California State University, San Bernardino California State University, San Bernardino
CSUSB ScholarWorks CSUSB ScholarWorks
Theses Digitization Project John M. Pfau Library
2013
Creating quality school websites Creating quality school websites
Eman Essa Aldha9ri
Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project
Part of the Educational Technology Commons
Recommended Citation Recommended Citation
Aldha9ri, Eman Essa, "Creating quality school websites" (2013).
Theses Digitization Project
. 4200.
https://scholarworks.lib.csusb.edu/etd-project/4200
This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has
been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks.
For more information, please contact [email protected].
CREATING
QUALITY
SCHOOL
WEBSITES
A
Project
Presented
to
the
Faculty
of
California
State
University,
San
Bernardino
In
Partial
Fulfillment
of
the
Requirements
for
the
Degree
Master
of
Arts
in
Education
:
Instructional
Technology
by
Eman
Essa
Aldhafiri
December
2013
CREATING
QUALITY
SCHOOL
WEBSITES
A
Project
Presented
to
the
Faculty
of
California
State
University,
San
Bernardino
by
Eman
Essa
Aldhafiri
December
2013
Approved
by:
Date
©
2013
Eman
Essa
Aldhafiri
ABSTRACT
Creating
a
good
website
has
become
increasingly
important
for
educational
institutions.
The
school
website
is
an
educational
tool
that
can
enhance
the
role
of
teachers,
students,
and
parents.
Some
schools'
websites
are
lacking
in
quality,
which
has
a
negative
effect
on
the
ability
of
these
sites
to
do
as
they
are
intended.
Some
schools
seek
to
create
a
website,
but
do
not
know
how
best
to
do
this,
nor
what
to
include.
This
project
aims
to
create
a
teaching
resource
that
will
demonstrate
the
typical
kinds
of
content
that
are
included
in
school
websites
as
well
as
helping
schools
build
successful
websites.
This
resource
will
also
help
creators
of
school
websites
evaluate
their
websites'
effectiveness.
A
focus
group
and
a
checklist
were
used
in
developing
the
project.
The
implementation
and
evaluation
of
the
template
helped
improve
this
project
to
ensure
it
reached
its
goals.
This
project
created
a
high
quality
school
website
template,
as
well
as
a
presentation
that
includes
several
points
to
help
those
who
seek
to
create
and
develop
a
school
website.
Future
research
could
use
different
types
of
analysis
and
more
resources
that
can
help
schools
build
successful
websites
.
iii
ACKNOWLEDGMENTS
Sincere
thanks
to:
•
my
first
reader,
Dr.
Newberry,who
inspired
to
achieve
what
I
thought
is
nearly
impossible.
He
was
always
there
for
guidance
and
advice.
•
my
second
reader,
Dr.
Leh,a
positive
personality
that
taught
me
that
every
obstacle
has
a
solution
and
benefits.
iv
DEDICATION
This
project
could
not
have
been
completed
without
the
support
and
encouraged
of
my
family.
iv
TABLE
OF
CONTENTS
ABSTRACT
...............................................
iii
ACKNOWLEDGMENTS
........................................
iv
CHAPTER
ONE:
INTRODUCTION
Statement
of
the
Problem
..........................
1
Purpose
of
the
Project
............................
2
Significance
of
the
Project
.......................
2
Limitations
.......................................
3
Definition
of
Terms
...............................
3
CHAPTER
TWO:
REVIEW
OF
THE
LITERATURE
Introduction
..........................
5
School
Communications
.............................
6
School
Website
Development
........................
9
Website
Design
.....................
13
Summary
...........................................
17
CHAPTER
THREE:
METHODOLOGY
Introduction
...................
‘
..................
18
Analysis
..........................................
18
Design
............................................
23
Template
.......................................
23
Presentation
...............................
25
Deve
1
opment
.......................................
26
v
Template
.......................................
2
6
Presentation
...............................
28
Implementation
....................................
28
Template
.......................................
28
Presentation
...............................
29
Evaluation
........................................
30
Template
.......................................
30
Presentation
...............................
31
Summary
...........................................
31
CHAPTER
FOUR.:
CONCLUSIONS
AND
RECOMMENDATIONS
Introduction
......................................
32
Recommendations
for
Future
Projects
................
32
Conclusion
........................................
33
APPENDIX
A:
PAGES
OF
THE
EMAN
WEBSITE
..................
35
APPENDIX
B:
THE
CHECKLIST
..............................
43
APPENDIX
C:
RIGHTS
AND
PERMISSIONS
.....................
50
REFERENCES
.............................................
58
vi
CHAPTER
ONE
INTRODUCTION
This
chapter
presents
an
overview
of
the
project.
The
context
of
the
problem
is
discussed,
followed
by
the
purpose,
significance,
assumptions,
and
limitations
of
the
project.
Finally,
the
definitions
of
relevant
terms
are
presented.
Statement
of
the
Problem
After
viewing
many
school
websites,
it
became
apparent
that
the
majority
did
not
reach
their
potential.
Poor
quality
websites
can
negatively
affect
schools
and
the
communities
they
serve.
Some
do
not
have
basic
contact
information,
such
as
teachers'
telephone
numbers
and
email
addresses,
while
others
have
problems
in
design,
such
as
problematic
font
colors
or
background
pictures
that
make
browsing
the
sites
difficult.
Some
schools
seek
to
develop
high
quality
websites,
but
encounter
a
number
of
obstacles.
For
example,
they
may
have
a
lack
of
experience
or
knowledge,
or
they
may
have
budget
shortages
that
prevent
them
from
hiring
a
professional
web
designer
.
1
Purpose
of
the
Project
The
purpose
of
this
project
is
to
develop
a
template
and
video
presentation
to
assist
schools
to
develop
and
create
high
quality
websites.
The
template
and
video
presentation
will
include
instructional
materials
that
explain
the
types
of
information
that
should
be
included
in
a
school
website.
A
sample
website
will
also
be
created
to
serve
as
a
model
for
others
to
use.
Significance
of
the
Project
The
significance
of
the
project
is
far-reaching
because
poor
quality
websites
can
have
a
negative
effect
on
the
ability
of
students
or
parents
to
access
vital
information.
Teachers
may
not
be
able
to
communicate
their
expectations
regarding
student
behavior
or
educational
outcomes.
Administrators
may
not
be
able
to
notify
families
of
weather-related
emergencies
or
of
the
schedules
of
sports
events
or
musical
performances.
Schools
may
want
to
offer
these
services
via
good
quality
websites,
but
may
not
know
how
to
do
so.
2
Limitations
During
the
development
of
the
project,
a
number
of
limitations
were
noted.
These
limitations
are
presented
in
the
following
section.
There
was
some
difficulty
in
completing
this
project
because
it
was
undertaken
as
a
Master's
project,
not
a
district
project.
Another
limitation
pertained
to
the
focus
group:
a
total
of
30
people
were
invited,
and
only
two
responded.
Definition
of
Terms
The
following
terms
are
defined
below,
as
they
apply
to
the
project:
CSUSB
:
California
State
University,
San
Bernardino.
Homepage
:
the
first
page
of
a
website,
which
includes
links
to
all
other
pages;
this
is
also
referred
to
as
an
index
page.
Navigation
bar
(website)
:
A
set
of
buttons
or
images
with
hyperlinks
to
guide
the
users
to
pages
beyond
the
homepage
.
Server
(web
)
:
A
computer
that
is
connected
to
the
Internet
so
can
deliver
web
pages.
3
Template
:
is
a
file
or
document
that
is
established
and
formatted
as
document
.
Website
:
is
a
set
content
such
a
starting
point
for
a
new
file
or
of
World
Wide
Web
pages
containing
as
text,
images,
audio,
video
etc.
4
CHAPTER
TWO
REVIEW
OF
THE
LITERATURE
Introduction
Chapter
Two
consists
of
a
discussion
of
literature
that
relates
to
three
areas.
The
first
area
deals
with
school
communications
between
students,
parents,
and
teachers.
The
second
area
focuses
on
school
website
development.
The
third
area
explores
website
design.
Each
of
these
areas
is
important
in
different
ways
to
this
proj
ect
.
Creating
a
good
website
is
an
important
strategy
for
every
school.
School
websites
can
improve
the
ability
of
teachers
to
perform
their
work,
can
enhance
students'
skills,
and
can
increase
a
school's
communication
with
parents
and
the
community.
A
school
website
can
be
an
important
resource
for
disseminating
school
information,
such
as
calendars
and
events.
To
create
an
effective
website,
it
is
necessary
to
understand
the
building
of
websites.
It
is
also
necessary
to
examine
the
various
factors
that
make
a
successful
website,
such
as
the
design
process
and
the
content.
This
literature
review
highlights
5
the
elements
that
are
required
to
ensure
an
effective
school
website.
School
Communications
Korkmaz
(2007)
found
that
schools
must
communicate
with
their
students'
homes
to
give
parents
information
about
the
school
and
the
students'
work
.
Schools
should
also
offer
parents
a
way
to
communicate
with
teachers
and
other
staff,
so
that
parents
can
better
support
teachers
in
developing
students'
skills.
According
to
Kervin
(2005),
parents
and
schools
communicate
to
improve
students'
knowledge:
"It
appears
that
communication
from
the
classroom
to
the
home
is
often
still
infrequent
and
minimal.
In
this
age
of
access
to
information
'anytime-anywhere'
,
it
is
appropriate
to
explore
alternate
ways
to
facilitate
dialogue
between
the
context"
(p.
150).
Longfellow
(2008)
noted
the
importance
of
communication
between
schools
and
parents
in
order
to
support
students
and
ensure
their
learning
is
successful.
