DISTRICT NAME: SITKA SCHOOL DISTRICT
CTE Course Description and Standards Crosswalk
Course Information Course Name Web Design & Development Course Number 0682 Number of High School 0.5 Credits Sequence or CTEPS (You must first have the Sequence N/A or CTEPS entered into the EED-CTE system.) Date of district Course May 2013 Revision Career & Technical Student Organization (CTSO) CTSO embedded in this Suggested CTSO: Technology Student Association - http://www.tsaweb.org/ sequence Occupational Standards National Workforce Center for Emerging Technologies (NWCET) http://www.washington.edu/accessit/webdesign/nwcet_standards.htm
SkillsUSA (SUSA-CP) (SUSA-3D) (SUSA-E) http://www.workforcereadysystem.org/media/blueprints/ComputerProgramming_blueprint.pdf http://www.workforcereadysystem.org/media/blueprints/3Dvisualization_blueprint.pdf Source of Occupational http://www.workforcereadysystem.org/media/blueprints/Employability_blueprint.pdf Standards
International Society for Technology in Education (ISTE) www.iste.org
World Wide Web Consortium (W3C) http://www.w3.org/ NWCET – Web Development and Administration Cluster A. Perform Technical Analysis (A1-A2, A4-A6) B. Perform Web Programming (B1-B4) C. Develop, Deliver and Manage Content (C4-C6) D. Implement and Maintain Site and Applications (D1-D4) F. Manage Enterprise-wide Web Activities (F1, F4) G. Perform Testing and Quality Assurance (G3-G5)
SUSA-CP – SkillsUSA Computer Programming (see link above) Names/Numbers of SUSA-3D - SkillsUSA Visualization and Animation (see link above) Occupational Standards SUSA-E - SkillsUSA Employability (see link above)
ISTE – NETS for Students, http://www.washington.edu/accesscomputing/webd2/nets.html
World Wide Web Consortium (W3C) Web Design and Applications (HTML & CSS, Graphics, JavaScript Web APIs) – W3C-D&A Web Architecture (Architecture Principles, Protocols, Meta Formats) – W3C-A http://www.w3.org/standards/
Registration Information
Form #05-13-028 Alaska Department of Education and Early Development Page 1 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT
The Web Design & Development curriculum is an introduction to the design, creation, and Course Description (brief maintenance of web pages and websites. Students learn how to critically evaluate website paragraph – as shown in quality, learn how to create and maintain quality web pages, learn about web design your student handbook or standards and why they're important, and learn to create and manipulate images. The course list) course progresses from introductory work on web design to a culminating project in which students design and develop websites for a variety of purposes. Instructional Topic Designing and Planning Websites; Creating Pages; Formatting Web Pages with Style Headings (please separate Sheets; Graphics; Scripting; Quality Control; Website Management and Authoring Tools; each heading by a semi- Project – Client Website colon) http://www.washington.edu/accesscomputing/webd2/student/lessons.html Summative Assessments and Standards Adobe Dreamweaver – Web Communication http://www.adobe.com/education/resources/certificate-programs/dreamweaver-exam- objectives.edu.html Technical Skills
Assessment (TSA) Web Development – Microsoft Technology Associate (MTA) http://www.microsoft.com/learning/en/us/exam.aspx?ID=98-363#fbid=mp1A8bO_0wk
Course addresses:
New Alaska ELA and Math http://education.alaska.gov/tls/assessment/2012AKStandards.html Standards http://www.ankn.uaf.edu/publications/#standards Alaska Cultural Standards
Business Planning Principals of Technology Personal Work Habits All Aspects of Industry (AAI) Technical and Production Skills http://education.alaska.gov/tls/CTE/docs/curriculum/all-aspects-of-industry.pdf
Information Technology Career Cluster (IT) Web & Digital Communications Career Pathway (IT-WD) Core Technical Standards http://education.alaska.gov/tls/CTE/curriculum.html
http://education.alaska.gov/tls/CTE/docs/curriculum/alaskaemployabilitystandards.pdf Employability Standards
Employability Standards Alaska Employability Standards: Source of Employability http://education.alaska.gov/tls/CTE/docs/curriculum/alaskaemployabilitystandards.pdf Standards
Tech Prep Current Tech Prep Articulation Agreement? N (Y/N) Date of Current Agreement
Postsecondary Institution Name Postsecondary Course Name Postsecondary Course
Form #05-13-028 Alaska Department of Education and Early Development Page 2 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT
Number # of Postsecondary Credits
Form #05-13-028 Alaska Department of Education and Early Development Page 3 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT
Additional CTE Course Information
