Post for: "Creating Valuable Class Websites"

Baker, E.A. (2008, May). Creating valuable class web sites. Learning and Leading with Technology, 18-21. ISTE: Eugene, OR.

In the article Creating Valuable Class Websites author Elizabeth Baker identifies three methods for teacher created web sites, while considering the differing comfort levels of using technology and other factors. Baker argues that if teachers can effectively create web sites then students will directly benefit from the associated tools, such as online discussions, that will help build their literacy skills, which are essential in the workplace (2008: 20). Baker states: “Research indicates employers soon will expect workers to be able to create, maintain, and use Web sites” (2008: 20), where technology and its use has now become a critical component in the teaching/learning of future teachers. For all three methods, or approaches, Baker provides 3 tables with several resources that meet each desired approach. 

The fist method she explores is for the less than technology savvy teachers whose comfort level in the use of technology is very minimal. For such teachers, Baker suggests the use of Web Site Providers. Inquiring the help of web site providers to create a web page, has its pros and cons. Their service can be free of charge or sometimes come with a fee, however it is a minimal fee. The thing with free providers is that sometimes they contain advertisements on the created page, which are not always appropriate for student exposure. Often times the creativity level is limited, but nevertheless a web page will be soon ready to access as many free providers have the sites up and running in a couple of hours (2008:19). Freewebs and Geocities by Yahoo are examples of method one.

Blogs, groups, and wikis form the second method or option for teachers who are interested in creating a web site. This method encourages the use of interactive tools where students can upload their work and virtually interact with each other. This method is also seen as more flexible as it has a variation of both the first and third method. Web sites created under this method can be set up to maintain the privacy of its users and be exclusive to members asked to join, like the student and parent(s) (2008:20). The resources listed under this method, like Blogger and Goggle Groups, are all free of charge and still maintain a professional appearance.

The third option is for teachers who are willing to pay more to create a web site, are willing to learn how to use the new software, or have server space to store their new site (often times permitted by the school, if they have one available). As Baker puts it, method 3 “provides a variety of software options for the more sophisticated type of Web site development” (2008: 21). Although free software is available for option 3, it usually results with a simplistic look, unlike software that is paid for is intended to result in a better quality of appearance. Sometimes, software is pre-included in Microsoft products or in Macs, however time is still required to learn to navigate the products’ functions. Nevertheless, teachers have an abundant of options available to them to facilitate their creation of a web site and it is their obligation to maintain it, develop it and enhance it with time.

I can see relevance and convenience in creating a teacher’s web site from one of the free software programs. Since, I will be working with elementary children I think option one would best suit my classroom; however, to a certain degree I can take elements of method two and implement them when designing or upgrading my page. Having a basic web page as a beginning teacher is fundamental, not only is it a great way to keep students’ and parents informed but it is also a great way to make communication with the teacher easier. I believe that every future teacher should be equipped with the proper technological knowledge and tools to effectively communicate with their students outside the classroom via internet. Knowing how to create a web page and learning how to maintain it with usage, is a clear indicator of transition and flexibility of communication in a digital age. By creating and using a teacher web page and developing it with additional tools, the teacher will adhere to ISTE’s NETS for Teachers Standard 3: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Two key focus in creating a webpage is that teachers “demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” and “communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats” (NETS for Teachers: 2008). In addition, teachers who have such knowledge of web pages can offer assistance to other teachers and possibly hold workshops to engage professional development in technological capacities. As such, this potential can adhere to Standard 5: Teachers Engage in Professional Growth and Leadership as they “continuously improve their professional practice, model life-long learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources” (NETS for Teachers: 2008).