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A teacher website is a collection of webpages used to share school and class information with parents, students, administrators and others. It helps extend learning beyond the classroom and increase parental engagement. Important components of an effective teacher website include design elements like consistent fonts, colors and themes; proximity and alignment of materials; and appropriate spacing. The overall goals are to communicate effectively and share information. Creating a teacher website is worthwhile as it allows information to be shared more efficiently with parents and helps involve them in the learning process.
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Fa12 w200-w3-part5
A teacher website is a collection of webpages that allows teachers to effectively share school and class information with parents and students. It helps extend learning beyond the classroom and increases parental engagement. Key components of an effective teacher website include well-designed layout, organized content, and useful site information like menus and navigation. Maintaining consistency, proximity, alignment, spacing, and contrast helps viewers easily access and focus on the content. An important goal is ensuring no broken links.
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This document discusses creating teacher websites. It notes that a website is a collection of webpages and that one project for a teaching course is creating a teacher website. It asks why teachers need websites and discusses trends showing increased interest from administrators, parents, and students in online and social learning. Various components of an effective teacher website are outlined, including design, content, and site information. Examples of teacher websites are provided and criteria for evaluating site professionalism are discussed. Instructions are also given for participating in polls during the presentation.
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This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the class preparation. It also recommends signing up for additional cloud storage on Box.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
Shift 3
The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
9. digital story week 1
This document provides instructions for a digital story assignment worth 100 points. Students are asked to set up a script document for the digital story, finish describing the video, and submit the document. The document also provides a resource for inspiration on creating digital scenes.
10. what's due week 1
This document outlines assignments due for EDUC W200 Week 1, including finishing a digital story script due by a certain date for 20 marks, and completing Class Prep #2 with details for Week 2, also due by a certain date.
7. create accounts week 1
The document outlines 3 tasks for an education course. Task 1 is to create accounts on Gmail, using a non-university email, and on Diigo for compiling resources. Task 2 is to set up a teacher website and ePortfolio using Google Site templates. Task 3 is to fill out a Google Form with account usernames to complete the first class preparation. It also recommends setting up storage on Box for future projects.
8. tip 1 week 1
This document provides guidance for a technology integration practice where teachers create a first day introduction for students using online tools. Teachers can choose to either create an avatar and introduction using Voki.com, which has limitations for free accounts, or make a one-row comic using Pixton.com. The introduction is meant to be placed on the teacher's website as part of their welcome page for students. An example from a teacher named Kara using Voki.com is provided for reference.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
2. today's agenda week 1
This agenda covers an introduction to the course and expectations, creating online accounts, an introductory class discussion, and an overview of assignments due for the first week of an education course. Technology integration and digital storytelling are also part of the planned activities.
3. course expectations week 1
This document outlines the expectations and structure for an education course. It includes:
- An overview of the syllabus, grading breakdown, major projects including a digital story, case analyses, and websites.
- Policies regarding attendance, late submissions, making up missed work.
- Information on where to find help and expectations for weekly class preparation, participation, and professionalism.
- Instructions on how to properly email the instructor with questions.
5. course overview and purpose week 1
This course overview document introduces an education technology integration course. It asks students to recall a past example of a teacher using technology and to consider if it was good use. The document also states that the course is not about computer skills, but rather helping students make good decisions about technology integration. Additionally, it notes that technology does not always work and asks what students would do as teachers in that situation.
6. shift week 1
This document outlines the themes that will be covered in an education course about technology and the shifts it requires of teachers. The course is divided into three units that will discuss: 1) how technology has changed the world and expectations for teachers, 2) how technology can facilitate different types of learning, and 3) how technology may impact teachers' professional roles. The overarching message is that technology and the surrounding world are constantly changing, so teachers must adapt in their use of technology to remain relevant for their students.
8. tip#15
This document provides guidance for an assignment to create an interactive activity using Smart Notebook software. Students are instructed to work in groups to design a matching, sorting, or categorizing activity, or a Smart response quiz. They should take a screenshot of their activity, attach the Smart Notebook file to their ePortfolio page, and explain how the interactive component meets educational standards. The document also references demonstrations of the Activity Builder tool and options for uploading Smart Notebook files through Smart Exchange or Box.
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- 1. Teacher Websites Week 3
- 2. WEBSITES • A website or web site is the same thing as a web page. o True or False o Terms are often used interchangeably Website is actually a collection of webpages • In W200, one of the big projects is creating a teacher website. • As a teacher, why do you need a website? Let’s see why…
- 3. Students, teachers, administrators and parents are increasingly recognizing the value of social learning in both their personal and professional lives. (Source: http://www.tomorrow.org/speakup/SocialLearning_2012.html)
- 4. WHAT DO THEY(e.g., admin, principals, students) WANT?
- 6. IS MAKING A TEACHER WEBSITE WORTH THE TIME? • School (and class) information is shared more effectively and efficiently with parents. • Helps to extend the learning beyond the school… • Increases parental engagement in the learning process and student achievement • COMMUNICATION • ACCESSIBILITY • PARTICIPATION
- 7. VARIOUS COMPONENTS OF A TEACHER WEBSITE Design Content Site info Menu
- 8. VARIOUS COMPONENTS OF A TEACHER WEBSITE DESIGN: Make your own brand as a professional teacher. • Consistency of design elements • Fonts, colors, decoration themes, etc. • Contrast to distinguish between foreground and background elements. • Proximity & Alignment of relevant materials • Adding space, indentation… • Spacing • Some space helps viewers to read and focus on the content.
- 9. Compare…(& Think about the goals of teacher website: to communicate, share... ) Consistency Proximity & Alignment http://www.007museum.com/ http://www.007museum.com/ http://newyorkscienceteacher.com/sci/pa http://www.pbs.org/teachers/ ges/teacher-sites.php Spacing Contrast http://ilovetypography.com/ http://www.raft.org/ http://www.arngren.net/ http://teachers.net/ Most importantly… NO BROKEN LINKS!!!
- 10. IN-CLASS WORKOUT #3 Newsletter
Editor's Notes
- Students, teachers, administrators and parents are increasingly recognizing the value of social learning in both their personal and professional lives.Students, in particular, have heightened aspirations for more effectively leveraging social learning tools to enhance their engagement in the learning process, access more interesting and relevant educational content, tap into additional opportunities for collaboration with peers, advisors and mentors and overall, increase their academic productivity.Despite this strong value proposition, school site administrators and parents continue to have lingering concerns about social networking, Internet access and the role of social learning tools.
- Source: http://www.tomorrow.org/speakup/SocialLearning_2012.html
- http://www.youtube.com/watch?v=KngwKLLPoMU
- Source: http://www.tomorrow.org/speakup/SocialLearning_2012.html
- CLICKER ACTIVITY
- Newsletter page will be used as an announcement page for the teacher website.