Technology
makes
this
communication
process
easier
by
giving
parents
information
in
a
timely
manner.
Many
6
technological
tools
exist
that
can
help
parents
and.
schools
communicate,
such
as
telephones,
emails
and
websites.
School
websites
should
include
essential
information
about
the
school
and
can
use
a
variety
of
tools
to
improve
communication
between
the
school
and
students'
homes.
Longfellow
(2008)
also
states:
Some
of
the
most
important
content
elements
for
a
school
site
include
contact
information
(administration,
office,
nurse,
PTA,
teachers)
,
address/location,
calendar,
student
registration
procedure,
news
,
link
to
the
district
site
(or
if
an
independent
school,
employment
information)
,
[and]
links
to
teacher
sites
(p.
4).
Epstein
(1995)
noted
that
schools
should
"design
effective
forms
of
school-to-home
and
home-to-school
communications
about
school
programs
and
children's
progress"
(p
.
708).
Schools
may
struggle
to
share
important
information
with
parents
because
of
communication
difficulties.
Teachers
cannot
make
telephone
calls
during
the
school
day,
and,
if
they
could,
parents
may
not
be
at
home
to
answer
these
calls.
School
websites
provide
a
solution
to
this
communication
problem
(Goldberg,
2002)
by
providing
email
7
addresses
and
other
important
contact
information
(Swann,
2006)
.
Hu
and
Soong
(2007)
noted
that
it
is
important
for
school
websites
to
present
information
to
students
and
parents
about
school
staff,
events,
and
methods
of
communication.
As
stated
by
Tarell
(2002),
it
is
important
to
have
a
student
activities
and
projects
element
in
the
school
website,
so
schools
can
feature
students'
projects
online.
Students
or
parents
should
be
able
to
locate
teachers'
email
addresses
so
they
can
ask
questions
about
their
assignments
(Gamas
&
Nordquist,
1997).
Smith
(2001)
described
the
importance
of
the
school
website
for
informing
parents
about
their
children's
work
by
posting
students'
assignments
online.
Staff
administration
elements
are
also
important
for
the
school
website
and
should
include
a
list
of
staff
names
and
positions
with
email
and
telephone
numbers
(Tarell,
2002)
.
Teacher
and
staff
pages
are
another
important
element
for
communication:
"One
technology
with
high
potential
is
the
counselor
webpage"
(Reynolds
&
Kitchens,
2007,
p.
5).
Teachers
can
share
information
through
school
websites,
and
these
websites
can
show
teachers'
names
and
educational
credentials:
"Teacher
profiles
and
teacher
of
8
the
year
can
also
be
included"
(Tarell,
2002).
Websites
can
also
be
used
to
present
assignments
and
homework.
Swann
(2006)
noted
that
schools
need
to
build
reputations
through
their
websites.
Providing
calendars,
school
news,
and
important
events
can
help
develop
a
school's
relationship
with
the
community.
The
school
website
offers
an
effective
means
of
communication
with
and
between
parents,
teachers,
students,
and
school
staff.
School
Website
Development
McKenzie
(1997)
used
the
term
"information
systems"
to
describe
websites
that
are
created
well.
Swann
(2006)
suggested
that
research
is
essential
in
order
to
ensure
that
a
school
website
is
organized
well.
Pious
(2003)
stated
that
those
who
aim
to
develop
a
website
should
undertake
research
before
they
begin:
A
careful
search
of
the
web
has
three
important
benefits.
First,
it
prevents
you
from
reinventing
the
wheel.
Second,
it
makes
you
aware
of
valuable
web
sites
that
can
be
added
to
yours
as
links.
And
third,
it
gives
you
ideas
that
can
enhance
your
own
web
site.
(p.
3)
9
According
to
Small
and
Arnone
(1999)
,
a
good
school
website
should
include
important
and
useful
information.
They
stressed
the
importance
of
arranging
school
information
to
be
presented
in
an
interesting
and
clear
manner.
"Most
websites
are
organized
such
that
the
home
page
is
a
central
'jumping
off
7
place,
so
a
good
rule
of
thumb
is
to
make
sure
that
your
home
page
does
not
exceed
2-3
screens
’
worth
of
material
or
10-15
sec[onds]
of
loading
time"
(Pious,
2000,
p.4).
"Usability
and
'
accessibility
are
now
important
tenets
for
web
site
designers,
especially
for
educational
institutions"
(Peterson,
2006,
p.
217).
Swann
(2006)
explained
the
significance
of
consistency
to
enable
a
user
to
find
information
where
he
or
she
anticipated
.
There
are
two
important
navigational
characteristics:
(1)
a
"home"
button
located
consistently
on
each
page
so
users
who
get
lost
can
easily
return
to
the
home
page,
and
(2)
an
internal
search
engine
for
the
convenience
of
users
who
want
to
use
a
keyword
search
to
find
specific
information
on
the
site
(Swann,
2006,
p.
27)
.
10
Abdullah
(1998)
noted
that
navigation
through
the
website
must
be
easy
for
visitors,
and
that
navigational
keys
should
be
clear
and
in
the
expected
location.
All
links
on
the
website
also
need
to
be
guides
to
content.
A
website
is
an
introduction
to
a
school.
Thus,
it
should
include
information
that
ensures
a
positive
image
is
presented.
The
website
"should
include
an
assortment
of
information,
such
as
a
picture
of
the
school,
demographic
information
of
the
student
body,
school
accountability
information,
faculty/staff
information,
course
offerings,
and
resource
information"
(Hartshorne,
Friedman,
Algozzine
&
Isibor,
2006,
p.
51).
According
to
Tarell
(2002),
there
are
various
reasons
that
people
visit
a
school
website.
The
first
reason
is
to
find
information
that
is
important
to
parents
and
students,
such
as
calendars,
phone
numbers,
required
assignments,
and
school
news
and
activities.
Second,
many
parents
conduct
research
about
schools
on
the
internet,
so
it
is
important
for
schools
to
provide
information
about
the
school
curriculum,
instructional
technologies,
and
assignments.
Third,
grandparents
and
family
who
do
not
live
in
the
same
area
as
the
student
may
use
the
school
website
to
view
the
student's
schoolwork.
11
After
investigating
1,000
school
websites
in
the
United
States
(US),
Kleiner
and
Farris
(2002)
found
that:
•
76
percent
presented
a
calendar;
•
73
percent
offered
staff
information;
•
70
percent
offered
information
about
classes;
•
64
percent
offered
information
for
parents;
•
61
percent
offered
links
to
other
learning
websites;
•
47
percent
presented
students'
assignments;
and
•
41
percent,
offered
school
newsletters.
Hu
and
Soong
(2007),
in
their
study
of
176
school
websites
in
Singapore,
noted
that
all
the
websites
included
basic
information
about
the
school,
such
as
the
school
address,
telephone
numbers,
and
email
addresses.
Eighty-
five
percent
of
the
school
websites
included
information
regarding
the
school
mission
statements,
school
motto,
school
history,
and
the
programs
offered.
More
than
50
percent
of
the
websites
included
the
school
song.
Hu
and
Soong
(2007)
found
that
"more
schools
publish
their
non
academic
achievements
(77.3%)
than
do
their
academic
achievements
(62.5%)"
(p.
40).
They
found
that
59.1
percent
of
the
websites
posted
school
calendars,
and
30.1
percent
posted
school
newsletters.
In
addition,
50.6
percent
had
12
links
to
other
educational
sites,
and
about
56
percent
had
audio.
Fewer
than
half
of
the
websites
offered
notification
regarding
when
the
resource
was
last
updated.
Smith
(2001)
described
the
importance
of
the
school
website
in
publishing
and
developing
student
assignments.
Hartshorne
et
al.
(2006)
found
many
studies
that
showed
the
positive
effect
of
posting
students'
assignments
on
the
internet,
as
this
encourages
students
to
be
more
motivated,
and
subsequently
improves
student
achievements.
Website
Design
"School
and
school
district
websites
began
to
mushroom
in
the
mid-1990s
in
what
looked
like
a
rush
to
stake
a
cyber-claim
in
a
new
frontier"
(Swann,
2006,
p.
24).
According
to
Hsu
(2006),
the
two
categories
that
school
leaders
need
to
focus
on
before
selecting
an
educational
website
solution
are
the
content
and
the
design.
Dyrli
(2011)
noted
that,
with
the
technology
currently
available,
school
administrators
can
complete
the
designing,
updating,
and
maintenance
of
a
school
website
in-house;
they
do
not
require
a
website
design
company.
Some
companies
provide
educational
website
services
free
of
cost,
such
as
Edline,
eChalk,
School
Loop,
and
SCHOOLinSITES
.
13
"If
...
the
web
site
will
have
interactive
forms
,
frames,
image
maps,
or
other
advanced
features,
then
it
is
probably
best
to
use
software
specifically
designed
to
create
web
pages"
(Pious,
2000,
p.
2).
Swann
(2006)
noted
that
school
websites
need
goals
and
objectives
to
clarify
whether
they
are
being
developed
to
share
information
and
contacts
,
or
whether
they
are
simply
to
support
the
school
goals.
Hartshorne
et
al.
(2006)
stated:
There
are
two
primary
goals
of
school
web
sites.
First,
as
information
systems
for
site
visitors,
they
provide
access
to
an
array
of
data
and
information.
Second,
school
web
sites
act
as
intermediaries
between
the
various
stakeholders
in
the
educational
process
,
such
as
the
school
,
parents
,
and
the
community
(p.
51).
Swann
(2006)
stated
that
school
websites
can
use
software-tracking
programs
to
provide
information
about
users
,
such
as
the
number
and
length
of
visits
,
and
the
area
of
the
site
most
frequently
visited.
