Web Site Implementation in K-12 Classrooms

Web sites can be used in many different ways in K-12 classrooms, including the following:

1)   Communication. The most obvious and common implementation is for teachers to use a web site to post information for students and parents, including course calendars and important information.

2)   Course management. Expanding on the first level, classroom sites can be expanded to become course management tools, where course materials are posted and can be accessed from school, home, or anywhere through the internet.

3)   Activities and participation. The class website can be used as an interactive tool, providing access to educational activities to enhance learning.

4)   Assignments. Class websites can be places for students to organize and generate information for class assignments.

5)   Collaboration. The class website can be expanded to provide opportunities for students to communicate with teachers, or students to collaborate with other students.

6)   Assessments. Assessments and evaluation tools can be utilized and administered through a class website.

7)   Creative Learning. Web applications can be used to develop creative learning projects connected to class websites.

8)   Eportfolios. Students can use web sites to create personal Eportfolios to improve motivation, creativity, and reflection on their work.

EDLD 5366 Digital Graphics and Web Design

Course Reflection

I thoroughly enjoyed this opportunity to gain some experience with some new tools that can be incorporated into my classroom. I often hear about amazing new tools and technology, but don’t always have time to explore them. I enjoyed the opportunity to choose an application, reflect on how it might be used in a classroom, and actually take time to learn it well enough to develop a sample of something that could be useful. The lessons in this course had relevance on many levels, corresponding to the learning hierarchy described by theories such as Bloom’s Taxonomy.¹

Initially, we were required to learn some new tools such as Scratch and Google Sites, and some principles such as C.R.A.P.² on a literal level. Next we applied our knowledge and understanding to develop educational material. Then we divided into groups to analyze and evaluate, resulting in creation of a web site that stretched and cemented our knowledge so that we will be able apply it in new situations. Finally we were encouraged to reflect on what we have learned, providing another opportunity to take our learning to the highest level.³

Personally, I have previously had some experience with Scratch, using it as a tool to generate interest and introduce programming concepts in my Computer Science classes. It was fun and interesting for me to see the same tool used in a different learning context. I also enjoyed the collaborative website project. I have often seen websites as a tool for collecting and publishing information from teacher to student, but have not thought to use creation of a website as a creative learning experience for something other than creating websites!

As much as I enjoyed being brought through the levels of learning as a student, as I also really appreciated, as a teacher, the demonstration of how to use technology to transform learning and apply sound educational principles in the classroom. I’m excited about the possibility of using this course as a model for application of technology to enhance learning in courses I am currently teaching.

¹ Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/19/2012  from http://projects.coe.uga.edu/epltt/.

²Williams, R. (2008), The non-designer’s design book: design and typographic principles for the visual novice. Berkeley, California: Peachpit Press.

³Barrett, H. (2005), Researching Electronic Portfolios and Learner Engagement [White paper]. Retrieved from http://electronicportfolios.org/