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One of our staff attended the Intel training sessions for teachers and
she was told by them that they insist teachers use MS Publisher for
creating web pages.<br>
Is anyone using this?<br>
<br>
Charmaine Taylor<br>
Sunbury Downs College<br>
<br>
<br>
Bill Kerr wrote:<br>
<blockquote type="cite"
cite="mid5d2dce5205070220031c8c1ced@mail.gmail.com">hi keith,<br>
<br>
Thanks for sharing your plan. <br>
<br>
Task 10 - Website<br>
<br>
I'm a big fan of *not* using FrontPage because it is not standards
compliant, for example, the pages may not appear correctly in popular
alternative browsers such as Firefox.<br>
<br>
That's a pragmatic issue but the whole issue of web standards is an
important issue in its own right IMHO. <br>
<br>
One approach (the FrontPage approach) is to produce a webpage as
quickly and easily as possible. <br>
<br>
The other approach is to follow the modern, forward looking path of
clean separation of structure (HTML), style (CSS) and behaviour
(javascript) which will make webpages look better in a variety of
browsers, last into the future (as browsers improve CSS2, CSS3),
incorporate features such as disability access which ought to be of
importance to teachers, etc.<br>
<br>
I'm also a big fan of teaching raw HTML markup directly but that's a
separate issue. Dreamweaver, for example, is standards compliant and so
is a perfectly acceptable alternative to Frontpage. <br>
<br>
-- <br>
Bill Kerr<br>
<a href="http://billkerr.blogspot.com/">http://billkerr.blogspot.com/</a><br>
<a href="http://intranet.woodvillehs.sa.edu.au/kerrbi/index.htm">http://intranet.woodvillehs.sa.edu.au/kerrbi/index.htm</a><br>
<br>
<div><span class="gmail_quote">On 6/29/05, <b
class="gmail_sendername">Keith Richardson</b> <<a
href="mailto:keithcr@fastmail.fm">keithcr@fastmail.fm</a>> wrote:</span>
<blockquote class="gmail_quote"
style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">I
have been impressed by the various approaches to ITC discussed<br>
recently on these lists, and so decided to create an experimental<br>
learning setting for my Year10IT class for Semester 2. I have played<br>
with various forms of scenario-based integrative units before, as I
<br>
guess we all have, but decided to go all out with this one, utilizing<br>
full-immersion lasting a full semester.<br>
My kids seem to work best in situations where they are involved in the<br>
content, where there are clearly defined expectations, yet where there
<br>
is also 'room-to-move'. I have built each of these elements into the<br>
course.<br>
I would like to eventually move towards a Moodle style of course<br>
delivery, but at this point in time the learning curve (for me) is
<br>
toweringly steep, so have decided to be more conventional and during the<br>
semester in my own time try adapting it across to Moodle. We will see...<br>
Please feel free to modify and adapt in any which way (all I ask is
that
<br>
credit be given for original authorship). It should be easy to change<br>
the cultural setting to suit your kids, and to adjust the various<br>
software and tasks to suit what you prefer to do.<br>
My whole thesis is that ICT and associated software programs should be
<br>
there to serve other purposes. There will be times when it is essential<br>
to pause from the theme and teach just software but just sufficient to<br>
put them onto the right track with correct procedures and the
discipline
<br>
of organized logic particularly in the field of file management.<br>
As an aside I recommend taking a look at the Florida Gulf Coast<br>
University tutorials for Word, PowerPoint, Excel and Access, as well as<br>
Wikipaedia for definitions and extended explanations.
<br>
Attached please find a copy of the course.<br>
I would be very interested in and appreciative of critical feedback<br>
please.<br>
Regards, Keith Richardson<br>
Keith Richardson<br>
Leibler Yavneh College<br>
Elsternwick Ph (03)9528 4911
<br>
<a href="mailto:keithcr@fastmail.fm">keithcr@fastmail.fm</a><br>
<br>
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</blockquote>
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IPM Mailing List kindly supported by <br>
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