Integrating Educational Technology into the Curriculum

1
Chapter 7

• Integrating Educational Technology into the
  Curriculum

2
CHAPTER 7 OBJECTIVES

• Identify the sources of information for
  evaluating technology
• Describe the considerations and tools used to
  evaluate software applications
• List and explain the key criteria used to
  evaluate Web resources
• Describe the tools for evaluating the
  effectiveness of technology

3
CHAPTER 7 OBJECTIVES

• Describe the methods used to evaluate student
  projects
• Identify the different technology integration
  strategies by classroom layout
• Define and describe the value of a curriculum
  page
• Describe ways to integrate technology into
  specific curriculum subject areas

4
CHAPTER 7 OBJECTIVES

• Identify possible sources of funding for
  classroom technology

5
EVALUATING EDUCATIONAL TECHNOLOGY

• Determining if the technology is appropriate and
  enhances the teaching and learning process
• Evaluate before, during, and after instruction

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Numerous software packages and Web sites to
  choose from

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• School districts and state Departments of
  Education
• Lists of recommended software

8
EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Professional educational organizations
• Regional, national, and international
  organizations
• Web sites for organizations

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Catalogs
• Provide information about products and how to use
  products
• Free by calling toll-free numbers or completing
  an online form

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Recommendations of colleagues
• Discuss issues with other educators
• Unbiased, first-hand experience

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Published evaluations
• See companys Web site
• Educational journals

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• Technology conferences
• National and state organizations
• Presentations
• Meet representative from hardware and software
  companies

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EVALUATING EDUCATIONAL TECHNOLOGY

• Sources of Information
• The Web
• Mailing lists
• EDTECH
• Forums
• Newsgroups
• Web sites
• Discussion groups
• Bulletin boards

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Free trial versions

15
EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Software evaluation rubrics
• Detailed assessment tool

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Content
• Is the software valid?
• Relate content to schools specific standards and
  goals

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Documentation and technical support
• Documentation
• Printed and online information
• Technical support
• Phone or Web support

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Ability and academic levels
• Can software be used with various ability and
  academic levels?
• Can software adjust the academic level and
  students move through the skills

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Software Applications
• Technical quality and ease of use
• Technical quality
• How well the software presents itself and how
  well it works
• Ease of use
• User friendliness
• Student opinion is important in these criteria

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Authority
• Is the author identified?
• Examine the credentials of the author of the Web
  site

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Authority
• Is the author identified?
• Examine the credentials of the author of the Web
  site
• Has the author listed his or her occupation,
  years of experience, or other credentials?

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Affiliation
• Who is the Web site associated with?
• Examine the domain name

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Purpose and Objectivity
• Is the content provided as a service?
• Is the content unbiased?

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Content
• Is the content valid and appropriate?
• Does the information relate to your needs?
• What topics are covered?
• For what level is the information written?
• Do the links within the site add value?

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Audience and currency
• Is the content suitable for your students?
• Is the content up to date and timely?

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Design
• Web effectiveness
• Web Page Evaluation Rubric

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EVALUATING EDUCATIONAL TECHNOLOGY

• Evaluating Web Resources
• Design
• Student Web Site Evaluation Form

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Tools for Evaluating the Effectiveness of
  Technology Integration
• Measure student performance
• Reliable assessment
• Traditional assessment
• Testing

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Tools for Evaluating the Effectiveness of
  Technology Integration
• Alternative assessment
• Authentic assessment (performance based
  assessment)
• Project-based learning
• Checklist
• Rating scale
• Rubric

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Tools for Evaluating the Effectiveness of
  Technology Integration
• Teacher observation
• Observe motivation
• Observe how long students work on an objective

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Integrated learning systems (ILS)
• Automatically track student progress

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Integrated learning systems (ILS)
• Automatically track student progress
• Assessment rubric

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Evaluating content
• Based on your goals and objectives
• Review punctuation, grammar, spelling, and
  coverage of material

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Evaluating planning
• How do you want your students to plan?
• What tools will the students use?
• Software tools (Inspiration)

43
EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Evaluating planning
• Flowcharts
• Concept map or story web
• Storyboard