Software
tracking
programs
also
allow
schools
to
demonstrate
that
they
are
abiding
by
licensing
agreement
requirements
to
restrict
access
to
certain
databases
and
resources.
"More
school
14
districts
are
adopting
content
management
systems;
these
allow
limited
access
to
certain
web
pages
by
designated
content
providers"
(Swann,
2006,
p.
26).
Content
management
systems
have
the
advantages
of
providing
quicker
updates
and
a
greater
variety
of
information.
r
Hu
and
Soong
(2007),
in
their
study
of
176
school
websites
,
uncovered
important
information
relating
tQ
website
design.
"[Of]
the
30.1%
of
the
web
sites
where
school
newsletters
can
be
found,
most
are
in
PDF
format
and
some
are
scanned
copies
of
printed
school
newsletters"(p.
37)
.
They
also
found
that
many
school
websites
were
"hosted
at
Scholastic.com
,
a
site
that
offers
free
hosting
of
class
web
pages,
rather
than
the
Ministry
of
Education's
server"
(p.
38).
These
class
websites
were
protected
by
passwords.
Only
3.4
percent
of
school
websites
had
tools
for
downloading
content,
such
as
"Microsoft
PowerPoint
presentations
used
for
parental
seminars/meetings,
and
various
application
forms
for
students
and
families"
(p.
38)
.
Images
and
animated
pictures
were
the
major
elements
of
the
design
of
all
the
websites
studied
by
Hu
and
Soong.
All
of
the
176
school
websites
used
digital
images,
and
97
percent
used
several
forms
of
animated
pictures,
such
as
Flash
objects
or
GIF
images
.
15
Pan
(1998)
suggested
that
website
designers
should
always
consider
the
effect
of
a
website
on
users'
hardware
and
software.
Graphic-intensive
websites
slow
down
user
response
time:
"Undesirable
or
irrelevant,
big
graphics
should
be
avoided,
and
alternatives
for
unsupported
functions
or
plug-ins
should
be
provided"
(p.4)
.
Frick,
Su,
and
An
(2005)
explained
the
importance
of
using
extensible
Markup
Language
(XML)
to
enable
the
storage
of
website
content
separate
from
that
being
shown
on
webpages.
This
allows
the
designer
to
change
a
page's
design
without
changing
the
information,
or
to
change
the
content
without
changing
the
design.
They
stated
that
designers
:
Need
to
pay
attention
to
numerous
details
for
web
publishing
—
i
.
e
.,
getting
final
versions
of
graphics
produced
so
that
they
look
good
and
load
quickly,
creating
and
debugging
cascading
style
sheets
(CSS)
,
making
sure
HTML
or
XHTML
is
valid,
making
each
web
page
look
good
in
terms
of
layout,
checking
the
use
of
white
space
and
the
inclusion
of
graphics,
and
so
on
(p.
24).
Hsu
(2006)
outlined
three
important
features
of
website
design:
"Color
value
(CV)
,
major
navigation
buttons
16
placement
(BP)
,
and
navigation
mode
(NM)
are
essential
features
in
interface
design"
(p.
234).
Summary
This
selective
review
of
literature
supports
the
fact
that
schools
require
good
quality
websites
to
support
communication
and
information
dissemination.
This
communication
can
support
student
learning
and
improve
student
skills
by
enabling
parents
to
work
with
the
school.
This
chapter
also
discussed
two
important
aspects
of
school
websites
—
content
and
design
—
and
outlined
how
schools
should
make
use
of
these
elements
to
create
the
best
possible
websites
.
17
CHAPTER
THREE
METHODOLOGY
Introduction
Chapter
Three
documents
the
steps
used
in
developing
the
project;
specifically,
its
analysis,
design,
development,
implementation,
and
evaluation.
Analysis
The
main
goal
of
this
project
was
to
create
a
high
quality
school
website
template
and
offer
a
presentation
to
assist
schools
to
develop
or
create
high
quality
websites.
The
purpose
of
the
analysis
was
to
obtain
information
and
discuss
the
importance
of
this
information
to
help
the
researcher
in
determining
the
most
appropriate
website
design.
Analysis
allows
the
reader
to
absorb
information
quickly
and
easily.
The
literature
review
discussed
three
areas.
The
first
was
communication
between
the
school,
students,
parents,
and
teachers.
The
second
area
focused
on
school
web
development.
The
third
area
focused
on
website
design.
After
viewing
many
articles
related
to
the
project
topic,
it
became
clear
that
school
communication
is
18
essential.
Schools
must
communicate
with
their
students'
homes
and
offer
parents
information
about
the
school
and
their
children's
work.
Schools
should
also
ensure
that
parents
are
able
to
communicate
with
teachers
and
other
staff.
Communication
between
parents
and
teachers
can
support
teachers
in
developing
their
children's
skills.
The
second
area
explored
was
website
development.
Many
articles
stressed
the
importance
of
creating
a
high
quality
website.
To
ensure
a
high
quality
website,
it
is
essential
to
include
important
and
useful
information,
and
to
have
a
website
that
is
well
organized.
Many
articles
stated
that
those
who
seek
to
develop
a
website
should
undertake
thorough
research
before
they
begin.
The
third
area
explored
was
website
design.
The
literature
demonstrated
that
schools
can
build
websites
without
requiring
a
design
company,
as
current
technology
makes
website
design
and
maintenance
relatively
easy
to
complete
in-house.
There
are
also
some
companies
that
offer
free
educational
website
services.
Before
designing
the
website,
the
school
needs
to
determine
the
website's
goals
and
objectives.
For
this
study,
15
school
websites
were
chosen
randomly
through
undertaking
an
internet
search
via
Google.
19
This
search
included
the
search
terms:
"high
school
in
San
Bernardino",
"school
websites
in
Los
Angeles",
and
"high
school
in
Chino".
The
Greenville
County
School's
checklist
(2012)
was
then
used
to
assess
these
websites.
Greenville
County
School
created
a
"Website
Evaluation
Checklist"
that
is
available
online
(see
Appendix
C)
.
This
checklist
considers
important
categories
that
should
be
included
in
school
websites,
including
site
content,
design,
navigation,
timeliness,
consideration
of
parents'
needs,
a
school
calendar,
staff
directory,
and
students'
work.
For
the
purpose
of
this
analysis,
this
checklist
was
used
to
help
organize
ideas
and
information
in
a
way
that
simplified
the
analysis
process.
For
example,
in
the
design
section
of
the
checklist,
there
was
a
section
relating
to
text.
This
section
offered
three
ways
to
classify
a
website's
text:
1.
Text
is
easy
to
read
in
all
instances;
2.
Text
is
mostly
legible
but
not
entirely
consistent;
and
3.
Text
is
difficult
to
read.
These
details
enabled
the
analysis
to
measure
accurate
and
consistent
results.
All
school
sites
used
in
this
study
underwent
evaluation
via
this
checklist.
20
After
viewing
many
school
websites,
it
became
clear
that
some
had
quality
design,
in
that
the
text
was
easy
to
read,
they
had
high
quality
pictures,
and
they
were
quick
to
upload.
Some
sites
had
useful
site
content,
such
as
the
school
history
and
relevant
student
activities.
Some
sites
also
had
easy
and
clear
navigation
systems.
On
the
other
hand,
some
problems
recurred
in
many
school
websites.
In
relation
to
the
staff
directory,
there
were
often
no
contact
telephone
numbers,
no
email
addresses,
and
sometimes
no
teachers'
names.
There
were
also
design
issues,
such
as
having
a
font
color
that
was
too
pale
against
the
background,
making
the
website
difficult
to
read.
Some
school
websites
had
many
pictures
on
the
homepage,
which
made
the
page
visually
distracting.
Moreover,
there
were
problems
found
in
website
navigation,
such
as
links
that
did
not
work
or
were
not
updated.
A
focus
group
was
undertaken
in
order
to
obtain
feedback
and
comments
to
contribute
to
the
development
of
a
template
for
the
ideal
website.
A
focus
group
is
a
qualitative
research
method
that
involves
requesting
a
group
of
individuals
to
discuss
a
topic
after
an
interviewer
asks
them
prompting
questions.
21
Emails
were
sent
to
participants
to
invite
them
to
partake
in
this
study's
focus
group
.
A
total
of
30
people
were
invited,
and
two
responded.
The
focus
group
questions
investigated
five
areas:
the
quality
of
the
school
website;
the
navigation
elements
of
the
weibsite;
the
needs
of
the
students
,
parents,
and
community
in
relation
to
the
website;
and
how
a
school
can
ensure
an
effective
and
useful
website
.
The
group
indicated
that
they
needed
to
navigate
a
website
easily,
and
that
it
should
be
visually
clear
through
using
a
light
background
with
dark
text.
They
also
stressed
the
importance
of
having
a
contact
list
that
included
details
such
us
teachers'
emails.
They
stated
that
parents
like
to
feel
connected
with
the
school,
so
that
they
can
discuss
things
such
as
their
children's
grades.
They
stated
that
parents
prefer
to
see
new
updates
every
day
on
the
school
website,
as
the
community
needs
to
know
of
any
security
issues
and
opening
times.
The
focus
group
stressed
the
importance
of
website
design,
stating
that
websites
should
not
be
too
busy
or
have
many
links.
They
also
preferred
links
on
the
left
side
of
the
website.
The
focus
group
suggested
two
things
to
make
the
school
website
effective
and
useful.
First,
the
22
school
website
should
be
updated
every
day,
every
week,
and
every
month..
Second,
the
links
of
the
school
website
should
be
tested
each
week
to
ensure
they
operate
correctly.