Author Course developed by Mikolas Bekeris University of Washington AccessComputing Alliance: Course adapted from http://www.washington.edu/accesscomputing/webd2/ Date of previous course revision Fall 2011 Course Delivery Model Is the course brokered through another institution or N agency? (Y/N)
Standards Alignment
Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment
Unit 1: Designing and Planning Web Pages •be able to critically evaluate web sites based on Principals purpose, design and usability. Gr.11-12: of •be able to identify the major criteria that experts use Unit-1 R – 4, 7 Technology to evaluate web sites and apply those criteria to your Online Test, own evaluations. NWCET-A2, A6, F1 W-1, 2, 4, Personal •demonstrate their ability to critically examine the IT - 2, 5, 6 A-1, 5 Journal, 6, 7, 10 Work quality of a web site by developing a web site N-RN ISTE 1-6 Habits evaluation tool. IT-WD -2, 7 Sp & L – B-1, 4, 5 Daily Assignments •be able to communicate to others their ideas about W3C-A 1, 2, 4, 5 Technical what makes a high quality web site and explain how and they would evaluate a site. Checklist Lang – 1, Production •be able to explain the basic concepts related to using 2, 3, 4, 6 Skills color and the web. •be able to identify and make use of color related resources online
Form #05-13-028 Alaska Department of Education and Early Development Page 4 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT
Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment
•be able to identify accessibility concerns related to color and implement key strategies to make sites accessible to people who are color blind •be able to identify why it is important to develop websites that comply with web standards. •be able to describe the differences between HTML and CSS. •be able to describe some basic differences between the earliest and latest versions of HTML. •be able to explain principles of information architecture including the five basic steps to organizing information on a web page and the three essential structures for organizing web sites •be able to organize web content by creating a navigation system that appropriately chunks web content and allows users to quickly, easily access important content. Unit 2: Creating Pages with HTML •be able to use pre-coding design steps to aid in the Principals planning of a web site prior to building it. of •be able to identify a site's purpose and audience and SUSA-CP Gr.11-12: Unit-2 Technology utilize that information in designing a web page. Online Test, •be able to conceptualize a web site's design and NWCET-B1, R – 4, 7 Personal prepare a sketch of the web site outlining key design B3, B4, G3- A-1, Journal, Work elements. G5 IT-WD -2, 6 W-1, 2, 4, N-RN Habits •have a basic understanding of HTML syntax, 6, 7, 10 B-5 Daily ISTE 1-6 Assignments including the difference between elements and Technical attributes. Lang – 1, and •have learned the basic tags required for all HTML W3C-D&A 2, 3, 4, 6 Checklist Production documents and be able to create a blank HTML page Skills with all of the essential tags in place. •be able to use some common tags for adding content to a web page including
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Form #05-13-028 Alaska Department of Education and Early Development Page 5 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT
Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment and
| and | elements as well as scope attributes. Unit 3: Formatting Web Pages with Style Sheets Principals SUSA-CP Gr.11-12: Unit-3 •be able to identify the components of a style in CSS. of Online Test, •be able to apply CSS to a variety of HTML elements. Technology NWCET-B3, R – 4, 7 A-1, •have created an external style sheet, and linked to it IT-WD -2, B4, C4, C5, N-RN Journal, from within their web pages. 4, 7 Personal G3-G5 W-1, 2, 4, B-5 •have learned about various tools that are available to Work 6, 7, 10 Daily help select colors for web pages. Habits ISTE 1-6 Assignments •be able to identify two methods for expressing color Lang – 1, in CSS. Technical Form #05-13-028 Alaska Department of Education and Early Development Page 6 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment •be able to identify a few basic colors, including black W3C-D&A 2, 3, 4, 6 and Checklist and white, by their hexadecimal codes Production •be able to implement a color scheme on a web site Skills using CSS to define background and font colors for HTML elements. •have identified four guidelines for using typography effectively on web pages. •have evaluated several web pages on whether they effectively follow the above guidelines. •be able to identify whether a font is serif, sans-serif, or another font family. •be able to make informed decisions about which