by Sharon

I am leaving for the long weekend, so I am posting my outline for your perusal. Please refer to my earlier post for a copy of my original outline, website mock-ups, and diagram if you need to. Again, I appreciate your feedback.

ABSTRACT:

My proposed goal is to create a comprehensive educational resource for Social Studies and History teachers, grades 1 through 12 on Colonial Architecture in Virginia. Currently unavailable on the Internet, this website will provide teachers with historically accurate material that includes creative classroom activities and interactive gaming technologies while reinforcing the student curriculum. Each grade has its own curriculum objectives, in addition to requirements for Virginia state standards and competency goals that will be supplemented through this newly created website. This proposal is significant not only because innovative technology such as electronic classroom videos and external links to other organizations dedicated to preservation, history, and education of colonial architecture will be accessible, but the fact that a website solely dedicated to the study of vernacular architecture (American Indians, Africans, and Europeans) in Virginia during the colonial period is non-existent.  With an emphasis on the trans-atlantic connection, this website will combine accurate history and engaging resources for teachers to share with their respective students.

PROJECT NEED:

Although a plethora of websites are dedicated to educational material and resources for teachers, with some websites focused on colonial architecture and even less on colonial architecture in Virginia, a comprehensive one-stop website with educational sources for teachers is non-existent.  Colonial Williamsburg, Jamestown, Mt. Vernon, and Monticello, for example, all have sources available to teachers. However, the main focus of each organization is to promote their site in various, sundry ways. It is imperative to have a non-partisan website where teachers can go and find everything they need to know about colonial architecture in Virginia and share it with their students. Furthermore, it is important to supply the teachers with historically accurate materials and engaging educational activities at their fingertips, with ease and reliability. Today’s classroom instruction requires computer proficiency and technological know-how in order for students to excel in their coursework, and this website will be based on innovation, credibility, historical accuracy, and easy access for teachers.

MAIN FEATURES AND FUNCTIONALITY:

The main features of my website project will include historical overviews with a glossary, lessons plans, educational activities, recommended books, and bibliographies for each grade. In addition, primary sources (historical documents, journals, and maps); photographs of different colonial period structures; drawings (floor plans, elevations, and details); and other architectural website links will be incorporated with copyright permissions and approvals from partnering organizations. A credits page listing the organizations and contributors will document proper credit as well. On the homepage, a search engine for broad subject searches, an RSS feed for easy website access, and an email link for contributions from teachers will create and maintain interest in the website.  Overall, the website layout will be easy to read and navigate by using consistency, repetition, alignment, and proximity. Good use of colors, appropriate font to complement the colonial theme, and universal/recognizable icons for internal and external links will be used throughout. Interactive components such as electronic classroom videos and building 3D digital models will be available on my website with the assistance of organizations dedicated to colonial architecture and education.

AUDIENCE:

The website will be geared toward teachers, grades 1 through 12. However, I can see some educators such as museum curators, education directors, and historians using the site as well. The website will be open to all educators as a free on-line source for historically accurate information and engaging interactive technologies to be used for teaching. Students will access the “Build your own 3D digital model” section by an external link that takes them to a separate website controlled by two universities.

TECHNOLOGIES USED AND AVIODED:

First of all, I will avoid using GIF and Web 2.0 because they do not fit into the overall image and purpose of the website. GIF is too animated and takes away from the credibility of the website. Web 2.0 is not a necessary component given the website methodology and project goals in providing applicable resources to teachers. The technologies that will be used on the website will include: Web authoring software packages for creating the website; Adobe Photoshop for making changes as needed to layout; Database interaction for latest possible information and current date; Javascript for digital photo images; Active X, Shockwave, and Flash for sound and interactivity, RSS for link subscriptions; CSS for website management; HTML for email links to be contacted by teachers. These applications and others (as my project progresses) are necessary elements in a successful website design.

USER-CONTRIBUTED AND INTERACTIVE ELEMENTS:

Incorporating both user-contributed and interactive elements on my website is important to the use and success of the website. Four sections will be highlighted on my homepage. The first is a “Teacher Contributions” section (this is a new addition to my design). Teachers will voluntarily contribute their own lesson plans, educational activities, and suggested readings and credited on the website for supplying the information. Teachers will also be encouraged to submit personal bios and email links to create partnerships with other teachers. The second section is the “Teacher Newsletter” that will allow teachers to receive a monthly newsletter with new updates and ideas for classroom teaching. This is also voluntary but builds community and networking possibilities like the Contributions section. Third, Classroom Electronic Videos (to be coordinated with Colonial Williamsburg/CW, just to name one in particular) will promote teaching from a world-wide perspective on various historical subjects. This will require face-to-face meetings with CW (and other applicable organizations) to obtain permission for use of their material. Additionally, reciprocal links between websites to encourage accessibility, visibility, and a wealth of resources to teachers will be requested. CW, Jamestown, and others will receive credit for their contributions on the ”credits page.” The fourth section will highlight the “Build a 3D digital model.” This part will be coordinated with Arkansas State University and Coastal Carolina University (Ashes2Art website). This too will require face-to-face meetings, telephone calls, and letters to form a working partnership with them. Requesting a reciprocal link will be important, and both institutions will receive credit on the ”credits page.”