After
examining
many
school
websites
and
meeting
the
focus
group,
the
following
elements
were
identified
as
important
to
be
included
in
school
websites:
school
information
and
activities;
the
school
calendar;
communication
between
teachers,
parents,
and
students;
news;
the
gallery;
and
teachers'
contact
details.
Consideration
of
these
elements
will
ensure
a
school
website
is
successful
and
useful.
Design
Template
The
design
and
content
were
found
to
be
the
most
important
elements
of
a
school
website.
This
website
template
(see
Appendix
A)
was,designed
using
all
elements
described
in
the
previous
sections.
The
website
begins
with
the
homepage.
The
homepage
includes
the
name
of
the
school
and
the
school
information,
and
has
links
entitled:
"Activities",
"Calendar",
"Teachers",
"Parents-Community",
"Students",
"News
and
Events",
"Friends
of
the
School",
23
"The
Gallery"
and
"Contacts".
All
links
in
the
homepage
guide
the
viewer
to
further
information.
School
information
is
important
in
order
to
allow
parents
to
learn
about
the
school
before
they
enroll
their
children.
Communication
is
central
to
a
successful
school
website.
The
Eman
website
allows
parents
to
communicate
with
teachers
in
a
variety
of
ways.
They
can
find
all
teachers
names,
the
classes
they
teach,
and
their
telephone
numbers
and
email
addresses.
Parents
can
check
the
calendar
to
find
the
dates
of
events,
such
as
holidays.
Students
and
parents
can
view
activities
in
the
school,
such
as
clubs
and
athletics.
Teachers
can
also
use
the
website
to
display
students'
work
and
grades.
The
design
is
as
important
as
the
content.
The
website
should
be
designed
to
ensure
it
is
comfortable
to
view.
The
focus
groups
preferred
a
light
green
background
with
dark
blue
text.
All
links
should
be
on
the
homepage,
and
every
page
should
link
back
to
the
homepage.
The
school
website
design
should
have
navigation
on
both
sides;
the
left
side
should
include
all
the
links,
and
the
right
side
should
include
quick
links.
Three
quick
links
are
provided:
to
the
school
news,
the
staff
directory,
and
the
athletics
club.
24
Further,
there
is
a
moving
text
line
that
can
show
the
school
news
and
should
update
it
regularly.
Presentation
.
The
presentation
was
created
on
the
basis
of
the
results
of
the
analysis
.
It
presents
information
that
ensures
the
website
is
organized
in
a
way
that
achieves
the
goals
of
this
project.
The
presentation
covers
the
elements
that
every
school
website
should
include.
All
elements
of
the
website
should
guide
the
viewer
to
more
details.
The
viewer
should
understand
why
the
school
website
is
important
and
should
obtain
the
full
benefits
of
the
website.
The
presentation
also
details
the
characteristics
of
a
good
school
website,
divided
into
four
points:
content,
design,
navigation,
and
communication.
These
four
points
are
explained
in
detail
during
the
presentation
.
The
presentation
was
started
using
Microsoft
PowerPoint
to
create
a
series
of
handouts.
Some
illustrations
were
added
to
the
PowerPoint
slides,
and
screenshots
were
included
to
enable
the
viewer
to
develop
a
clearer
understanding
of
the
process.
After
the
slide
series
was
completed,
the
slides
were
checked
and
ordered
correctly
to
allow
the
researcher
to
use
Adobe
to
create
a
video
presentation
.
25
Development
Template
The
template
for
the
school
website
was
constructed
on
the
basis
the
results
of
this
study's
analysis,
and
is
organized
in
such
a
way
to
attain
the
goals
of
this
project.
Viewers
can
find
all
important
elements
on
the
first
page,
which
guide
the
viewer
to
further
information.
The
following
links
should
be
on
the
homepage:
1.
School
information
a
.
History;
b.
Staff
directory
(including
all
staff
names,
telephone
numbers,
and
email
addresses)
;
c.
Policies,
procedures,
and
forms;
d.
Map
and
directions
(including
a
school
map)
;
2
.
Activities
a.
Clubs
and
organizations
(names
of
clubs);
b.
Athletics
(basketball,
baseball,
and
soccer);
c.
Graduation
(ticket
information,
academic
requirements,
and
general
information)
;
3.
Calendar
26
4.
Teachers
(including
all
teachers'
names,
telephone
numbers,
and
emails)
5.
Parents-community
a.
Parents'
association;
b.
Helpful
links;
c
.
Articles
;
d.
Translation
assistance;
6.
Students
a.
Teachers'
email
addresses;
b.
Clubs
;
c.
Class
requirements;
d.
Student
services;
7
.
News
and
events
8.
Friends
of
the
school
9.
The
gallery;
and
10
.
Contact
us
.
After
creating
the
school
website,
all
links
were
checked
to
ensure
they
worked.
Each
element
was
also
checked
to
ensure
the
links
guided
the
viewer
to
the
correct
information.
Moreover,
the
template
of
the
school
website
was
tested
in
two
ways.
First,
the
template
was
used
on
a
Windows
computer
and
a
Macintosh
computer
to
ensure
the
website
was
compatible
with
different
computer
27
systems.
Second,
a
focus
group
was
used
to
test
the
template.
Fifteen
people
were
invited
from
the
Instructional
Technology
Department
at
CSUSB
to
participate
in
this
focus
group,
two
of
whom
responded.
The
focus
group
met
to
review
and
discuss
different
aspects
of
the
template
.
Presentation
.
The
results
from
this
second
focus
group
were
used
to
further
develop
the
presentation.
The
presentation
consists
of
explanatory
pictures
that
are
displayed
as
Microsoft
PowerPoint
slides.
These
pictures
enable
the
viewer
to
visualize
the
content
and
understand
the
process
more
clearly.
Some
helpful
resources
are
included
in
the
presentation
to
give
viewers
references
that
can
be
used
to
assist
in
their
website
development.
Implementation
Template
After
the
focus
group
viewed
the
school
website
template,
they
stated
that
they
believed
the
template
was
useful
to
assist
in
the
development
of
a
school
website.
The
template
includes
all
important
elements
on
the
first
page
of
the
website
and
is
well
organized.
In
the
original
template,
the
text
size
varied;
however,
the
focus
group
28
recommended
that
all
text
sizes
be
the
same
.
All
the
elements
on
the
homepage
guide
the
viewer
to
further
useful
information.
All
the
links
work
correctly
and
guide
the
viewer
to
the
correct
page.
The
focus
group
recommended
that
the
school
website
needed
a
"friends
of
the
school"
element.
This
will
be
available
for
those
schools
that
believe
it
should
be
included.
Other
school
websites
have
links
to
such
things
as
fairs
,
health
resources
,
and
local
police
departments
.
Presentation
.
To
ensure
the
presentation
achieved
the
goals
of
this
project,
invitations
were
sent
by
email
to
15
people,
and
two
responded.
After
the
focus
group
viewed
the
presentation,
the
interviewer
discussed
questions
relating
to
the
website,
and
the
results
of
this
discussion
are
outlined
below.
The
focus
group
stated
that
the
presentation
was
well
organized
and
informative.
On
the
other
hand,
they
did
not
like
the
extended
focus
given
to
the
text
slides
.
They
recommended
adding
more
pictures
to
explain
the
words.
They
also
recommended
adding
more
resources
and
examples
to
the
presentation
to
make
it
more
effective
in
assisting
viewers
to
understand
how
to
create
a
high
quality
school
website.
29
Evaluation
Template
A
school
website
is
the
school's
gateway
to
students,
parents,
and
the
community.
A
website
designer
should
focus
on
this
when
creating
a
school
website.
The
developer
should
focus
on
two
areas
when
developing
and
designing
a
school
website.
First
is
the
content,
including
information
about
the
school,
displayed
with
both
words
and
pictures.
Second
is
the
design,
including
the
font,
background,
and
navigation.
This
project
focused
on
the
content
and
design
before
creating
the
template.
In
this
template,
the
viewer
is
able
to
locate
all
the
important
elements
of
the
school
website.
These
elements
address
the
needs
of
the
students,
parents,
and
community.
The
template
organization
focuses
on
design
elements
such
as
the
font,
colors,
background
images,
and
links.
30
Presentation
.
The
developer
of
a
school
website
needs
to
understand
the
role
and
benefits
of
the
website
to
help
them
determine
the
website's
most
important
elements.
The
developer
of
the
website
needs
to
understand
the
characteristics
of
a
good
school
website
before
creating
their
own.
The
presentation
created
in
this
project
helps
designers
and
developers
understand
the
characteristics
of
a
good
school
website
.
The
characteristics
of
good
school
website
were
divided
into
four
elements:
content,
design,
navigation,
and
communication
.
Each
of
these
points
was
explained
in
detail.
The
presentation
was
well
organized,
with
adequate
information
to
assist
the
developer
.
Summary
Analysis,
design,
and
development
were
used
in
this
chapter
to
help
complete
this
project.
Specific
details
were
included
in
each
section
to
guide
the
project
to
success
.
The
implementation
and
evaluation
of
the
template
helped
improve
this
project
to
ensure
it
reached
its
goals
.
31
CHAPTER
FOUR
CONCLUSIONS
AND
RECOMMENDATIONS
Introduction
Technology
services
enhance
education
in
many
ways
.
The
school
website
is
an
important
tool
for
improving
the
learning
process.
It
is
also
a
bridge
between
students,
parents,
the
community,
and
the
school.
School
websites
improve
communication
and
make
the
learning
process
easier
and
more
effective.
The
developer
of
school
websites
should
understand
the
goals
of
the
school
website,
and
design
it
to
achieve
these
goals.
This
chapter
presents
recommendations
for
future
projects,
and
offers
this
project's
conclusions
.