font families to use on a website, based in part on the likelihood that these fonts will be installed on users' computers. •be able to define the typography of a site by setting the font-family, font-size, font-weight, line-height, text-align, and letter-spacing properties in CSS. •be able to identify the difference between margin, border, and padding in CSS. •be able to add margins, borders, and paddings to HTML elements using CSS. •be able to identify how ID attributes are used in CSS to enable styling of individual elements. •be able to identify how Class attributes are used in CSS to enable styling of groups of elements. •have added ID and Class attributes to certain elements within a web page. •be able to stylize a class of elements using CSS. •be able to stylize an individual HTML element using its ID. •be able to use the :hover, :focus, and :active CSS pseudo-classes to a web page to help the user track Form #05-13-028 Alaska Department of Education and Early Development Page 7 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment their current position on the page. •be able to use the :first-letter pseudo-class to distinctly stylize the first letter of a block of text. •be able to demonstrate a basic understanding of CSS positioning principles. •be able to apply CSS positioning to align elements into two columns on your web page. •be able to position elements using both relative and absolute positioning. •be able to use a variety of CSS properties to make an unordered list look like a navigation menu. Unit 4: Graphics •identify what constitutes purposeful use of web graphics. •identify guidelines for effective use of graphics on web pages. Principals •utilize graphics for web design in a manner that of minimizes accessibility and usability impacts. SUSA-3D Gr.11-12: N-RN, Unit-4 •determine if an image or graphic is protected by Technology Online Test, copyright law. R – 4, 7 NWCET-C4, N-Q, Personal •determine whether or not copyright law would allow A-1, Journal, C5, G3-G5 IT-WD -2, Work an image to be used on a web page under different W-1, 2, 4, G-MD, 4, 7 Habits circumstances. 6, 7, 10 B-5 Daily ISTE 1-6 G-MG, Assignments •identify what constitutes purposeful use of web Technical graphics. Lang – 1, and •identify guidelines for effective use of graphics on W3C-D&A 2, 3, 4, 6 S-ID Checklist Production web pages. Skills •utilize graphics for web design in a manner that minimizes accessibility and usability impacts. •determine if an image or graphic is protected by copyright law. •determine whether or not copyright law would allow an image to be used on a web page under different Form #05-13-028 Alaska Department of Education and Early Development Page 8 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment circumstances. •use the concepts of pixels and resolution to appropriately size images for web pages. •understand how file size and bandwidth limitations influence the use of web graphics. •differentiate between different image file formats and determine which type is appropriate for displaying different types of web images. •use the concepts of pixels and resolution to appropriately size images for web pages. •understand how file size and bandwidth limitations influence the use of web graphics. •use the concepts of pixels and resolution to appropriately size images for web pages. •understand how file size and bandwidth limitations influence the use of web graphics. •utilize images created in a graphics program in an HTML page. •use thumbnail images to link to a larger image. •use the ALT attribute when adding images to a web page. •utilize the shape tools to make a basic shape and fill it with color. •select colors using the color palette. •use the eyedropper tool to capture color from objects or pictures. •utilize hexadecimal values to maintain consistency in color use. •utilize layers to adjust the stacking order of objects. •adjust layers so that they are visible or hidden. •optimize and export gif images. •use layer visibility to streamline graphic projects. •utilize a graphics editing program to create a favicon Form #05-13-028 Alaska Department of Education and Early Development Page 9 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment image. •adjust the settings for a favicon image so that it is the appropriate pixel size and file format. •use the element in the section of your page to add the favicon to your site. •utilize the basic marquee and other selection tools to cut out objects or isolate them from their backgrounds. •feather the edges of a selection. •apply layer effects such as drop shadow, glow, and bevel and emboss. •adjust the opacity of a layer or object. •adjust blending properties to create more advanced