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Caption 11
Indicators: Standards I, II, III, and TA TEKS 11.15s, 11.16s, 11.19s, 11.20s, 11.22s, 11.29s, 11.30s, 11.36s, 11.37s, 11.39s
Artifact #11
Descriptors:Web Authoring, Internet Security/Passwords for site entry, HTML and Javascript coding
Title: Password Design
Course: Web Authoring 102-1
Date Created: September 15, 2002
Source: Individual TATC Project
Media: Internet,Web Page, HTML coding/Javascript, Notepad
Description: In this discussion, we were to create a web page to reveal a secret word that would be placed into a puzzle for solving. Each class member was given a specific word that they would be responsible for. The class member who was able to solve the puzzle first received a prize. We had been studying web security issues, and the web page was to require a user id and password before allowing visitors entrance to the "secret word" answer page. The basic html code with Javascript was given to the class and had to be modified to create the individual pages. We created the clue for the user id and password and then inserted the answer matrix (array) into the coding. Once the correct user id was entered, a password was requested. An incorrect user id brought up a "User ID not found" box. If the correct password was entered, the user was taken straight to the "secret word" web page and could see the clue to try to solve the puzzle.
Rationale: I chose this artifact because this was the first time I had ever worked with passwords, and I felt that the study of Internet security and passwords were better understood with this hands on project. It was also the first time I had viewed source code to understand how a web page was working. Before this assignment and the readings on Internet security, I had absolutely no idea how passwords worked to gain access to web pages. I also did not know prior to the assignment how to "view code" in order to understand what features had been used. (This knowledge came in very handy on later web page projects). The steps taken to complete this assignment were very important to furthering my grasp of security concepts and of the overall web authoring process. To try to see how the provided code was working and where the modifications were to fit in, I looked at the source code of some of the examples and postings. In working through the coding step by step I was able to "see" the matrix of answers that we were to input our info into and understand the process of the loop program that checked the user id and password input to allow the correct users entrance to the site. It reminded me of long, long, long ago when I had worked with simple programming in BASIC. Aha, transfer of knowledge...
Implications for future: I now know how to create a simple password entrance for a web site. I also know that without encrypting this would be a very non secure site since even novices like myself know how to "view the code" to see how the password works. The reading and discussions from classmates helped very much to broaden my outlook on the concept of Internet security and/or the lack of security. I feel this is an area that students need to understand more in order to continue using the Internet and intranet at school and at home with more security and in a responsible nature. I would be able to point out to my students the importance of passwords and Internet security. I plan on incorporating a simple password system into a future web page for further practice.
Reviewer's Comments: Good work - almost passed by yours since it talked about aggies :-) (Sic Em Bears) but I am glad that I did not.Your pages were very good and all the scripting worked well. Don't sell yourself short - you do awesome work!
Reviewer's Name: Rachel Newman
Title: TATC Instructor
Date Reviewed: October 2002
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Caption 16
Indicators: Standard I, II, III, IV, TA TEKS 7.4s, 7.8s, 7.9s, 7.10s, 7.11s, 7.12s, 7.15s, 7.16s, 7.17s, 7.22s, 7.23s, 7.24s, 7.27s, 7.41s, 7.43s, 8.11s, 8.13s, 8.14s, 8.22s, 8.24s, 8.45s, 9.2s, 9.13s, 9.15s, 9.17s, 9.20s, 9.41s, 10.37s, 10.41s, 11.1s, 11.3s, 11.10s, 11.11s, 11.12s, 11.14s, 11.16s, 11.17s, 11.20s, 11.24s, 11.26s, 11.28s, 11.29s, 11.33s, 11.34s
Artifact #16
Descriptors: Web software comparison, review of Adobe GoLive 6.0 and Macromedia Dreamweaver MX, spreadsheet format converted to pdf through Adobe Acrobat for universal readability
Title: Web Software Comparison
Course: Web Authoring 102-1
Date Created: September 25, 2002
Source: Individual TATC Project
Media: Internet, Google search engine, Microsoft Excel, Adobe Acrobat for pdf conversion
Description: The following is copied from the original assignment description:
"In this activity, assume that I am preparing to purchase web-authoring software for your school and have asked you to recommend which software package that I should purchase.
In order to make your recommendation, you will need to:
- Find a professional review of the software package that you used in Module 2 along with 1 other web authoring software program for comparison.