Recommendations
for
Future
Projects
The
recommendations
resulting
from
the
project
are
as
follows:
There
was
some
difficulty
in
completing
this
project
because
it
was
undertaken
as
a
Master's
project,
not
a
district
project.
More
reliable
data
would
be
obtained
by
interviewing
students,
parents,
and
teachers
from
a
chosen
school.
Such
data
would
assist
a
website
32
developer
to
implement
real
information
in
the
development
and
improvement
of
the
school's
website.
Future
research
could
use
different
types
of
analysis
and
more
resources
to
ensure
a
strong
and
clear
result
.
It
is
strongly
recommended
that
future
developers
collect
surveys
from
both
students
and
parents
to
ascertain
their
needs
in
order
to
develop
a
successful
school
website.
Conclusion
Poor
quality
school
websites
can
negatively
affect
the
education
process.
Some
websites
may
have
poor
communications
tools
that
impede
communication
between
the
school,
students'
homes,
and
the
community.
For
example,
they
may
not
include
teachers'
telephone
numbers
or
email
addresses
.
Other
sites
have
problems
in
their
design,
which
can
make
the
site
difficult
to
view
and
navigate.
This
project
discussed
two
aspects
that
are
essential
for
every
school
website:
useful
content
and
clear,
logical
design
.
The
literature
review
demonstrated
the
importance
of
communication
in
improving
students'
learning
.
It
also
outlined
the
importance
of
proper
web
development
and
instructional
design.
This
project
created
a
high
quality
school
website
template,
as
well
as
a
presentation
that
33
includes
several
points
to
assist
those
who
seek
to
develop
a
school
website.
34
APPENDIX
A
PAGES
OF
THE
EMAN
WEBSITE
35
search:
Eman
School
(Submit)
Home
School
Information
Activities
Calendar
Tbachcrs
Parnnts-Commimity
Students
News
&
Evens
Friends
of
School
The
Gallery
Contact
Us
News
News
News
News
News
News
News
News
News
Ne
OnkUMss
Stuff
Dirccrnrv
Athletics
Eman
School
Search:
(
Submit
)
Home
School
Information
Activities
Academic
Requirements:
Calendar
Thachers
Parenta-
Communitv
Students
News
&
Events
Friends
of
School
The
Gali
etv
Contact
Us
36
search:
Eman
School
Home
School
Information
Activities
Clubs
and
Organizations:
Athletics:
Graduation:
Calendar
A
Club
Basketball
Ticket
Information
Tbachcm
BClttb
Baseball
Academic
Requirements
Pnrents-Cc
moronity
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
CClub
Soccer
General
Information
search:
Eman
School
{
Submit
)
Home
School
Information
Activities
Baseball:
Calendar
Teachers
Parerm-Community
Students
News
&
Events
Friend
j
of
School,
Hie
Gallery
Contact
Us
37
search:
Email
School
Home
School
Information
Activities
Calendar
Baseball:
Parents-Communitv
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
Eman
School
Home
School
Information
•
Jaminrv.2011
•
July
2011
Activities
•
February
2011
*
August
2011
Calendar
•
March
2011
•
September
2011
Teachers
•
AprilZOU
•
October
2011
Parents-Communirv
•
May
2011
•
November
2011
Students
*
June
2011
•
December
2011
News
&
Events
Friends
of
School
Hie
Gallery
Contact
Us
38
March:
Email
School
Home
(
Submit
)
•
January
2011
School
Inforrratitm
Jan
3.2011:
Celebrate
life-
A
Day
For
Students
Activities
bom
12
noon
-
2
PM
at
A
center
Calendar
Jan
12.2011:
Mass
for
Gold
Star
Families
Teachers
from
10
AM
-
2
PM
at
B
center
Parents-Community
Jan
20.2011:
The
best
teacher
Stodenra
from
2
PM
-3
PM
at
C
center
News
&
Events
Friends
of5chool
The
Gallery
Contact
Us
search:
Email
School
(
Submit
)
Home
School
Information
Activities
Calendar
Teachers
'
Parents-Communlty
Students
News
&
Events
Friends
of
School
Hie
Gallery
Contact
Us
Map
&
Directions:
"Image
map
for
the
school"
39
search:
Email
School
Weekly
News
monthly
News
Home
Daily
News
School
Information
Activities
Calendar
Teachers
Parcnts-Communitv
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
search:
Eman
School
(
Submit
)
Home
School
Information
Activities
Parents'
Association
Helpful
links
Articles
Calendar
Translation
Help
Tbacheni
Parents-Communitv
Students
News
&
Events
Friends
of
School
ThcGdlcry
Contact
Us
40
search:
(
Submit
)
Home
School
Infennation
Activities
Calendar
Teachers
Parents-Community
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
Eman
School
View
List
of
Teacher
Email
Addresses
Clubs
Classes
Requirements
Students
Services
Eman
School
Home
School
Information
Activities
Calendar
Teachers
Parents-Commtinitv
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
Tteacber
Directory:
j
Administration:
|
Ahmad,
Mohammed
ArtTcacbc
(123)
456-7891
Ahmad@email
com
iBdr.Zed
Science
Teacher
(123)456-7891
Bdr@email.com
■
Can,
Nor
Language
Teacher-
French
(123)456-7891
Can@email.com
■
Dane.
Abdallah
Special
Education
Teache
(123)
456-7891
Dane@cmail.com
Essa.nasr
Social
Studies
Teacher
(123)
456-7891
Essa@cmail.coui
Fadi,
Asad
English
Teacher
(123)456-7891
FadiSemailjcom
1
Gomana,
Omar
Math
Teacher
(123)
456-7891
[email protected]
Hanan,
Dhafiri
Math
Teacher
(123)
456-7891
Hatian@cmail.com
Nor,
Kalid
English
Teacher/
English
Department
ChalR
(123)
456-7891
Nor@email.com
j
Saad,
Hani
Math
Teacher
(123)456-7891
Saad@email.com
j'Tahani,
Rushed
English
Teacher
(123)
456-7891
7hhani@cmail
com
yThamcr.Bdr
Science
Teacher
(123)456-7891
Ihamer@email.com
H
Yazccd,
Mohammed
Physical
Education
Tbacher
(123)
456-7891
Yazccd
©email
com
41
search:
Eman
School
Home
School
Information
Activities
Ticket
Information:
Mandat
Teachers
Parents-Community
Students
News
&
Events
Friends
of
School
The
Gallery
Contact
Us
Eman
School
Home
School
Information
Activities
Calendar
Teachers
Parents--CominmtY
Students
NewA.&-Evgms
Friends
of
School
The
Gallery
Contact
Us
General
Information:
(
Submit
)
search:
42
APPENDIX
B
THE
CHECKLIST
43
The
Greenville
County
Schools
Web
Site
Evaluation
Checklist
is
available
at:
http
:
//www.greenville
.
k!2
.
sc
.
us/gcsd/depts/ets/policy/evals
chi
.
asp
.
GREENVILLE
COUNTY
SCHOOLS
Gf
o
onvlllo
.SouthCn
roti
nrv,
Jobs
News
Schools
Parents
Students
Contact
Us
]
Service
Center
Survey
j
Scnool
Web'SiteEvaluati
on?
:
•J.
■.
*
*
Web
Site
Evaluation
Checklist
This
School
Webs
Ito
Evaluation
is
designed
lo
be
a
sell-assessment
tool
tor
schools
to
use
to
assess
their
individual
school
website.
These
evaluation
standards
hare
been
developed
trema
review
of
Sie
best
K-12
school
websites
on
the
Internet
To
use
this
rubric,
assign
a
score
lor
each
category,
and
then
add
the
scores.
*
♦
*
♦
«
*
«
District
WepPotafpwJt
Acceptable
Use
Pokrr
AccessWty
Guidekies
tabftMCT
Policy
Web
Copyright
Wcv
Copyright
Practices
Guktekies
School
Web
Sts
Evakranon
Ctieekfet
Site
Content
Score
0-5
5-12
13-20
*
st
”
does
net
present
a
"picture"
of
the
school
*
No
content
of
school
od.vtes
or
pictures
are
present
*
No
rrtssijn
or
phlosophy
statement
is
present
*
No
school
history
is
present
*
Ho
prncbal
statement
is
present;
*
School
or
student
handbook
not
present
*
School
aebrtes.
msson
or
phiosophy
statement
Induced
*
Prricbats
statement
hebded
*
Handbook,
or
history
ray
be
present,
but
not
comprehensive
*
Stepresenis
a
tarpetareotthcschool
*
Sie
to
content'rich
1
*
Sch
ooVstudent
adivries,
mission
or
philosophy
statement
included
*
Handbook
kickrded
*
History
and
principals
statement
are
al
present
end
current
*
A
clear
picture
a
f
sdi
on
1
Ife
Is
evident
*
Links
to
Communty
Resources
Design
Score
44
■
Home
[DefiartmentsJ
Jobs
News
Schools
Parents
Employees
Students
__________
j
All
Departments
|
Administration
|
Board
|
HR
|
ETS
j
Instructional
Tech
|
Finance
|
Student
Serviced
|
Teaching
and
Learning
IS
A
web
site
Evaluation
Checklist
This
School
Website
Evaluation
is
designed
to
be
a
seif-assessment
tool
for
schools
to
use
to
assess
their
IndMdual
school
website.
These
evaluation
standards
have
been
developed
Item
a
review
of
the
beslK-12
school
websites
on
the
Internet
To
U9e
this
rubric,
assign
a
score
for
each
category,
and
then
add
the
scores.
*
District
Web
P
o
I
cy
Guide
*
Acceptable
Use
PoUcv
*
ftccessWtv
Guxfeimeq
*
Web
Prrvacv
Poicv
*
Web.Coavruiht
Poitcv
*
Coovnqh!