blending effects. •utilize the CSS background-image property to apply a background image to an element on the page. •utilize the CSS position, repeat, size and attachment properties of the background image to control how the image is displayed. •design or locate background images, both tiled and large size, for use as web backgrounds. Unit 5: Scripting N-RN, Principals •be able to name and describe some of the advanced SUSA-CP Gr.11-12: of Unit-5 technologies that are used to deliver web content. A-SSE, Technology Online Test, •be able to explain the difference between client-side R – 4, 7 NWCET-B3, and server-side scripting. A-CED, A-1, Journal, B4, G3-G5 IT-WD -2, Personal •be able to define progressive enhancement. W-1, 2, 4, 4, 5, 7 Work •be able to identify what technologies are being used 6, 7, 10 A-REI, B-5 Daily ISTE 1-6 Habits to implement particular websites or web features. Assignments Lang – 1, F-IF, •be able to tell when Javascript has triggered an error Technical in their web browser W3C-D&A 2, 3, 4, 6 Checklist F-BF and •have gained practice understanding Javascript error Production messages and applying them toward correcting errorsForm #05-13-028 Alaska Department of Education and Early Development Page 10 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment in Javascript code. Skills •be able to use a built-in JavaScript object to retrieve data. •be able to use the HTML Document Object Model (DOM) to get an HTML object from a web page. •be able to assemble multiple parts into a character string using Javascript. •be able to change the content of a web page using JavaScript. •have learned to use if/then/else loops in Javascript. •have learned to apply basic math and logic to creating a functional JavaScript program. •have used the setInterval() method to repeatedly execute a JavaScript function at regular intervals. •have applied CSS to stylize content that was created with JavaScript. •be able to use CSS to hide and display content. •be able to use JavaScript to change and HTML element's CSS properties. Unit 6: Quality Control Principals •be able to test a web page using the W3C HTML of Validator. SUSA-CP Gr.11-12: Unit-6 •will have gained practice interpreting the Validator Technology Online Test, results and applying them toward correcting invalid R – 4, 7 NWCET-C5, Personal HTML code. N-RN, A-1, Journal, G3-G5 IT-WD -2, Work •you will be able to test a web page using the W3C W-1, 2, 4, 4, 5, 7, 8 Habits CSS Validator. 6, 7, 10 S-ID B-5 Daily ISTE 1-6 Assignments •you will have gained practice interpreting the Technical Validator results and applying them toward correcting Lang – 1, and invalid CSS code. W3C-A 2, 3, 4, 6 Checklist Production •learned about available tools for checking the Skills accessibility of web pages. •gained practice using these tools to evaluating web Form #05-13-028 Alaska Department of Education and Early Development Page 11 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment pages for accessibility. •be able to describe four common steps in a usability test. •be able to conduct their own usability test on a website of their choosing. Unit 7: Website Management and Authoring Tools •have a basic understanding of the features that are common to most web authoring software programs. •be able to add HTML elements to a web page using Principals web authoring software rather than writing code. SUSA-CP of •be able to modify the attributes or properties of Gr.11-12: Unit-7 HTML elements using web authoring software. Technology NWCET-A6, Online Test, •be able to control and manipulate the style of HTML IT - 2, 6, R – 4, 7 B2, C6 Personal elements on a web page using web authoring 12 A- 1-5, Journal, Work software. W-1, 2, 4, Habits •be able to describe the benefits of using web ISTE 1-6 IT-WD – 2, 6, 7, 10 B- 2-5 Daily 4, 5, 6, 9 Assignments authoring software for managing websites. Technical •be able identify features within their web authoring W3C-D&A Lang – 1, and software that facilitate site management. 2, 3, 4, 6 Checklist W3C-A Production •be able to answer the question "How do websites get Skills on the Web?" •be able to help a friend, family member, or client shop for a web service provider. •be able to describe the differences between content management systems, blogging software, wikis, and website publishing tools. Unit 8: Client Website SUSA-E IT - 1, 2, 4, Gr.11-12: Business •plan the design and development of a website with 6 Website A- 1-5, Planning appropriate level of detail and complexity. NWCET-A1, B, C Design R – 4, 7 B- 1-5 A2, A4, A5, IT-WD – 1, •develop a plan with the level of detail and Principals Project B2, D1-D4, 3, 6, 10 sophistication appropriate to purpose and audience. W-1, 2, 