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Evaluating Technology-Based Student Projects
• Evaluating creativity
• Evaluate originality, imaginative and innovative
  approach, and artistic abilities
• Color, clip art, and artwork should strengthen
  content

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Putting it All Together - Evaluating Technology
  Integration
• Ms. Vicki Osbornes classroom
• One computer and 26 students
• Block schedule

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Putting it All Together - Evaluating Technology
  Integration
• Ms. Vicki Osbornes goals for the lesson
• Students work in groups
• Use reference materials and Web resources
• Identify three major campaign issues
• Provide personal facts about the candidate
• Create a multimedia project
• Use correct grammar, spelling, and punctuation

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Putting it All Together - Evaluating Technology
  Integration
• Ms. Vicki Osbornes lesson
• Brainstorm to develop a concept map

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EVALUATING THE EFFECTIVENESS OF TECHNOLOGY
INTEGRATION

• Putting it All Together - Evaluating Technology
  Integration
• Ms. Vicki Osbornes lesson
• Evaluation rubric
• Flowchart or storyboard
• Work in groups in 40-minute blocks
• Each group presents their project in the media
  center

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INTEGRATION STRATEGIES

• Teachers must become facilitators of learning
• Use technology to enhance learning environment
• Put technology at point of instruction
• Many mixtures of technology

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INTEGRATION STRATEGIES

• One-Computer Classroom
• Use the computer for classroom presentations and
  demonstrations
• Introduce new concepts
• Students use to present assignments, projects,
  and research activities to the entire class
• Maintain class records, create presentations and
  do research

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INTEGRATION STRATEGIES

• One-Computer Classroom
• Internet access
• Multimedia software
• Enhance lectures and presentations
• Use computer as teaching assistant
• Foster group and cooperative learning
• Write an ongoing story
• Class newsletter

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INTEGRATION STRATEGIES

• One-Computer Classroom
• Teacher productivity tool
• Optimize computer lab time

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INTEGRATION STRATEGIES

• Multi-Computer Classroom
• Multiple learning centers
• Integrate other technologies

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INTEGRATION STRATEGIES

• Multi-Computer Classroom
• Multiple learning centers
• Integrate other technologies
• Ms. Julie Davis classroom
• Digital camera

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INTEGRATION STRATEGIES

• Multi-Computer Classroom
• Multiple learning centers
• Integrate other technologies
• Ms. Julie Davis classroom
• Digital camera
• Web research centers

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INTEGRATION STRATEGIES

• Multi-Computer Classroom
• Multiple learning centers
• Integrate other technologies
• Ms. Julie Davis classroom
• Digital camera
• Web research centers
• PowerPoint presentations
• Microsoft Publisher

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INTEGRATION STRATEGIES

• Computer Lab
• All students have hands-on experience
• Often used to teach technology skills or
  subject-specific skills
• Integrate specific software into subject area
  content
• Example Web scavenger hunt

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CURRICULUM INTEGRATION ACTIVITIES

• Curriculum Pages
• Strategy for implementing the Internet into the
  classroom
• Teacher created document that contains hyperlinks
  to teacher-selected-and-evaluated sites that are
  content and age appropriate

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Must integrate technology into lesson plans
• AskERIC Web site

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Must integrate technology into lesson plans
• AskERIC Web site
• Lesson plans and activities can be found on the
  Web

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Language arts integration
• Reading, writing, listening, viewing, speaking,
  and literature
• Oh Where, Oh Where Can Information Be Found?

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Social studies integration
• History, geography, civics, and economics
• What Wonderful Webs We Weave

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Mathematics integration
• Basic number concepts, measurements, geometry,
  algebra, calculus, and data analysis
• The Business of Professional Sports

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Science integration
• Physical sciences, earth and space sciences, and
  life sciences
• Lets Think As a Scientist

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Physical education and health integration
• Basic health and physical education literacy
• Eating Healthy!