Practices
Gmdeanes
*
School
Web
Sit
e
Evaluation
Checkimt
Site
Content
Score
0-5
0-12
13-20
♦
See
does
not
present
a
"pwure"
of
the
school
♦
Ho
content
of
school
act™lies
or
pictures
are
present
♦
No
mission
or
phfc3opfty
statement
s
present
♦
No
school
history
is
present
♦
No
principal
statement
is
present
♦
School
or
student
handbook
no!
present
*
Schoo)
activates,
nusson
or
ph
to
sophy
statement
Included
*
Prtnctpars
statement
mckided
*
Handbook,
or
history
may
be
present
but
not
comprehensive
*
Ske
presents
a
fair
picture
of
the
school
♦
See
is
content
’
ncn'
*
Schoo
keto
tlent
activities.
mission
or
philosophy
statement
included
*
Handbook
included
♦
History
and
prlnclpats
statement
are
an
present
and
current
♦
A
clear
picture
of
school
Rte
s
evident
*
Lnks
to
Community
Resources
Design
Score
0-5
6-10
11-15
♦
Pages
do
not
show
evidence
of
overal
deign
or
layout
♦
Graphics
and
logos
are
poor
quaity
♦
Text
b
diffeut
to
read
♦
Page
design
changes
throughout
the
sie
♦
Graphics
are
excessive
and
distracting
♦
Page
show
some
evidence
of
overall
design
nr
layout
♦
Consistent
use
of
colors,
backgrounds,
fonts,
or
icons
♦
Graphics
are
mostly
of
good
quaity
♦
ext
is
mostly
legible
but
not
entirety
consistent
♦
Pages
show
clear
evidence
ot
overall
design
lhemes
♦
Graphics
are
of
high
quality
and
tail
to
load
♦
Text
is
easy
to
read
in
al
instances.
Navigation
Score
0-3
4-6
7-10
*
Navigation
t
*
missing
or
inconsistent
*
Different
meth
od
s
o
I
n
avigation
a
re
used
*
User
feels
lost
or
stranded,
buttons
or
finks
do
not
act
predictably
*
User
must
use
'Back"
or
'Go
*
buttons
r
browser
to
navigate
*
Frames
fif
used)
are
not
targeted
correctly
and
create
confusion
*
Ho
Ink
to
dstnet
home
page
*
Buttons
and
text
finks
usuaSy
work
predictably
*
Some
tnconststency
with
navigation
conventions
*
User
might
need
to
resort
to
browser
controls
for
navigation
n
some
cases
*
Frames
(if
used)
are
mostly
consistent
but
do
not
contribute
to
navigation
and
user
experience
*
Link
to
school/
district
home
page
is
present
but
may
not
be
used
con
latently
throughout
sie
♦
Navigation
is
consistent
•
Buttons
and
links
work
predictably
*
Navigation
conventions
are
dear
•
User
is
never
lost
or
stranded
♦
Frames
(if
used)
are
targeted
correctly
and
aid
In
navigation
and
user
experience
*
Main
trnks
are
repeated
at
the
bottom
of
every
page
♦
Links
to
district
home
page
are
present
and
consistently
used
throughout
site
Timeliness
Score
0-3
4-6
7-10
♦
Pages
are
rarely
updated
♦
Old
projects
are
presented
as
new
or
current
*
E-mail
addresses
or
home
pages
of
staff
no
longer
at
the
school
are
present
*
Published
dates
for
upcoming
projects
are
alreaay
peat
•
Pages
with
"under
constructed"
messages
are
common
and
not
updated
♦
Pages
are
updated
infrequently
♦
Some
"u
nder
con
stru
etion"
me
ss
a
ges
persist
♦
E-mail
and
home
page
addresses
are
mostly
current
♦
Some
project
dates
are
past
♦
teachers
identified
h
a
specific
grade
/subject
/department
may
have
moved
to
another
♦
Pages
are
updated
regularly
♦
Materia!
Is
dated
correctly
♦
E-maJ
addresses
or
home
pages
for
staff
are
current
♦
Ongoiig
projects
are
truly
current
♦
Ho
"under
construction"
messages
45
Parents
Score
0-3
4-6
7-10
♦
(to
Parents
section
is
present
♦
Parents
section
Is
not
current
and
does
not
provide
methods
for
parental
input
or
contact
♦
Luks
to
stes
for
parents
are
not
present
*
Parents
section
is
present
but
does
not
Include
information
about
ongoing
projects
*
Minimal
parental
input
options
are
present
(e.g..
phone
numbers)
*
Newsletter
is
not
pubkshed
consistently
*
PTA/SIC
represented
*
Some
inks
to
parent
sites
are
present
♦
Parents
section
is
current
♦
Parental
involvement
is
encouraged
with
multiple
methods
for
input
(e.g
.
phene,
e-mail,
suggestion
box
form,
bulletin
board,
etc.)
♦
Ongoing
projects
are
listed
♦
Newsletter
is
pub
totted
consistently
♦
PTA
/
SICpagesp
resent
and
complete
♦
Links
to
parent
sites
are
present.
School
Calendar
Score
0-3
4-6
7-10
*
Ho
school
activity
calendars
are
present
*
Acilvty
calendars
are
out
of
date
*
Schoo!
activity
calendar
is
present
but
links
to
district
calendars
are
not
*
Activity
calendars
are
mostly
up
to
date
but
may
omit
some
events
*
Schoo!
activty
calendars
are
always
up
to
date
and
reliable
*
They
are
updated
frequently
*
Links
are
provided
to
district
and
other
calendars
Staff
Directory
Score
0-3
4-6
7-10
♦
Ho
staff
directory
is
present
♦
Staff
directory
does
not
provide
ways
to
contact
staff
(e.g.,
e-mai,
phone).
♦
Staff
d
reaoty
is
present
but
not
always
current
♦
Does
not
tn
du
de
all
staff
members
♦
Contact
information
is
mostly
provided
♦
Staff
directory
is
current
and
lists
al
staff,
Including
itinerant
staff
*
Contact
information
is
complete
Student
Work
Score
0-3
4-6
7-10
♦
Few,
rf
any,
student
projects
are
published
♦
Projects
are
Bmtted
to
basic
home
pages
♦
Projects
show
limed
editing
or
proofing
♦
Some
student
work
is
present
♦
tea
die
created
information
about
student
projects
(rather
than
actual
student
work)
predominates
♦
Student
projects
are
Smded
to
only
a
few
classes
or
individuals
(e.g.,
only
a
few
teachers
or
classes
are
involved)
♦
Some
ongoing
projects
(such
as
literary
magazines)
are
present
♦
Projects
show
some
evidence
of
editing
and
proofing
♦
Student
projects
are
a
significant
feature
♦
Projects
are
from
a
variety
of
classes,
levels,
or
individuals
♦
Projects
feature
original
student
work,
nduding
drawings,
writing,
photographs,
videos,
etc.
♦
Projects
are
related
to
curriculum
♦
Ongoing
projects
are
present
♦
Projects
show
strong
evidence
of
edOing
and
proofing
Legal/Guidellnes
Score
0-1
2-3
4-5
*
Copyrighted
images
are
used
without
permission
*
Pages
do
not
comply
wth
district
guidelines
*
Copyrighted
images
are
used
with
permission
but
not
always
clearly
cred
ted
♦
Pages
mostly
comply
wth
district
guefeknes
*
Copyrighted
images
are
used
with
permission
and
clearly
credited
*
AO
pages
comply
with
district
guidelines
Total
46
Greenville
County
Schools
claims
copyright
for
material
on
its
website
at
(
http
:
//www.greenville
.
k!2
.
sc.us/Departments/main
.
asp?title
id=etscopyright
)
and
includes
the
following
notice
regarding
educational
permissions.
Permissions
to
use
our
material
Educational
Use
We
extend
the
following
permissions
to
schools,
districts,
or
other
educational
institutions
that
wish
to
use
material
from
our
web
sites:
1.
Links
to
any
document,
whether
signed
or
unsigned,
on
any
of
Greenville
County
Schools
web
sites
are
freely
permitted
and
encouraged
These
permissions
are
applicable
to
this
master's
thesis,
completed
as
a
graduation
requirement
for
California
State
University,
San
Bernardino.
47
SW3
GREENVILLE
COUNTY
H
SCHOOLS
Greonvlllo,
South
CarolfnOj
'
Home
Jobs
News
Schools
Parents
Employees
students
Cui
“
>mS
*
Jrcl
'_
J
Search
|
x
All
Departments
Administration
Board
HR
ETS
Instructional
Tech
Finance
Student
Services
Teaching
and
Learning
Web
Site
Evaluation
Checklist
This
School
Website
Evaluation
Is
designed
to
be
a
self-assessment
toot
for
schools
to
use
to
assess
their
individual
school
website.
*
District
Web
Pokv
Guide
*
Acceptable
Use
Pcttcv
*
AocessibftfaLGuideiines
These
evaluation
standards
have
been
developed
from
a
review
of
the
best
K-12
school
websites
on
the
internet
TO
use
this
rubric,
assign
a
score
for
each
category,
and
then
add
the
scores.
♦
Web
Privacy
Pofcv
•
Web-Ccpvriotil
Policy
*
Copyright
Practices
Guidelines
*
School
Web
Srte_£yo»uatgfl_Chec^;
Site
Content
Score
0-5
6-12
13-20
♦
Ste
does
not
present
a
"picture'
of
the
school.
