesting software are available but are quickly
being replaced with tools available within browsers. Below are some of the better known
harvesters:
Browser Buddy
Folio Web Retriever
Web Buddy
WebSite Downloader
WebWhacker
WebVCR
Web Buddy is being discontinued due to the free tools available on browsers. Ex:
Microsoft’s Internet Explorer can save complete pages when selected in the File – Save
As function.
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Web Site Policy/Permission
Internet access has become more and more common within our schools. A clear
set of guidelines for the use of these resources and the development of web pages that this
access allows are needed for the guidance of the students, teachers, administrators,
parents, and board members in developing and understanding policies.
The links listed below will help in designing a system-wide Acceptable Use
Policies (AUP’s) and permission forms. You may need permission to use graphics and
materials you find on the Internet. Depending on your AUP’s, you may also need
permission to use student work, names, and pictures.
Sample AUP’s and other resources
Site with links to AUP’s, permission forms, etc.
http://www.learningspace.org:88/tech/standards/internet/internet.htm
AUP’s
http://www.uni.edu/coe/k12net/aup/index.html
Bellingham, Washington's: AUPs and Procedures
http://www.rice.edu/armadillo/About/bellingham.html
K-12 Acceptable Use Policies
http://www.erehwon.com/k12aup/
Armadillo's WWW Server: Acceptable Use Policies
http://www.rice.edu/armadillo/acceptable.html
Sample letters for parents, etc. for permission to print and/or use materials on your
WebQuest/web page
http://www.bham.wednet.edu/copyrule.htm
http://www.erehwon.com/k12aup/letter_to_parent.html
http://www.bham.wednet.edu/permiss2.htm
http://www.bham.wednet.edu/permiss.htm
Copyright Permission
Bellingham Schools Copyright Permission Request
http://www.bham.wednet.edu/copyperm.htm
Permission to Use Graphics or Create Links
http://www.ncsu.edu/midlink/permission.html
Other excellent resource sites
MidLink Magazine: Teacher Resource Room
http://www.ncsu.edu/midlink/tch.wk.rm.htm
Landmarks for Schools: Permission Template
http://www.landmark-project.com/permission.html
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Web Site Maintenance: Making and Maintaining an A+ Site
Once you have created your web site, your work is only just beginning. A good web site
needs to be constantly monitored to insure it maintains its currency and relevancy. You
must also find a place to post your web page and a means of uploading it to the host site.
Methods of Evaluating your Web Site
Open Netscape or Internet Explorer
Access Kathy Schrock’s Site,
http://school.discovery.com/schrockguide/index.html
Click on the “Critical Evaluation Tools” link
Notice that there are dozens of articles about how to determine the effectiveness
of web sites. Under the subheading, “Critical Evaluation Information by Others”
click on the link to ALA’s “700+ Great Sites: Selection Criteria.” Think about
your own site as you examine the four criteria. How does it measure up?
Return to the Schrock guide and access the link directly below the one above:
“TenC’s for Evaluating Internet Sources.” How does your site measure up?
Where Do I Post My Web Site?
Many school systems offer teachers the opportunity to post educational pages on their
web server. Unless teachers have the ability to constantly update the page, however,
there may be a problem with maintaining currency. There are several Internet site that
offer free web space but you will have advertisements on your page. Some of the more
well-known sites used by teachers are:
Geocities
http://geocities.yahoo.com/home/
Xoom
http://xoom.com/home/
Tripod
http://www.tripod.lycos.com/
Angelfire
http://angelfire.lycos.com/
If you search on the term “free web space” you’ll find an extensive listing of Internet
host sites. Some of the better ones are
Free Web Page Provider Review http://www.fwpreview.ngworld.net/
123 Freepage http://www.123freepage.com/
Free Web Space http://www.freewebspace.net/
The Free Site http://www.thefreesite.com/freewebpages.htm
Free Web Space Providers Guide
http://www.mediaport.org/~freepage/fpage1.htm
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Checking Your Site
There are several really nice sites on the web that will check your pages for spelling
errors, link errors, compatibility errors, and many more. Most of these offer free trials.
Netmechanic.com - http://www.netmechanic.com/
Checks for spelling, load time, and allows for editing of graphics.
Web Site Garage - http://websitegarage.netscape.com/
Checks for spelling, load time, and allows for editing of graphics.
How Do I Post My Web Site?
Each Internet Host will give you specific instructions for uploading files to its server.
There are several file transfer protocol (FTP) programs; however, that are used as
standards throughout the Internet community.
A great site for downloading utility programs is TUCOWS (http://www.tucows.com ).
When you visit the site you can choose either Windows or Macintosh platforms. You’ll
be prompted to choose your country of residence and then your state. Once you get to the
menu you’ll find the table on “Network Tools” and click on “FTP and Archie.” Many
different utilities are available for downloading; here are the ones we like.
Windows
The most commonly used program is WS-FTP LE. It is Freeware so you can
download and use it at absolutely no cost. It is very user friendly.
(We’re not even going to recommend another utility for Windows because this is
top-notch and FREE!) TUCOWS gives it a 5 cow rating.
Macintosh
Transmit (formerly known as Transit) is a $24.95 Shareware program.
TUCOWS gives it 5 cows.
Fetch is available for a $25.00 Shareware fee. It’s one of the more familiar
utilities and also gets 5 cows.
Drop FTP is a Freeware utility. TUCOWS gives it 4 out of 5 cows.
There are many other utility download sites:
http://www.cws.internet.com
http://www.appple.com
http://www.microsoft.com
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Technology Connections - Elon University

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