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Arts integration
• Visual and performing arts of drawing, painting,
  dance, music, and theater
• The Theory of Color

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CURRICULUM INTEGRATION ACTIVITIES

• Creating Lesson Plans
• Exceptional education integration
• All curriculum areas with adaptations made for
  students with special characteristics or special
  needs
• Rainforests Are in Trouble

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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY
INTEGRATION

• Many school districts do not have sufficient
  funding for technology
• If school cannot provide funds, turn to the
  public, industry, and the government

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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY
INTEGRATION

• Fundraising Drives and Contests
• Partner with local businesses
• Small amounts of money can go a long way
• Enter contests to win equipment
• Involve parents and community
• Showcase students use of technology
• Volunteers

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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY
INTEGRATION

• Grants
• Funds provided by a funding source that transfers
  money, equipment, or services to the grantee
• Grantee is the teacher or school
• Sources Department of Education, federal
  sources, foundations, and corporations

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FINDING FUNDS TO SUPPORT CLASSROOM TECHNOLOGY
INTEGRATION

• Grants
• Request for proposal (RFP)
• Grant proposal
• Look for opportunities on the Web

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CHAPTER 7 SUMMARY

• Identify the sources of information for
  evaluating technology
• Describe the considerations and tools used to
  evaluate software applications
• List and explain the key criteria used to
  evaluate Web resources
• Describe the tools for evaluating the
  effectiveness of technology

88
CHAPTER 7 SUMMARY

• Describe the methods used to evaluate student
  projects
• Identify the different technology integration
  strategies by classroom layout
• Define and describe the value of a curriculum
  page
• Describe ways to integrate technology into
  specific curriculum subject areas

89
CHAPTER 7 SUMMARY

• Identify possible sources of funding for
  classroom technology

90
Chapter 7 Complete
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Creatinga CurriculumPage UsingMicrosoft Word
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CREATING A CURRICULUM PAGE USING MICROSOFT WORD

• In this project, you will use many features of
  Microsoft Word to create a curriculum page
• This curriculum page will be linked to Mr.
  Johnsons home page you created earlier

93
DOWNLOADING IMAGE FILES

• Start your browser, type the URL
  www.scsite.com/tdc2/sf7.htm in the Address text
  box, and then press the ENTER key
• When the textbook Web page displays, right-click
  the flags background image, and then point to
  Save Picture As on the shortcut menu

94
DOWNLOADING IMAGE FILES

• Insert the floppy disk that you saved the Web
  page, Mr. Johnsons Home Page, in drive A and
  then click Save Picture As
• When the Save As dialog box displays, click the
  Save in box arrow, click 3½ Floppy (A) in the
  Look in list, and then click the Save button

95
DOWNLOADING IMAGE FILES

• Repeat steps 2 through 4 to download two
  additional images, the yellow star and horizontal
  line images
• Close your browser window

96
STARTING MICROSOFT WORD AND OPENING A NEW WEB PAGE

• Click the Start button on the Windows taskbar,
  and then click New Office Document
• When the New Office Document dialog box displays,
  if necessary, click the General tab, click Web
  page, and then click the OK button

97
INSERTING A BACKGROUND IMAGE

• Click Format on the menu bar, point to
  Background, and then click Fill Effects. When
  the Fill Effects dialog box displays, click the
  Picture tab, and then point to Select Picture

98
INSERTING A BACKGROUND IMAGE

• Click Select Picture. When the Select Picture
  dialog box displays, if necessary, click the Look
  In box arrow and then click 3½ Floppy (A).
  Double-click the background image, flags, and
  then click the OK button in the Fill Effects
  dialog box

99
ENTERING AND FORMATTING A TITLE

• Type Mr. Johnsons American History Class and
  then press the ENTER key
• Select the text just entered, click the Font Size
  box arrow on the Formatting toolbar, and then
  click 26. With the text still selected, click
  the Bold button, and then click the Center button
  on the Formatting toolbar

100
ENTERING AND FORMATTING A TITLE

• Click below and to the left of the text to
  position the insertion point at the beginning of
  the next line

101
INSERTING A HORIZONTAL LINE

• Press the ENTER key, and then click the Center
  button on the Formatting toolbar.
• Click Insert on the menu bar, point to Picture,
  and then click From File
• When the Insert Picture dialog box displays, if
  necessary, click the Look in box arrow and then
  click 3½ Floppy (A). Double click the
  horizontal line image