♦
No
content
of
school
actrvtes
or
pictures
are
present
♦
Ho
mssbn
or
phlosoohy
statement
is
present
♦
No
sctioot
history
is
present
♦
No
principal
statement
is
present
♦
School
or
student
handbook
net
present
*
School
activities,
mason
or
philosophy
statement
included
♦
Pmdpars
statement
inebded
♦
Handbook,
or
history
may
be
present,
but
not
comprehensive
*
Sie
presents
a
fair
picture
of
the
school
♦
S(e
is
content
’
rich'
♦
Schooystudeni
activities,
mission
or
philosophy
statement
included
♦
Handbook
included
♦
History
and
principafs
statement
are
al
present
and
current
♦
A
clear
picture
of
school
bfe
is
evident
♦
Links
to
Community
Resources
Design
Score
0-5
6-10
11-15
♦
Pages
do
not
show
evidence
of
overt)!
design
or
layout
♦
Graphics
and
logos
are
poor
quatty
♦
"Sxt
is
difficult
to
read
♦
Page
design
changes
throughout
tne
see
♦
Graphics
are
excessive
and
distracting
♦
Page
show
some
evidence
of
overall
design
or
layout
*
Consistent
use
of
cobra,
backgrounds,
fonts,
or
Icons
*
Graphics
are
mostly
of
good
quality
♦
text
is
mostly
legible
bul
nol
entirely
consistent
♦
Pages
show
clear
evidence
of
overal
design
themes
♦
Graphics
are
of
high
quality
and
fast
to
load
♦
"fext
is
easy
to
read
in
all
instances.
Navigation
Score
0-3 4-6
7-10
*
llavigaten
is
mating
orinconsistent
*
Different
methods
of
navigation
are
used
*
User
feels
lost
or
stranded;
buttons
or
links
do
not
act
predictably
*
User
must
use
"Baer
or
"Go"
budons
n
browser
to
navigate
*
Frames
(if
used)
are
not
targeted
correctly
and
create
confusion
*
No
Enk
to
district
home
page
*
Buttons
and
text
Enks
usually
work
predictably
*
Some
^consistency
wen
navigation
conv
ention
a
*
User
mignt
need
to
resort
to
browser
controls
for
navigation
In
some
cases
*
Frames
(if
used)
are
mostly
consistent
bul
do
not
contribute
to
navigation
and
user
experience
*
Lbkto
school/distridhome
page
s
present
but
may
not
be
used
consistently
throughout
site
♦
Navigation
Is
consistent
♦
Buttons
and
links
work
predictably
♦
Navigation
conventions
are
dear
♦
User
is
never
lost
or
stranded
♦
Frames
(if
used)
are
targeted
correctly
and
aid
in
navigation
and
user
experience
♦
Man
links
are
repeated
at
the
bottom
of
every
page
♦
Links
to
district
home
pogo
are
present
and
consistently
used
throughout
ste
Timeliness
Score
0-3 4-6
7-10
*
Pages
are
rarely
updated
*
Old
projects
are
presented
as
new
or
current
*
E-mai
addresses
or
home
pages
of
staff
no
longer
at
the
school
are
present
*
Published
dates
for
upcoming
projects
are
already
past
*
Pages
wtn
"under
construction
’
messages
are
common
and
not
updated
*
Pages
are
updated
infrequently
*
Some
"under
construction"
messages
persist
*
E-mail
and
home
page
addresses
are
mostly
current
*
Some
o
reject
dates
are
past
*
heachera
identrfied
in
a
specific
grade
/subject
/department
may
have
moved
to
another
♦
Pages
are
updated
regularly
♦
Material
is
dated
correctly
♦
E-mail
addresses
or
home
pages
for
staff
are
current
♦
Ongoing
projects
are
truly
current
♦
No
"under
construction'
messages
48
Parents
Score
0-3
4-6
7-10
♦
No
Parents
section
is
present
♦
Parents
section
a
no!
current
and
does
not
provide
methods
tor
parental
input
or
contact
♦
Links
to
sites
for
parents
are
not
present
*
Parents
section
s
present
but
does
not
Include
Information
about
ongoing
projects
*
Minimal
parental
input
options
are
present
(e.g.,
phone
numbers)
*
Newsletter
is
not
pubEshed
consistently
*
PTA
/
SC
repres
ented
*
Some
links
to
parent
sies
are
present
*
Parents
section
is
current
*
Parental
involvement
Is
encouraged
with
multiple
methods
for
input
(e.g.,
phone,
e-mail,
suggestion
box
form,
bulletin
board,
etc.)
♦
Ongoing
projects
are
listed
♦
Newsletter
Is
published
consistently
*
PTA
!
SIC
pages
present
and
complete
♦
Links
to
parent
sites
are
present.
School
Calendar
Score
0-3
4-6
7-10
♦
No
school
activity
calendars
are
present
♦
Actrvty
calendars
are
out
of
date
*
Schoo!
actriity
calendar
H
present
but
bits
to
district
calendars
are
not
*
'Activity
calendars
are
mostly
up
to
date
but
may
omd
some
events
♦
School
activity
calendars
are
always
up
to
date
and
retable
♦
They
are
updated
frequently
♦
Links
are
provided
to
district
and
other
calendars
Staff
Directory
Score
0-3
4-6
7-10
♦
No
staff
directory
is
present
*
Staff
directory
does
not
provide
ways
to
contact
staff
(e.g.,
e^nai,
phone).
*
Staff
directory
is
present
but
not
always
current
*
Does
not
include
all
staff
members
*
Contact
informatiori
is
mostly
provkted
*
Staff
directory
is
current
and
lists
all
staff,
including
itinerant
staff
*
Contact
information
Is
complete
Student
Work
Score
0-3
4-6
7-10
*
Few,
it
any,
student
projects
are
pub
Eshed
*
Projects
are
Med
to
basic
home
pages
*
Projects
show
Med
edting
or
proofing
♦
Some
student
work
is
present
♦
"Sacher-created
information
about
student
projects
(rather
than
actual
student
wort)
predominates
♦
Student
projects
are
Med
to
only
a
few
classes
or
individuals
(e.g.,
only
a
few
teachers
or
classes
are
involved)
♦
Some
ongovig
projects
(such
as
literary
magazines)
are
present
♦
Projects
show
some
evidence
of
editing
and
proofing
♦
Student
projects
are
a
significant
feature
♦
Projects
are
from
a
variety
of
classes,
feveb,
or
individuals
♦
Projects
feat
u
re
orig
in
al
stu
dent
wo
rk,
including
drawings,
writing,
photographs,
videos,
etc.
♦
Projects
are
related
to
curriculum
♦
Ongoing
projects
are
present
♦
Projects
ahow
strong
evidence
of
editing
and
proofing
Legal/Guidelines
Score
0-1
2-3
4-5
*
Copyrighted
images
are
used
wthout
permission
*
Pages
do
not
comply
wih
district
guidelines
♦
Copyrighted
Images
are
used
with
permssion
but
not
always
dearly
credited
♦
Pages
mostly
comply
with
district
guide
Enes
*
Copyrighted
images
are
used
web
permission
and
clearly
credited
♦
AH
pages
comply
with
district
guidelines
Total
49
APPENDIX
C
RIGHTS
AND
PERMISSIONS
50
Evanston/Skokie
School
District
65
•
Permission
obtained
from
Lora
Taira
on
June
4,
2012
----
Original
Message
-----
From:
Lora
Taira
Date:
Mon,
4
Jun
2012
12:57:13
To
:
Subj
ect
:
Re
:
Ms
.
Taira
You
may
use
the
screenshot
shown
below
as
long
as
you
site
the
website
as
your
source.
Lora
Taira
Chief
Information
Officer
Information
Services
Evanston/Skokie
SD
65
1500
McDaniel
Evanston,
IL
60201
847.859.8063
847.859.8709
(fax)
Lora
Taira
Chief
Information
Officer
Evanston/Skokie
School
District
65
Dear
Ms.
Taira,
I
would
like
to
include
a
screenshot
from
the
Lincolnwood
School
website
in
"Creating
a
Quality
School
Website,"
my
thesis
and
final
project.
This
will
fulfill
part
of
the
requirements
for
getting
a
Master's
degree
from
California
State
University
San
Bernadino.
The
purpose
of
this
letter
is
to
obtain
your
prior
written
permission
to
use
the
screenshot
below.
51
If
you
agree,
please
sign
(an
electronic
signature
is
fine)
below
and
return
to
me
at
your
earliest
convenience.
Thank
you
very
much
.
Sincerely,
Eman
Aldhafiri
LINCOLNWOOD
ELEMENTARY
SCHOOL
2600
Colfax
Street
Evanston,
IL
60205
School
Rites
-|
Students")
Staff"]
Contact
Us
|
|
Student
Handbook
BM
School
Website
ering
a
love
for
lei
al
environment
tl
52
Presentation
:
•
Permission
obtained
from
Mary
Alice
Ball
on
June
1,
2012
On
Fri,
Jun
1,
2012
at
3:53
PM,
Mary
Alice
Ball
wrote:
I
grant
permission
to
Eman
Aldhafiri,
a
Master's
student
at
California
State
University
San
Bernadino,
to
use
my
voiceover
narration
of
her
presentation,
Creating
a
Quality
School
Website.
I
have
read
this
release
before
signing
(electronically
via
my
email
account)
,
and
I
fully
understand
the
contents,
meaning
and
impact
of
this
release.
Sincerely,
Mary
Alice
Ball
Mary
Alice
Ball,
Ph.D.
53
Evanston
Township
High
School
•
Permission
obtained
from
Paula
Frohman
On
Feb
12,
2013,
at
10:20
PM,
"Frohman,
Paula"
<
frohmanpOeths
.
k!2
.
il
.
us
>
wrote:
Yes
you
have
my
permission
Paula
Frohman
Director
of
Technology
Ms
.