4, of •identify areas in which web authoring software can F4 Form #05-13-028 Alaska Department of Education and Early Development Page 12 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Student Performance Standards Specific Common New New Employability/ (Learner Outcomes or Knowledge & Skill Occupational Technical Alaska Alaska Alaska Career All Aspects of Skills Core ENG/LA Math Cultural Readiness Industry/ Statements) Standard Standards Standards Standards Standards Standards Systems Assessment assist in this process. ISTE 1-6 6, 7, 10 Technology •demonstrate mastery of website construction techniques by following the full design and W3C-D&A Sp & L – Personal development process from beginning to end. 1, 2, 4, 5 Work •perform a complete set of quality control tests to find W3C-A Habits and correct problems in their website before declaring Lang – 1, it "finished". 2, 3, 4, 6 Technical and Production Skills Instructional Resources List the major instructional resources used for this course: (websites, textbooks, essential equipment, reference materials, supplies) Textbooks There is enough free instructional material online for learning everything there is to know about designing and developing web pages. However, sometimes it can be extremely helpful practicing web design with an open book or reference guide. The following is a list of a few books found to be particularly useful. HTML, XHTML, and CSS, Sixth Edition Elizabeth Castro ISBN# 0-3214-3084-0 Head First HTML with CSS & XHTML Elisabeth Freeman ISBN # 0-5961-0197-X Master Visually HTML4 and XHTML 1 Kelly L. Murdock ISBN# 0-7645-3454-8 HTML and XHTML Pocket Reference, 3rd Edition Jennifer Niederst Robbins ISBN # 0-5965-2727-6 Form #05-13-028 Alaska Department of Education and Early Development Page 13 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Cascading Style Sheets: The Definitive Guide, 2nd Edition Eric A. Meyer ISBN# 0-5960-0525-3 CSS Pocket Reference Eric A. Meyer ISBN # 0-5960-0777-9 Designing with Web Standards, 2nd Edition Jeffrey Zeldman ISBN# 0-3213-8555-1 Maximum Accessibility: Making Your Web Site More Usable for Everyone John M. Slatin and Sharron Rush ISBN# 0-2017-7422-4 Designing Web Graphics.4 (Fourth Edition) Lynda Weinman ISBN# 0-7357-1079-1 Web Resources Below we have provided a set of websites that provide a full range of free instructional content on web design and related topics. Exploring these sites is a great way to extend the content of this curriculum. Many of these sites are additionally linked throughout the curriculum. Instruction/Tutorials W3 Schools HTML Dog WDG Guide to HTML sitepoint.com Yale Web Style Guide Web Page Design for Designers CoolHomePages.com PageResource.com WebDesign at About.com (+ How to Build a Website in 7 Steps) Design Tips, Tutorials and Tricks (175+ links) WebMonkey CSS Resources Web Design Group (WDG): o Guide to Cascading Style Sheets o Linking Style Sheets to HTML o List of CSS Properties CSS Zen Garden Listamatic2 (sample stylized lists) Technical Specifications HTML 4.01 Specification Form #05-13-028 Alaska Department of Education and Early Development Page 14 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT CSS 2 Specification CSS2 Properties Index XML 1.0 Specification XHTML 1.0 Specification Web content Accessibility Guidelines 2.0 Usability and Accessibility Web Style Guide: Universal Usability Usability 101, by Jakob Nielsen Jakob Nielsen: Ten Usability Heuristics AskTOG: First Principles of Interaction Design Web Pages That Suck AccessIT - includes a searchable Knowledge Base of accessible technology questions and answers AccessIT Accessible University Mock Site - example pages that demonstrate common web accessibility problems and solutions Videos from DO-IT WebAIM - articles and tutorials on all aspects of accessible web design University of Washington: Web Accessibility Color Web Style Guide: Visual Design WebAIM on Color Blindness Wikipedia: Web Colors Color Scheme Designer VisiBone.com Visibone Webmaster's Color Lab Colormatters.com Graphics Web Style Guide: Graphics sitepoint.com: GIF, JPG, and PNG - What's the difference? Webmonkey: Site Optimization Tutorial Cropping Photos: Every Picture Tells a Story Copyright U.S. Copyright Office - Frequently Asked Questions Cyberbee Interactive Copyright Questions and Answers 10 Big Myths about copyright explained Stanford University Copyright and Fair Use Overview Validators W3C HTML Validator W3C CSS Validator WAVE (Web Accessibility Evaluation Tool) Functional Accessibility Evaluator Form #05-13-028 Alaska Department of Education and Early Development Page 15 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Cynthia Says University of Washington Accessible