102
ENTERING A HEADING

• Press the ENTER key twice, make sure the
  insertion point still is centered
• Type The Civil War and then press the ENTER key
• Select the text just entered, click the Font Size
  box arrow on the Formatting toolbar, and then
  click 22. Click the Bold button on the
  Formatting toolbar

103
ENTERING A HEADING

• With the text still selected, click the Font
  Color box arrow on the Formatting toolbar, and
  then click the color Red (row 3, column 1) on the
  Font color palette
• Click below the text you just entered to position
  the insertion point centered on the next line

104
ENTERING TEXT

• Press the ENTER key and then click the Align Left
  button on the Formatting toolbar. Type This page
  lists your assignments for April 20th through
  April 24th. This Web site will provide you with
  valuable information for each assignment. Group
  projects and presentations are due in two weeks.
  And then press the ENTER key.

105
INSERTING A TABLE

• Press the ENTER key. Click Table on the menu
  bar, point to Insert, and then click Table. When
  the Insert Table dialog box displays, type 2 in
  the Number of columns text box, type 4 in the
  Number of rows text box, and then point to the OK
  button
• Click the OK button

106
FORMATTING A TABLE

• Position the mouse pointer in the left margin at
  the top of the table and drag to select the
  entire table. Once the entire table is selected,
  click the Center button on the Formatting toolbar
• Click in the first cell of the first row to
  remove the selection

107
FORMATTING A TABLE

• Position the mouse pointer on the border between
  the two columns and then drag the border until it
  is positioned as shown in Figure 10 in your book

108
ENTERING AND FORMATTING THE COLUMN HEADINGS

• Make sure the insertion point is in the first
  cell (row 1, column 1), type Day, press the TAB
  key, and then type Assignment in the second cell
  in the heading row (row 1, column 2)
• Click in the margin to the left of the first row
  to select only row 1. Click the Bold button and
  then click the Center button on the Formatting
  toolbar

109
ENTERING AND FORMATTING THE COLUMN HEADINGS

• With the row still selected, click Format on the
  menu bar, and then click Borders and Shading
• When the Borders and Shading dialog box displays,
  click the Shading Tab, click Gray 15 in the Fill
  color palette (row 1, column 3), and then click
  the OK button
• Click in the first cell in the second row to
  remove the selection

110
INSERTING A GRAPHIC AND TEXT

• With the insertion point in the first cell of the
  second row, click Insert on the menu bar, point
  to Picture, and then click From File
• When the Insert Picture dialog box displays, if
  necessary, click the Look in box arrow and then
  click 3½ Floppy (A). Double-click the yellow
  star image

111
INSERTING A GRAPHIC AND TEXT

• Press the SPACEBAR, and then type Monday Events
  Leading Up to the Civil War as the days
  assignment description

112
ENTERING ASSIGNMENT INFORMATION

• Press the TAB key to position the Insertion point
  in the second cell in row 2. Type Read pp.
  266-290 in your textbook. Be prepared to discuss
  the chapter readings and the following Web sites
  in class on Monday and Tuesday and then press
  the ENTER key

113
ENTERING ASSIGNMENT INFORMATION

• Type A Nation Divided and press the ENTER key.
  Type President Lincolns First Inaugural and then
  press the ENTER key

114
ENTERING ASSIGNMENT INFORMATION

• Type Based upon classroom discussions and chapter
  readings, write a one-page reflection on slavery
  and the abolitionists during the time leading up
  to the Civil War. The reflection is due on
  Wednesday. as the final text entry. Do not press
  the ENTER key

115
CREATING A BULLETED LIST IN A TABLE

• Select all of the text just entered in the right
  column of the second row and then click the
  Bullets button on the Formatting toolbar. Click
  within the cell to remove the selection

116
CREATING A BULLETED LIST IN A TABLE

• Select the second and third bullets. Click the
  Increase Indent button on the Formatting toolbar.
  Click within the cell to remove the selection

117
CREATING LINKS TO WEB SITES

• Select the first text entry to be linked, A
  Nation Divided, and then click the Insert
  Hyperlink button on the Standard toolbar

118
CREATING LINKS TO WEB SITES

• When the Insert Hyperlink dialog box displays, if
  necessary, click the Existing File or Web Page
  button in the Link to area, type
  http//www.historyplace.com/civilwar in the
  Address text box, and then click the OK button.

