Final Project, Part 2-section 5

In a non-computer class, this website could ideally be useful. For instance, the point of the page of links would be to provide access to important information for any subject (math, history, etc.). At home, this website could also be useful. I believe every class has homework at one time or another, and even if it happened not to, the class pages could still provide information about the class that is important for students and/or parents to know. This website gives students an opportunity to talk not only with each other, but also with teachers. Because this is such a generic concept, there is no reason that this website would be most useful in a computer class. Still, on the whole, such capabilities and information are valuable in technological classes and non-technological classes respectively.

For example, let us imagine that a U.S. History class is given a group project in which they make a poster about the Civil War. Both in class and outside of class, this website could be used to find links that give good information on the Civil War. Furthermore, once some decent facts are discovered, this website could be used to inform other members of the group what has been found, and what the next task is for completion.

Final Project, Part 2-section 4

Here is a possibility of what the home page could look like:

As you can see, the page fades into white on the right side of the page making it collide with the blog, but obviously the page does have an edge. The red boxes represent where the class pages would go. Although only four are represented here, more would fit on the final page.

Once one of the red boxes is clicked, it would go to one of the class pages. Here is an idea of what a class page could look like:

As you can see, the top left of the page displays where the chat box I mentioned in an earlier post would go.
Finally, here is an idea of what the bulletin board could look like:

Although no text is actually in it, the pink box would be filled with different bulletin posts.

Final Project, Part 2-section 3

One educational function that could be effective is having a page full of links to different websites for different topics. For instance, within the “links” page, there could be choices by class (i.e. History, Math, etc.), then within each category, there would be a list of links that prove useful.  Some pages (such as History) may have even a few more subtopics (i.e. American History, World History), and from there based on different time periods.  The websites could be those chosen by the teachers as effective and accurate information bearers.

A second educational tool would be to give students availabilities to homework.  For instance, on each class page, students would be able to download whatever the homework was that day.  There would also be a calendar that would give access to past homework assignments.  This would include worksheets, notes, or scans of the chapter(s) they are reading.

Final Project, Part 2-section 2

One of the functions of the website to keep kids interested is putting on a bulletin board. This would be similar to the bulletins that you see on MySpace, except although everybody would have access to viewing the bulletins, only school staff and club officers would have access to posting. This way, events about the different clubs would be posted, and everybody in the school could see the information. This ideally would keep students online.

Another application to keep people online would be to have a forum.  Here, students could do everything from asking where a class meets the next day, to sparking a (nonviolent-staff would be watching) debate about one of the school’s new policies.

Final Project, Part 2-section 1

1. The home page of the website would allow a user to type in their zip code and school district. This would give the computer the information it needs. Once within the district, there would be a link to the different schools within the district. Finally, once the appropriate school is selected, then users would “subscribe” to that school, meaning they would have access to that page, and that would be the default page that comes up when typing in the link. Students would have a box for instant messaging at the top of each page, so that they can communicate with each other. If we imagine the school’s site as being similar to a MySpace page, then each of the classes would be “friends.” On each of the class pages, information would be given about the class (similar to the way some teachers have their own class website). The difference between this and a normal class website is that there would be a chat box on the class website that the teacher could go onto. This way, several students could talk to a teacher at once via invitation only chat (the invitation, of course, is being in the class). Students would talk individually through their own instant messaging boxes, and if a teacher needs to talk to a student individually, then they could send them a message.

2. These messages would work similarly to email.  In that way, then students have the capability of attaching files, images, videos, etc.

3. Teachers would be given the power to open up chat boxes that could be given to different groups during group projects.  For instance, if there is a four person group, then those four people would be the only ones invited into that chat box.  Teachers would know that other kids were not getting involved, because they would be the only ones in charge of who gets invited, and for that matter, who gets deleted.

Final Project, Part 1-Tool 4

The last tool I checked out was ekkoTV.

This tool is basically a social tool where people talk through videos and audio in addition to writing.  There is a box at the bottom of the screen that works as an instant messenger, and a location to share video and audio above that.

This application is clearly used primarily for social purposes. However, social networks are frequently used for educational reasons as well (i.e. checking with a classmate to see what the homework was), and perhaps having video and audio in addition to plain old instant messaging could enhance social/educational capabilities.

Final Project, Part 1-Tool 3

For my third tool, I used viewzi, which is a unique and different kind of search engine. Instead of being made up of text links (like Google search), it is made up of pictures. Here is a screen shot of the home page:

Although you can’t really see it, I have a search for Shakespeare typed in. Once your search is typed, you have an option as to what view you would like to see:

Above is a screen shot of the list of different ways you can view your search. There are 12 to choose from. I chose the “Web Screenshot View” (as shown below):

This is a good tool because it gives a fancy and visual way to search the internet.

Final Project, Part 1-Tool 2

The second tool I looked at is What’s Open?. This website lets you type in what you’re looking for and where you are, and gives a map of the different locations. This website could enchance the time line website. For instance, a person could look up the history of coffee time line, and then search for coffee in the “What’s Open?” website to see all of the coffee shops nearby. That, of course, is a very generic and boring example, but an example nonetheless. Obviously this website is not as efficient educationally, but it could still be of service if used correctly and/or combined with another one of the tools.

Final Project, Part 1-Tool 1

The first tool I examined is xtimeline.

This website allows people to create and share time lines. This tool would be useful educationally because time lines are used all of the time. Being able to find dates and create time lines would be one of the best ways to have information absorb into one’s mind. Also, this allows for people to come across the dates of events that perhaps we would not think to look for (i.e. History of Wal-Mart). However, in viewing other time lines, we are trusting that the information is accurate. In that sense it is sort of like Wikipedia. I have confidence that there are many educated users that would make sufficient and accurate time lines. I also am aware that there are a few people that may not have a clue what they are talking about. Yet, it probably is pretty obvious when a person has a clue or not.

Frontline Questions

1. I do have a MySpace page. Singular though. I don’t see the need for having more than one. I am online a lot. However, often times even if I’m online, I’m not always at the computer. For instance, if I’m eating, watching T.V. or a movie, or doing homework, then I may be online but not necessarily at the computer.

2. My parents do not have one. I honestly don’t remember if I’ve showed my page to my mom or not. If I haven’t, it’s not that I have anything to hide, it’s just that she trusts that I’ll make wise decisions.

3. 1) To my friends, I would describe MySpace as a way to continue conversations from earlier in the day, or a way to get to know people from your classes better.

2) To my parents, I honestly would pretty much describe it the same way as talking about it with my friends. I would say it’s a way to talk to friends, and gives access to staying in touch with friends that you may have lost throughout the years (i.e. someone that moved to a different city, or moved schools).

3) To a grandparent, I would describe it the same way, only I would talk slower and clearer.

4.  Although my profile is set to private so that only my friends can see it, I still don’t have really any personal information on my main page that I can think of.  MySpace allows you to say what your favorite books, movies, and general interests are. I like talking to people on MySpace, because you can talk to more than just one person at a time (as opposed to just talking on the phone with someone), and over the internet, people tend to be more free with what they’re thinking. I guess talking about some issues in person can seem overwhelming for some people. Talking in person is much nicer, of course, because it’s more personal, and the conversations go faster. You don’t have to wait several minutes for a response.