Information Technology: Tools and Resources Software and Hardware Requirements This curriculum was designed to be cross-platform, and not linked to any specific software products. We recognize that instructors have a variety of operating systems and software applications available to them, as well as a variety of preferences in this area. Therefore, the hardware and software configurations identified here speak only of broad product categories. Any specific product within each category will suffice. Software Web Browsers At least two web browsers are needed, but it is better to have multiple browsers available if possible. Students are encouraged to view their pages using multiple browsers in order to appreciate and respect browser differences. The following is a sample of possible browsers that might be used. Some of the products available support multiple operating systems, including Windows, Mac OS, and Linux. Mozilla Firefox Microsoft Internet Explorer Google Chrome Apple Safari Opera Only one of the above browsers needs to be used as the primary browser for the course. Common plug-ins, such as the Adobe Flash Player and Adobe Acrobat Reader, should be installed for the primary browser. HTML Editor This course teaches basic coding of web pages, including HTML, CSS, and JavaScript. Each of these languages is plain text, so the course can technically be completed using any text editor, including those that are bundled into operating systems such as Notepad (Windows) and TextEdit (Mac). However, we recommend using an HTML editor, especially designed for writing code. These tools include helpful features such as color-coding and highlighting of code, ability to expand and collapse sections of code, automatic tag completion, and spell check. Here are a few examples of free or low-cost HTML editors: NotePad++ (Windows only) HTML-Kit (Windows and Linux), available in a free version or commercial version with more features gEdit (Windows, Mac, and Linux), the official text editor of the GNOME desktop environment in Linux, also available for Windows and Mac TextWrangler (Mac only), a highly capable free text and HTML editor BBedit (TextWrangler with an enhanced feature set) and Coda are popular HTML editors for Mac. GUI Web Authoring Software Although this course primarily focuses on hand-coding of web pages, students are introduced to web authoring software in Unit 7. The curriculum does not teach a specific product, but provides instruction and activities that can be performed using any product in this category. Here are a few popular examples: Form #05-13-028 Alaska Department of Education and Early Development Page 16 of 17 DISTRICT NAME: SITKA SCHOOL DISTRICT Adobe Dreamweaver Microsoft Expression (Windows or Mac) Flux (Mac only) KompoZer (all major operating systems), free and open source Amaya (all major operating systems), created by the W3C Graphic Software Unit 4 focuses on creating and manipulating graphics. The curriculum does not teach a specific product, but provides instruction and activities that can be performed using any product in this category. Here are a few popular examples: Adobe Photoshop Adobe Fireworks GIMP (GNU Image Manipulation Program), free, works on all major operating systems) Hardware and Other Needs When graphics are introduced in Unit 4, activities focus on downloading images from the Internet (with an emphasis on understanding copyright laws) and creating images using graphic software. However, images can also be obtained using a digital camera or by scanning print images. If either of these is incorporated into the course, the hardware (scanners, digital cameras, etc.) and software is needed to support this activity. Computer workstations used in this course must be sufficiently powerful to efficiently display the majority of today's web pages, even those that include highly graphic or animated content. If a computer is up to that challenge, it should also be able to efficiently run any of the software used in this course. Other equipment used in this course: A networked server with access to shared drives and Internet A video projector for providing in-class demonstrations A system for creating shared resources that students can access anywhere. Materials can typically be made available on a class website or server for students to download. SkillsUSA: Computer Programming (SUSA-CP) - http://www.workforcereadysystem.org/media/blueprints/ComputerProgramming_blueprint.pdf 3D Visualization & Animation (SUSA-3D) - http://www.workforcereadysystem.org/media/blueprints/3Dvisualization_blueprint.pdf Form #05-13-028 Alaska Department of Education and Early Development Page 17 of 17 |
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