119
CREATING LINKS TO WEB SITES

• Repeat the procedures in Steps 1 and 2 to link
  the text entry, President Lincolns First
  Inaugural, using the following URL
• http//showcase.netins.net/web/creative/lincoln/s
  peeches/1inaug.htm

120
SAVING A WEB PAGE

• Click the Save button on the Standard toolbar
• When the Save As dialog box displays, type
  Assignment in the File Name text box. If
  necessary, click the Save in box arrow, click 3½
  Floppy (A) in the Look in list, and then click
  the Save button

121
COMPLETING THE TABLE

• Insert the yellow star graphic and text for
  Wednesdays short description. Then, enter and
  format the text for Wednesdays assignment
  information

122
COMPLETING WEDNESDAYS ASSIGNMENT INFORMATION

• If necessary, click the scroll bar to see row 3
  of the table and then add Wednesdays assignment
  information in both cells of the third row as
  shown in Figure 17 in your book. Use the
  following URLs

123
COMPLETING WEDNESDAYS ASSIGNMENT INFORMATION

• Battle of Gettysburg
• http//www.americancivilwar.com/getty.html
• Battle of Fort Sumter
• http//www.civilwarhome.com/ftsumter.htm

124
COMPLETING FRIDAYS ASSIGNMENT INFORMATION

• Insert the yellow star graphic and text for
  Wednesdays short description. Then, enter and
  format the text for Wednesdays assignment
  information

125
COMPLETING FRIDAYS ASSIGNMENT INFORMATION

• If necessary, click the scroll bar to see the
  final row of the table. Complete the table as
  shown in Figure 18 in your book. Use the
  following URLs

126
COMPLETING FRIDAYS ASSIGNMENT INFORMATION

• The American Civil War Home Page
• http//www.sunsite.utk.edu/civil-war
• The Valley of the Shadow
• http//jefferson.village.virginia.edu/vshadow2

127
COMPLETING FRIDAYS ASSIGNMENT INFORMATION

• Civil War Medicine
• http//www.civilwarhome.com/civilwarmedicineintro
  .htm
• Rose ONeal Greenhow Papers
• http//scriptorium.lib.duke.edu/greenhow

128
COMPLETING FRIDAYS ASSIGNMENT INFORMATION

• Civil War Spy Henry Thomas Harrison
• http//www.geocities.com/bdixon/harrison
• The Steubling Letters
• http//www.geocities.com/Athens/Cyprus/6533

129
CHECK SPELLING AND SAVING THE WEB PAGE

• Press CTRL-HOME to display the top of the
  curriculum page and then click the Spelling and
  Grammar button on the Standard toolbar and
  correct any errors
• Click the Save button on the Standard toolbar

130
OPENING A PREVIOUSLY CREATED WEB PAGE

• With your floppy disk in drive A, click File on
  the menu bar and then click Open
• When the Open dialog box displays, if necessary,
  click the Look in box arrow, click 3½ Floppy
  (A), and then double-click the file, MrJohnson.

131
EDITING A WEB PAGE AND CREATING A RELATIVE LINK

• Click to place the Insertion point below the
  History of Today text entry, press the ENTER key
  twice, and then press the UP ARROW key once to
  position the insertion point

132
EDITING A WEB PAGE AND CREATING A RELATIVE LINK

• Type Weekly Assignments and then select the text
  just entered. Click the Font Size box arrow on
  the Formatting toolbar and then click 14. Click
  below the text entry to position the Insertion
  point on the next line

133
EDITING A WEB PAGE AND CREATING A RELATIVE LINK

• Press the ENTER key twice and then press the UP
  ARROW key once. Type April 20-24 and then select
  the text just entered. Click the Insert
  Hyperlink button on the Standard toolbar

134
EDITING A WEB PAGE AND CREATING A RELATIVE LINK

• When the Insert Hyperlink dialog box displays,
  click the Existing File or Web page in the Link
  to area. If necessary, click the Look in box
  arrow, click 3½ Floppy (A), click Assignment,
  and then point to the OK button
• Click the OK button

