Standard XI

Web Mastering

The Web mastering teacher has the knowledge and skills needed to teach the Foundations, Information Acquisition, Work in Solving Problems, Communication strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in Web mastering, in addition to the content described in Technology Applications Standards I-V.

I had created simple web pages using Netscape Composer, Dreamweaver, and some HTML coding, but I had never understood or used all of the steps to creating a web site before. When I began this course I didn't have a good understanding of how to create and use all of the navigational schemes to make the web pages functional. I was challenged by the size of the projects and the software that I'd be using to create them. By following the process of creating a website with a goal in mind, applying what I've already learned about the software, and experimenting with new skills, I was very proud of the results, and of the new knowledge and skills I'd acquired. In December, I had the opportunity to test what I had learned. My son created a website for the FBLA club at his high school. I was able to explain to him the steps of creating a website, teach him how to use the software and then just let him go. I think students tend to take what you teach them, and then run with it (more quickly than adults). It was truly amazing to see how quickly he caught on to using the software and the resulting product. I'm really proud of what he created and also proud of myself for being able to communicate what I had learned. In the future I would like to learn about Javascript related to "rollovers" because I didn't have success with the rollovers I created and was counseled by classmates that understanding Javascript would help. The things that I've learned in this module have helped me create web pages faster and with a more professional look.

Artifact #2 / Artifact #17

Caption 2

Indicators: Standard I, Standard II, Standard III, Standard IV, TA TEKS: 7.4s, 7.5s, 7.9s, 7.10s, 8.1s, 8.2s, 8.3s, 8.9s, 8.13s, 8.14s, 8.15s, 8.17s, 8.19s, 8.22s, 8.24s, 8.25s, 8.27s, 8.31s, 8.33s, 8.34s, 8.40s, 8.44s, 8.45s, 8.46s, 8.47s, 9.2s, 9.5s, 9.8s, 9.11s, 9.13s, 9.14s, 9.15s, 9.16s, 9.20s, 9.21s, 9.24s, 9.27s, 11.2s, 11.4s, 11.7s, 11.9s, 11.10s, 11.11s, 11.12s, 11.13s, 11.14s, 11.16s, 11.17s, 11.18s,11.19s, 11.20, 11.21s, 11.23s,11.24s, 11.25s, 11,27s, 11.28s, 11.29s, 11.30s, 11.32s, 11.35s, 11.36s, 11.39s

Artifact #2

Descriptors: Web Authoring

Title: Web Site Design, Travel Project

Course: TATC 102 Web Authoring

Date Created: October 1, 2002

Source: Adobe GoLive, PhotoSuite 4, images from Paris Photos, and Slow Travelers, Inspiration 7, NetMechanic for site test

Media: Web Site, Digital Graphics

Description: Create a simple site of three pages or more for a travel company. (At least one destination) Include global, parallel, and local navigation schemes. Apply "bread crumbs" information architecture. Select one of the tone options given. Include a storyboard, a home page, company services, map(s), office hours, links to appropriate external sites and a site map. Include a company logo, and optimized graphics.

Rationale: I considered this project as one of the examples of MY BEST WORK because it looked more professional than any website I've ever done before because of all the new web authoring knowledge and skills I've learned. This was a wonderful project because it offers the opportunity to better understand the process of designing and building a functional website. I felt that this was the best website I'd ever created because of its appearance and ease of use. I followed the website design process guidelines given, made decisions regarding the acquisition of digital graphics and their quality, appropriateness and efficiency. I applied the principles and elements of design, including text, graphics, headlines, white space, balance, contrast, alignment and proximity. I created a storyboard which helped me understand the heirarchy of the site. This project also gave me a real understanding of the importance of navigational schemes on websites so the site is easy for the viewer to use. Optimization of graphics kept the page from loading so slowly. Testing the site at NetMechanic and reading the test results helped me know what might need to be fixed to make the site better. It showed me that all the links that it tested were working properly. It also found some problems in the HTML code, but GoLive generated the code, and NetMechanic said the problem didn't keep the pages from working so I didn't make any changes. Analyzing another person's website reinforced the design elements and navigational schemes for me, but also were helpful in understanding the many ways the assignment could be successfully accomplished.

Implications for future: This project was a realistic example of what a professional webmaster might do. Using it as a project for students would give them a glimpse into that kind of job and what standards were expected. It was a very good project for me because I had not ever planned and created anything larger than 2-3 pages and I hadn't used all of the website process steps before. In order to help students and other teachers understand web authoring, I will need to continue to apply what I've learned and increase my experience and knowledge in this area. After having my site evaluated, I went back and changed most of the things that were recommended. I really liked having others evaluate my website because they saw things I didn't and I could benefit from their knowledge and experience. I had created rollover buttons in GoLive but they didn't work after they were uploaded, informing me that I will need to learn more and understand animation better before I can teach it! At this time in my current job, I occasionally get to teach students and teachers about webpage creation. With my new knowledge and skills, I can better help them learn how to make their pages more professional looking and functional by emphasizing the steps to creating websites, navigational schemes, and design principles and elements.

Reviewer Comments: "Good, clean site, aesthetically pleasing, good color palette, easy to navigate. Like the montage at the top of the main page, liked the title graphic and the quote, too. Really liked the color scheme and uncluttered feel. Very professional appearance."

Reviewer Name: Cliff Coan

Title: TATC Channel 1 Fellow Student

Date Reviewed: October 1, 2002

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Caption 17

Indicators: Standard I, Standard III, TA TEKS - 11.1s, 11.7s, 11.9s, 11.12s, 11.13s, 11.15s, 11.16s, 11.17s, 11.19s, 11.20s, 11.21s, 11.22s, 11.23s, 11.24s, 11.25s, 11.29s, 11.30s, 11.35s, 11.36s, 11.37s

Artifact #17

Descriptors: Password design, HTML, Javascript code, password protection, web page, Internet security

Title: Password Design

Course: 102 Web Authoring

Date Created: September 30, 2002

Source: Adobe GoLive 6.0, Javascript code, module readings

Media: Web page, digital graphics

Description: Instructions and code were given for this project, and then individualized by each person. For this project the requirements were: 1) Create a User ID and Password for entry into their main password page according to the directions given. 2) Give a clue as to what your User ID and/or Password is that can be used to access your main password page. 3)Give us the web address of the password-protected page.4) Upon entry into your main page, display the word that belongs to the preset phrase. I entered a given HTML and Javascript code into a text file using a plain text editor. I then designed a list of 10 UserID's and a corresponding list of passwords, in the same order as the UserID list. After that I created a second web page file that would open with a valid ID and password. If a valid ID and password weren't used, an error message was given (User ID not found). Once it was created it had to be tested and debugged, if necessary. If the user entered the correct information, they were taken straight to the "secret word" web page and could see the clue. The class used the clues to play a game to see who figured the phrase first!

Rationale: I had never done this before, and although the instructions were clear, it was still a challenge to figure out how to make it work! I had been on websites which required passwords, and on other secure sites, but had never really thought about what it took to make them secure. This was so much fun to figure out! Even though it was a very simple way to secure a website, it really gives you the idea of how it works.

Implications for future: It is important for students to understand security and privacy issues when using the Internet. I will use this in a web page lesson to show them how to create a simple password system.

Reviewer Comments: "I like your website. I want to do this activity with my webmastering class and I would like to use your site as an example, if that ok with you."

Reviewer Name: Katherine Marin

Title: Fellow TATC Classmate

Date Reviewed: October 2, 2002

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