- Tell us: Name of the software, Approximate price, Location or web site to see the software, Brief review on that software, Ease of use, Feasibility, Features of the software
Based on your reviews, recommend the package that I should purchase for you and include supporting data with argument to back up your recommendation. Prepare the report as a spreadsheet and present as a universally accessible pdf document. In discussions concerning this posted report, share with us any personal experience you have had with the software."
Rationale: I believe this artifact includes all of the assignment requirements, and I was proud of my effort. Through searching out information on the two software packages and making the comparisons, I learned many new things about the software packages. I had not used Macromedia Dreamweaver MX at all, and I was just beginning to try to use Adobe GoLive. Making my comparison through the use of the particular evaluation critera set forth in the assignment gave me a useful evaluation format to use for any software I may want to compare. Searching out and reading the product reviews also gave me an additional way to evaluate software. I feel this assignment was very helpful to me, especially, because I had little experience with web authoring software (or many of the other software packages we were using). I needed evaluation tools to help me "wade through" the vast amount of options on the shelves!
Implications for future: I have already used this type of evaluation tool to consider software options for other TA courses in later assignments. I also have a new found way of choosing software for personal and school use. Since there are always new products coming out, I will continue to put this knowledge to good use when making buying decisions. I also feel that it is very important to transmit to students that there are many different software packages that can be used with equal success rates in creating technology projects. Just because they learn one particular software in school does not mean that they will find that particular software in use "on the job".
Reviewer's Comments: Great job on the Comparison - I think that this information will really come in handy if you ever get the opportunity to buy for or teach this class. Very good information you found on two of the most popular softare packages
Reviewer's Name: Rachel Newman
Title: TATC Instructor
Date Reviewed: June 2003
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Caption 17
Indicators: Standard III, and IV, TA TEKS 8.14s, 8.16s, 9.1s, 9.8s, 9.28s, 10.3s, 10.4s, 10.7s, 10.9s, 10.14s, 10.18s, 10.19s, 10.21s, 10.22s, 10.23s, 10.29s, 10.30s, 10.32s, 10.33s, 10.36s, 10.37s, 10.39s, 11.7s, 11.10s, 11.11s, 11.12s, 11.13s, 11.16s, 11.17s, 11.18s, 11.19s, 11.21s, 11.25s, 11.29s, 11.35s, 11.39s
Artifact #17
Descriptors: Web page created for distribution of video assignment, video creation and editing
Title: Kids Cook Web Page
Course: Extended Video 205-1
Date Created: May 20, 2003
Source: Individual TATC Project
Media: Adobe GoLive 6.0 for web page, Internet, Sony Digital 8 Camcorder, Microsoft MovieMaker 2.0 for video editing
Description: The assignment required us to create and edit a 2-3 minute video from a list of appropriate topics. One of our choices was to imitate or parody a commercial or tv program. The project was to include a storyboard/script and a project management plan for the pre-production planning. Additional video requirements that were given included the use of four or more edited scenes, animated text effects, audio, etc. The video and related requirements were to be delivered in a web page format for posting. I chose the color scheme of the web page because I felt it complemented the blues used in the video that I had created.
Rationale: I chose this artifact for inclusion under web authoring because I feel it demonstrates my ability to create a web page as a vehicle for sharing information. In this case, it was a way to post a video assignment and its related documentation. The creation of the web page was a small portion of the overall assignment, nevertheless, it illustrates one of the many uses for web pages. Through my choice of fonts, colors, and graphics, I hoped to create a simple, user-friendly page that had a contemporary flair.
Implications for future: My web authoring capabilities did not stop with what I learned in the web authoring class. Instead, they have grown throughout the TATC program. I know that as I use the skills I've learned to create additional web pages, I will continue to become more comfortable creating web pages of many types--from simple to complex. Next year, I plan to create a classroom web page that will be accessed from my school web site. Through the web page, I will have another means of communicating with students and parents to keep them informed on classroom projects, assignments, and news. With this continued practice, I know my skill level in creating web sites that are well-designed and easy to navigate will increase. I look forward to the opportunity!
Reviewer's Comments: What a fun topic - I bet your daughter had a blast. The video you shot and edited shows very good editing techniques. I know you enjoyed editing this piece and you are right about trial and error - it is our best teacher. The bloopers video was cute - I like that addition!
Reviewer's Name: Rachel Newman
Title: TATC Instructor
Date Reviewed: June 2003
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