Reflections+EDLD+5365


 * [[file:Embedded Assignment Reflections EDLD 5365 McDaniels.docx]]

Reflections on Web Design:** EDLD 5365 was one of the most difficult and frustrating classes in the entire program, and I am certainly glad it is over with. Having said this, I must admit that I learned a lot and was exposed to production tools that have benefited me greatly. Upon reviewing the material and assignments, it does not seem nearly as complicated as it did when I was actually enrolled in the course. One of the reasons this class was so difficult for me was because it was the second course in the program, and at that time, I had not yet established relationships with other colleagues for support and collaboration. In addition, not only was I learning new concepts and ideas related to web design, but I was also learning to use software programs, such as Excel and Google Docs spreadsheets, with which I had no prior experience at all. At times, I felt overwhelmed in this class because of the massive amount of information, high expectations required in the assignments, and lack of experience with the necessary tools. However, I have since become quite proficient with spreadsheets, Google Docs, and basic knowledge of web design. One of the most important assignments in this class was the creation of a web policy.

At the time, I did not realize that the knowledge I was learning about web policy and web design would be implemented so easily through open source tools, such as Google Sites and Blogs. Throughout the course of this program, however, I have come to see that Web 2.0 tools will allow me to use the knowledge I have gained about content, architecture, and basic web design to create a valuable communication tool that affects other teachers, students, parents, and community members. In the process of creating a web policy, I was so overwhelmed with the workload, I did not have time to internalize the fact that, in completing this assignment, I was creating a very detailed road map for what would eventually develop into an actual web site that could grow to be much more inclusive over time. This process helped me become aware of how material should be organized and what types of information should be included on each page of a website. It also made me very aware of district policies, such as AUP, and legal issues regarding web content and employee, student, and parent responsibilities. As a result of my experience over the year, I have also come to understand the importance of making a website interactive. To be specific, I implemented the knowledge I had learned in this class to create a class blog in the beginning of the 2009-2010 school year. The students were very interested in the beginning. I posted reminders, lessons, tutorials, videos, and other helpful links to the blog, and it was a very useful tool. However, students were only able to post comments to the blog from home, due to restrictions with student email accounts. I discussed this issue with the technology facilitator to address the problem, but we could not find a solution. About half way through the year, the district announced that secondary students in our district would soon have Gaggle email accounts, which would solve the problem. Since the information was not shared in time for this to be put in effect this year, I will continue the blog for next year, with hopes of greater success once the element of interactivity has been facilitated. I truly believe this will make a big difference in student participation and overall success of the site. In addition, I will probably use a Google Site next year, as opposed to a blog. I was introduced to Google Sites in another course, Teaching with Technology, and I would like to experiment more with this tool. It seems that all of the tools in Google's suite operate very similarly, so I should be able to master the basics of this tool with little effort. Finally, I plan to share this knowledge with other teachers on my team in a very brief and informal training session, which will help distribute some of the workload, ultimately resulting in a better web site.

I am very excited to have learned the basics of web design and had exposure to the tools that will make implementation possible, since web sites are such a valuable and effective communication tool. I believe it is necessary for employees to be very familiar with district policies, such as web policies, for legal reasons, as well as for design purposes. The creation of my own web policy caused me to put a great deal of thought in to every aspect and element of a website. This detailed process forced me to clearly identify exactly how information should be organized and what should be present on each page. Now that this important step has been taken, I can clearly see the benefit. It will not be difficult now to go back and revisit the web policy designed in this course and actually create my own site. The fact that I will be creating my site, based on this policy that I was very thorough in writing, gives me confidence in knowing that it will be well-designed and align with district policy.

The acts of creating a web policy and implementing it to develop our own website were difficult but valuable experiences that aligned with TF/TL-VI.A.. This standard states, "Model and teach legal and ethical practice related to technology use" (p. 136). These experiences also aligned with TF/TL-VI.D., which promotes "safe and healthy use of technology resources" (p. 137).

Depending on what is posted on the website, once created, which is clearly defined by the web policy, a number of other standards could be met through this activity, as well. For example, a lesson which called for students to visit links to math tutorials posted on a teacher's web page would be an indicator of TF/TL-II.A.since it includes "learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners" (p. 44). Additionally, links posted on the website could directly target teachers to specifcally address professional development, technology integration strategies, and content area links. The inclusion of this type of information on specific pages of the website, which is suggested in the web policy, would meet TF/TL-V.A., which reads, "Use technology resources to engage in ongoing professional development and lifelong learning" (p. 112). Since teachers could benefit from the opportunity to gain professional development, learn effective ways to integrate technology, and access effective lessons in their academic areas, this standard is clearly demonstrated through the creation and maintenance of a web site. This standard is only met by this activity if the web pages contain these specific types of links. Otherwise, this standard does not apply to this activity. However, TF/TL-V.D., which reads, "Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning" is demonstrated in this activity (p.113). Obviously, since a web site would be a very strong communication tool for collaboration and sharing between teachers, parents, and the community, this would be a strong indicator of TF/TL-V.D.

References:

Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Washington, DC: International Society for Technology in Education.