Web+creation

Basics
Web pages are a major instrument for communicating and sharing on the Internet. They involve the gathering and synthesizing of sources to publish globally. The basic components are text, graphics, and links. Most businesses, organizations, and news station webpages, have an interactive component, as they are interested in people accessing their web page. There is increased commercial value in having a large audience base. Now, entrepeneurs and businesses, market their products globally, affecting the way business is conducted. An ever-increasing number of people post web pages for peer interactions and romantic pursuits, utilizing MySpace.com. The following [|website] provides more information at the adult level. The creation of web pages used to involve the use of HyperText Markup Language, commonly known as HTML, the formatting language for a hypertext or hypermedia document, the mastering of which could be quite intimidating for beginners. HTML documents are plain [|ASCII] text and can be created with a text editor. They contain formatting codes and links to other documents and media such as graphics and audio, which can be followed using the web browser. See [|page] for an overview**.** Recently, many more user-friendly software programs, have hit the market, the most available to Windows Office users being Front Page. Front Page offers templates for different purposes, which are easily navigable for beginners. There are even software programs avalible that help a novice user create web pages and HTML codes from scrach that are easy to follow along with and utilize. One example of this software is Adobe [|Dreamweaver]. These are viewable via any web browser such as Google, Firefox, or Internet Explorer.

Teacher-oriented uses
There are many reasons for creating a webpage for a classroom. For the [|top ten] go to this link. Teachers can post classroom assignments, curriculum, announcements, and upcoming events. Benefits are more involved parents and extended family, reaching multiple households, and learning that is more readily available. When learning is put at fingertip access of students and choice is provided, students become more accountable for their own learning, and are able to select the best sites for their personal learning style. Web pages facilitate involvement with colleagues, the sharing of resources, lessons and ideas, and gives access to experts. Educators need no longer teach in isolation, but may join the global community, multiplying their audience and collegiate community. Learning Management Systems offers teachers a innovative website tools called [|haiku].This free Web 2.0 classroom website creator utilizes drag and drop content. It allows the upload of photos, video, audio and the choice of multiple design skins. Haiku is a great begginer site because it provide helpful tips with a multitude of ideas and guidlines for creating a great web page. [|Scholastic] also allows teachers to create web pages. This website is a good place for beginners who simply want to plug in information without having to create and design their own webpage and get posted at a well-known site. For [|simple basics], try this resource. Another source that can be utalized by both teachers and students alike is the San Diego State University(SDSU) created [|WebQuest]. Webquests are either created by students for students, or by teachers to infuse technology into any curriculum. On the SDSU webpage, there are free tutorials, and examples of how even a digital novice can utilize or create their own version of a webquest, and inquiry-oriented activity with allows for the learner to collect and utilize information from the the world wide web. This fairly recent invention, began in 1995, is picking up speed with over 2,500 different webquests, topics ranging from core curriculum to physical education and professional skills.
 * //Before beginning, you should be aware of [|copyright issues]//****//.//** Before posting any pictures of students, be aware that permission slips need to be obtained. Also, do not post identifying, personal information that could be misused by others.

Student-oriented uses
The creation of web pages provides an audience, a purpose, and a product, engaging students' best attention. Their web site is a personal reflection of them and their learning! A strong benefit for students whose teachers incorporate this tool into their classroom is that students are forced to first think about their topic, their audience, and what it is that they want to achieve.Students need not feel isolated, but may learn, collaborate, and connect with other peers through their websites. There is an annual student competition for students ages 9 to 19, which is sponsored by Oracle. This [|website] allows students to choose a content category and gives them a guide to help them through the process. The benefit of this type of collaboration is that students clarify their thinking when communicating with each other and are learning from each other as well. When students reflect, clarify their thinking, collaborate and give informal feedback or reinforcement to each other, brain reseearch says that learning is moved out of shortterm memory into long-term storage. Allowing students to work together on a project of this nature, especially when there is not a lot of experience with technology, allows children to work at their ZPD level, lowering the frustration level. An opportunity for colloborative problem solving is always a benefit when working with students. Access [|top pick] for a simple example that illustrates the basics and how easy and effective this could be. Sixth graders had participated in a paleotologist fieldtrip and then went out to a local dig. Teams of students each selected a background, created a title, added a picture from their dig, wrote a short paragrah about their experience and what they learned. They added a hyperlink to learn more, connecting to the local newspaper, added credits, and a back button. The value came from the collaboration over the following steps: 1. Students had to gather from multiple sources 2. Critical thinking was developed as students had to select which data and content was relevant or valid for their purposes. 3. Bloom's taxonomy higher-order thinking skills were put into effect as students had to synthesize their selections to create an effective and pleasing product. Students were evidentally able to use Netscape Composer.

Simple startup directions with kid appeal can be accessed at any of the following links: http://library.thinkquest.org/28889/map.html http://html4kids.net/ fun anime and kid appealing http://magitek-designs.net/ http://www.google.com/Top/Kids_and_Teens/Computers/Web_Page_Design/ Again, it is hard to beat the ideas and links for students at Discovery.com.

Resources to learn more
A Google search for [|Kathy Schrock's Guide for Educators!] led to a multiple of categorized and helpful links for website creation as well as technology integration into many content areas. This site is a rich, organized wealth of resources, housing hundreds of resources for further searching.

Resources/examples of this technology in education
To view websites created by teachers for their classrooms, go to http://www.csd509j.net/mtn_view/classwebs.htm This teacher's website, http://photoshow.comcast.net/gsprecken/room_147_shows uses PhotoShow through comcast.photocenter to turn fieldtrip pictures into little movies with added on descriptors. Here is a fourth grade teacher's sample site. http://teacher.scholastic.com/homepagebuilder/ [|http://www.kcsd.k12.pa.us/~renovohp/dig/webpages/index.html] Again, a Google search for Discovery.com or Kathy Schrock will give you unlimited resources, ideas, and examples.

Research on this technology in education
This [|site] ties in [|computers and constructivism]. I believe the process of authoring promps reflection and deeper thinking than a student might otherwise engage in. The use of meaningful data and real-world tools gives a sense of purpose to communicate with an audience of peers and access to experts. The global community is at teachers' and students' fingertips. Students are no longer limited by library hours or isolated by geography. The ability to use technology in a meaningful way, to analyze and employ critical thinking, and to work collaboratively and cooperatively with others in the work place are skills twenty-first century students must be well-versed in.

Contributing Members:
Patti Sherrillo Cassie Hauseur Lydia Burgos