How exactly do I incorporate the social interactivity of the latest technologies, such as blogs, video, chat, and keep young people in K-12 classrooms safe from bad people? Is it different for people 18 and over who are in some form of post-secondary education? What about confidentiality?
The Federal Communications Commission’s web site on the Children’s Internet Protection Act says:
So I’m working on a project to develop and deliver K-12 modules and lessons about environmental toxicology that incorporates or supplements “hands-on” learning. The primary targets are students in biology classes that have sufficient access to technology both at school and at home. According to a National Center for Education Statistics survey, 97% of public schools in the United States have broadband access.
I just feel that I’m making quite a few assumptions about the type and amount of computer technology in public schools and how the multimedia pieces will be delivered in a science classroom. Is there only one computer in a classroom? Are there any computers with internet access in a science classroom? Is there a projector? Will the “hands-on” activities be demonstrated by a teacher because of limited access to computers in the classroom?
I’m trying to figure out how “facilitated assets” will be used in the science classroom, as opposed to a complete online course that is developed from start to finish. Credit for the phrase “facilitated assets” goes to my co-worker Angie Dick.
I get the impression that when I speak to people and potential clients about developing their web site, that they feel that just by getting their web site online means that a flood of traffic and business is coming their way. In the movie Field of Dreams Kevin Costner hears a voice whisper,”If you build it, he will come” and I feel that we have the same expectations about our web sites. If we build them, we automatically think that “they will come” in droves and stay interested enough to keep coming back. It just isn’t always the case.
Your web site – and mine – is an extension of your business and needs to be cultivated in the same way that your “brick and mortar” business was developed. It’s like opening another location, only this one is digital. And in order to get the best location and traffic, we need to solidly build a good, semantic web site and make people aware of it.
One of my concerns with content management systems (CMS) and the clients that ask for one, is that sometimes they feel as though it’s going to be this magic talisman that removes the burden of learning the language of the web. Somehow, magically, by using a content management system it removes the responsibility of web standards, accessibility, and/or learning some basic HTML. It’s like using smaller plates to lose weight, yet you still pile food on it a foot high. I do this for a living and there’s still plenty for me to learn and do when working with content on the web.
The typical selling point delivered to people in an organization in regards to a content management system is that it will make the addition and updating of content on their web site easier and they won’t have to be burdened with web type things. It’s just like using a word program. My usual response is, “It’s easier than what?” and “It’s easier for whom?”
It was just a matter of time before I had the campus cop/skateboard encounter and I think this encounter had a few elements that contributed to its development. First, I went to work early. Going to work early means that there are fewer people on campus and more reasons that some dude with sideburns on a 40 inch longboard will get noticed.
Secondly, it’s summer session at Penn State and this also means that there are less people out and about. We just don’t have the same level of student activity on campus during the summer sessions. We have plenty of construction, but that’s another blog post.