At first, it sounded like a good idea.

Your principal arranged for all the teachers at your grade level to be able to have their own web site and assured each of you that creating the site wouldn't be difficult.

But, the more you consider the implications, the more your concern grows. What should you put on your web page? Who will read it? How much of your time is this going to take?

This Web Quest will help you answer these questions and more as you consider just what goes into creating effective teacher web pages.

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First, your group will examine several large web sites. Your objective, as you examine these sites, will be to identify the traits "good" web sites have in common. Your group will report your findings to the whole class.

Next, your group will examine several education web sites. Your objective, as you examine these sites, will be to identify what composes a "good" education web site. Your group should consider issues of design, student safety, and efficacy.

Finally, your group will work together to create a rubric for evaluating class or teacher web pages. Hopefully, this rubric will be valuable to you as you create your own web site.

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Step One

Examine 10 of the web sites to the left.

For each site, your group should consider:

• Who is the intended audience?
• What is the purpose of the site?
• What characteristics of the site do you think make it effective?
• What characteristics of the site do you think detract from it's effectiveness?

In a group of three, you will have a facilitator, a driver, and a recorder. The facilitator is responsible for keeping your group on task and presenting the group findings to the class. The driver operates the computer; and the recorder will write down your groups responses. (You will change jobs for step two).

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Step Two

Now that you've examined several non-education web sites, we are going to take a closer look at some education sites.

As a group, explore at least five of the sites to the left. As before,your group should consider:

• Who is the intended audience?
• What is the purpose of the site?
• What characteristics of the site do you think may make it effective?
• What characteristics of the site do you think may detract from its effectiveness?

Additionally, for these sites consider:

• What are some unique considerations educators might need to keep in mind when publishing to the web?

For step two, be sure to change jobs within your group. Again, you will have a facilitator, a driver, and a recorder. The facilitator is responsible for keeping your group on task and presenting the group findings to the class. The driver operates the computer; and the recorder will write down your groups responses. (You will change jobs again for step three).

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Step Three

Your final task will be to construct a rubric for evaluating teacher or class web sites.

As you prepare your rubric, you may want to explore several of the design sites to the left. As you view these sites consider:

• What constitutes good web design?
• What role does navigation play in web site design?
• What factors may affect the readablilty of material on the web?
• What types of material lend themselves to educational web sites?

The rubric sites in the table to to the left may be useful as you design a rubric for effective teacher web sites. Some of these sites contain sample rubrics, while others will let you construct a rubric online.

When your group has completed your rubric, you will present it to the class. Prior to your presentation, please make a copy of your rubric for each member of the class.

For step three, be sure to change jobs again within your group. You will have a facilitator, a driver, and a recorder. The facilitator is responsible for keeping your group on task and presenting the group findings to the class. The driver operates the computer; and the recorder will write down your groups responses.

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Process Evaluation

Use these questions and rubric to evaluate your learning during this activity.

1. What are 5 important characteristics of any good (effective) web site?
2. What are 3 characteristics of good (effective) educational sites?

With your group, view and complete the Process Rubric (Rubric will open in a separate window).

Product Evaluation

The purpose of this activity has been to give you an opportunity to evaluate the qualities of effective teacher web pages. By the end of this course, you will have created a classroom or teacher webpage of your own. At that time, you will be asked to evaluate your own web pages according to the rubric you have developed.

In addition, please consider the following questions as you evaluate your teacher or classroom web site.

1. Who will be the audience for your web site?
2. What will be the purpose of your website?
3. How often will you update your web site?
4. What is it about your site that will motivate return visits?

Reflection

Consider the following questions as your reflect upon your learning.

1. In what ways has your vision of a teacher or class web site changed?
2. Did you encounter any critical issues related to teacher web pages you hadn't before considere? If so, what were they and how will they eventually effect your web site?

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NETS for Teachers (go there)

I. TECHNOLOGY OPERATIONS AND CONCEPTS
B) demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
C) identify and locate technology resources and evaluate them for accuracy and suitability.

III. TEACHING, LEARNING, AND THE CURRICULUM
A) facilitate technology-enhanced experiences that address content standards and student technology standards.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students.

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