135
SAVING AND QUITTING WORD

• Click the Save button on the Standard toolbar
• Click the Close Window button at the upper-right
  corner of the Word window to close Mr. Johnsons
  Home Page
• Click the Close button in the upper-right corner
  of the title bar of the Word window to close the
  Assignment Web page and Microsoft Word

136
CHECKING YOUR RELATIVE LINK AND PREVIEWING YOUR
CURRICULUM PAGE

• Launch Internet Explorer
• When Internet Explorer opens, click the Address
  Bar text box, type a and then press the ENTER
  key. When the 3½ Floppy (A) Microsoft
  Internet Explorer Window displays, double-click
  MrJohnson in the list
• Click the relative hyperlink April 20-24

137
QUITTING INTERNET EXPLORER

• Click the Close button in the upper-right corner
  of the title bar of Internet Explorer
• If necessary, click the Close button in the
  upper-right corner of the title bar of the 3½
  Floppy (A) Microsoft Internet Explorer Window

138
PUBLISHING WEB PAGES TO A WEB SERVER

• Allows students, parents, and other teachers to
  access your curriculum materials, schedules,
  lessons, assignments, and more
• School WWW Servers
• Internet Service Providers
• Free education Web sites

139
SAVING A WORD DOCUMENT AS A WEB PAGE

• Start Word and open any Word document
• Click File on the menu bar and click Save as Web
  Page
• When the Save As dialog box displays, type the
  Web page name in the File name text box, and then
  select the location to save the Web page
• Click the Save button in the Save As dialog box

140
USING WORD TEMPLATES AND WORDS WEB PAGE WIZARD

• Open Word, click File on the menu bar, and then
  click New
• When the New Document task pane displays, click
  General Templates. When the Templates dialog box
  displays, if necessary, click the Web Pages tab

141
CREATING A CURRICULUM PAGE WITHOUT TYPING URLs

• Sometimes it is possible to make mistakes while
  copying URLs by hand to your curriculum page
• Copy and paste URLs using keyboard shortcut keys

142
COPY AND PASTE USING KEYBOARD SHORTCUT KEYS

• Display the desired Web site in your browser
• Select the URL in the Address Bar text box and
  then press CTRL-C to copy the address to the
  Windows Clipboard

143
COPY AND PASTE USING KEYBOARD SHORTCUT KEYS

• Switch to a curriculum page, the Insert Hyperlink
  dialog box, or any Office document, and then
  press CTRL-V to paste or insert the address at
  the insertion point

144
HAVING WORD ENTER WEB SITE NAMES AND URLs
AUTOMATICALLY

• Launch Internet Explorer
• Start Microsoft Word and open a new blank Web
  page or any other previously created curriculum
  page
• Position the insertion point where you would like
  to create a hyperlink. Click the Insert
  Hyperlink button on the Standard toolbar to
  display the Insert Hyperlink dialog box

145
HAVING WORD ENTER WEB SITE NAMES AND URLs
AUTOMATICALLY

• Click the Internet Explorer button on the taskbar
  to switch to Internet Explorer and then access
  the desired Web site.
• Click the Word button on the taskbar to switch
  back to the Word Web page

146
HAVING WORD ENTER WEB SITE NAMES AND URLs
AUTOMATICALLY

• If desired, edit the Web site name in the Text to
  display text box and then click the OK button in
  the Insert Hyperlink dialog box

147
EDITING A WEB PAGE FROM INTERNET EXPLORER

• Insert the floppy disk that contains the
  Assignment Web page file in your computers disk
  drive
• Launch Internet Explorer. When Internet Explorer
  opens, click the Address box. Type a and then
  press the ENTER key. Double-click the Assignment
  Web page

148
EDITING A WEB PAGE FROM INTERNET EXPLORER

• Click the Edit with Microsoft Word button on the
  Standard Buttons toolbar

149
USING THE WEB TOOLS TOOLBAR

• Start Microsoft Word and then open a blank Web
  page
• Click View on the menu bar, point to Toolbars,
  and then click Web Tools