Paula
Frohman
Department
Chair
of
Media
and
Instructional
Technology
Evanston
Township
High
School
frohmanp@eths
.
k!2
.
il
.
us
Dear
Ms.
Frohman,
I
would
like
to
include
screenshots
from
the
Evanston
Township
High
School
website
in
"Creating
a
Quality
School
Website,"
my
thesis
and
final
project.
This
will
fulfill
part
of
the
requirements
for
getting
a
Master's
degree
from
California
State
University
San
Bernadino.
I
use
ETHS
as
an
example
of
a
model
website.
The
purpose
of
this
letter
is
to
obtain
your
prior
written
permission
to
use
the
screenshots
below.
If
you
agree,
please
sign
(an
electronic
signature
is
fine)
below
and
return
to
me
at
your
earliest
convenience.
Thank
you
very
much
.
Sincerely,
Eman
Aldhafiri
54
«
f
U.^TAQ
E
vanston
T
ownship
H
igh
S
chool
Google
Apps
@ETHS
Home
Welcome
to
the
Google
Apps
cte
THS
Homepage.
Co
&
*
»«/!
loacriclAcnTeCTbxSGccrpr
tigota
vyiifl
tt
ecu
kxCtn
d
r«
**
t
rwrrvft
miycrtawy
^oureww
mun
a
tno^a
Sigr
E
G
E
vanston
township
-H
igh
school
e
*
r
Professions!
Development
School
improvement
Team
Activities.
XtMqicr,.-.;
Stttilmt!
Frei
hman
Kununtuos
Common
Core
Standard*
About
ET1I8
I
AboutETH!
Administration
Doll
Dashtxierd
Education
id
Foundation
f
Health
InformcBon
»
Rumen
Resources
*
nutrition
Services
I
Board
of
tducsdcn>
Olftrtcl
ni
inatructtonal
and
Informational
Tactinology
lOneratkna
—
ii
1
H
I
Buiweai
Ofoce
i]
|jCommunicafcn>
j|
Curriculum
and
Initruebon
J
55
56
IRB
Letter:
CALIFORNIA
STATE
UNIVERSITY
SAN
BERNARDINO
Academic
Affairs
Office
of
Academic
Research
•
institutional
Review
Board
March
23.2011
Ms.
Eman
Aldhafiri
c/o;
Prof.
Brian
Newberry
Department
of
Science,
Math
and
Technology
California
State
University
5500
University
Parkway
San
Bernardino,
California
92407
Dear
Ms.
Aldhafiri;
CSUSB
INSTITUTIONAL
REVIEW
BOARD
Expedited
Review
IRB#
10066
Status
APPROVED
Your
application
to
use
human
subjects,
titled
“
Creating
Quulity
School
Websites"
has
been
reviewed
and
approved
by
the
Institutional
Review
Board
(IRB).
The
attached
informed
consent
document
has
been
stamped
and
signed
by
the
IRB
chairperson.
All
subsequent
copies
used
must
be
this
officially
approved
version.
A
change
in
your
informed
consent
(no
matter
how
minor
the
change)
requires
resubmission
of
your
protocol
as
amended.
Your
application
is
approved
for
one
year
from
March
23,2011
through
March
22,2012.
One
month
prior
to
the
approval
end
date
you
need
to
file
for
a
renewal
if
you
have
not
completed
your
research.
Sec
additional
requirements
(Items
1
-
4)
of
your
approval
below.
Your
responsibilities
as
the
researcher/invcstigator
reporting
to
the
IRB
Committee
include
the
following
4
requirements
as
mandated
by
the
Code
of
Federal
Regulations
45
CFR46
listed
below.
Please
note
that
the
protocol
change
form
and
renewal
form
are
located
on
the
IRB
website
under
the
forms
menu.
Failure
to
notify
the
IRB
of
the
above
may
result
in
disciplinary
action.
You
are
required
to
keep
copies
ofthe
informed
consent
forms
and
data
for
at
least
three
years.
1)
J
Submit
a
protocol
change
form
if
any
changes
(no
muttcr'how
minor),
are
madein
your
.
research
prospcctus/protocol
for
review
and
approval
ofthe
IRB
beforeimplemented
inyour
research.
2)
'
If
any
unanticipated/ad
verse
events
are
experienced
by
subjects
during
your
research;
3)
Too
renew
your
protocol
one
month
prior
to
the
protocols
end
date,
•t)
.
Whenyour.project
has
endcd
by^ernailing
ttie
lRBjCoordin'ator/Compliance
Analyst.
The
CSUSB
IRB
has
not
evaluated
your
proposal
for
scientific
merit,
except
to
weigh
the
risk
to
the
human
participants
and
the
aspects
of
the
proposal
related
to
potential
risk
and
benefit.
This
approval
notice
does
not
replace
any
departmental
or
additional
approvals
which
may
be
required.
If
you
have
any
questions
regarding
the
IRB
decision,
please
contact
Michael
Gillespie,
IRB
Compliance
Coordinator.
Mr.
Michael
Gillespie
can
be
reached
by
phone
at
(909)
537-7588,
by
fax
at
(909)
537-7028.
or
by
email
at
meiltesr>fr7>
csusb.edu
.
Please
include
your
application
approval
identification
number
(listed
at
the
lop)
in
all
correspondence.
Best
of
luck
with
your
research.
Sharon
ward,
I
’
h.D.,
Chair
Institutional
Review
Board
SW/mg
ec:
Prof.
Brian
Newberry,
Department
of
Science,
Math
and
Technology
909.537.7588
•
fax:
909.537.7028
•
http://irb.csusb.edu/
5500
UNIVERSITY
PARKWAY.
SAN
BERNARDINO.
CA
92407-2393
The
California
State
University
-
BjkerstWd
-
Channel
Wands
•
Chko
•
Dominguez
Uffls
.
East
Bay
•
Fresno
■
Fullerton
•
Humboid!
-
long
Beach
■
Los
Angeles
Maritime
Academy
-
Monterey
Boy
•
Northridge
■
Pomona
•
Sacramento
•
San
Bernardino
■
San
Ciego
■
San
Francisco
•
San
Jose
■
San
Luis
Obispo
•
San
Marcos
•
Sonoma
•
Stanislaus
57
REFERENCES
Abdullah,
M.
H.
(1998)
.
Guidelines
for
evaluating
web
sites.
ERIC
Digest.
Retrieved
from
http
:/
/www.ericdigests
.
org/1999-3/web.htm
Dixon,
S.
&
Black,
L.
(1996)
.
Vocal
point:
A
collaborative,
student
run
online
newspaper.
In
E.
J.
Valauskas
&
M.
Ertel
(eds.),
The
Internet
for
teachers
and
school
library
media
specialists
:
Today's
applications
tomorrow's
prospects
(pp
.147-158).
New
York:
Neal-
Schuman
Publishers,Inc.
Dyrli,
K.
(2011).
Web
sites
designed
for
K12
districts,
District
Administration.
Retrieved
from
http:
//
www.districtadministration.com/article/product-
focus-6
Epstein,
J.
(1995).
School/family/community
partnerships.
Phi
Delta
Kappan,
76,
701-712.
Frick,
T.,
Su,
B.
&
An,
Y.
(2005).
Building
a
large,
successful
website
efficiently
through
inquiry-based
design
and
content
management
tools.
TechTrends,
49(4),
20-31.
Gamas,
W.
&
Nordquist,
N.
(1997).
Expanding
learning
opportunities
through
on-line
technology.
NASSP
Bulletin,
31(592),
16-22.
58
Goldberg,
L.
(2002).
Web
pages
to
the
rescue.
Instructor,
112,
27-28.
Greenville
County
Schools.
(2012).
School
website
evaluation
checklist.
Retrieved
from
http
:
//www.greenville
.
kl2
.
sc
.
us/gcsd/depts/ets/policy/
evalschl
.
asp
Hartshorne,
R.,
Friedman,
A.,
Algozzine,
B.
&
Isibor,
T.
(2006).
Secondary
schools
online:
Are
high
school
web
sites
effective?
American
Secondary
Education,
34(2),
50-66.
Hsu,
Y
.
(2006)
.
Better
educational
website
interface
design:
The
implications
from
gender-specific
preferences
in
graduate
students.
British
Journal
of
Educational
Technology,
37(2),
233-242.
Hu,
C.
&
Soong,
A.
K.
F.
(2007)
.
Beyond
electronic
brochures
:
An
analysis
of
Singapore
primary
school
web
sites.
Educational
Media
International,
44(1),
33-42.
Kervin,
L.
(2005)
.
Students
talking
about
home-school
communication
:
Can
technology
support
this
process?
Australian
Journal
of
Language
and
Literacy,
28(2),
150-163.
Kleiner,
A
.
&
Farris,
E
.
(2002).
Internet
access
in
US
public
schools
and
classrooms:
1994-2001.
Washington
59
DC:
National
Center
for
Education
Statistics.
Korkmaz,
I.
(2007).
Teachers'
opinions
about
the
responsibilities
of
parents,
schools,
and
teachers
in
enhancing
student
learning.
Education,
127(3),
389-
399.
Longfellow,
C.
(2008).
Proven
tools
that
work.
American
School
Board
Journal,
24-27.
McKenzie,
J.
(1997)
.
Why
in
the
world
wide
web?
From
Now-
On:
The
Educational
Technology
Journal,
6(6).
Retrieved
from
http://www.fno.org/mar97/why.html
Pan,
A.
C.
(1998).
Optimize
the
web
for
better
instruction.
Society
for
Information
Technology
and
Teacher
Education
annual
(pp.
146-149).
Peterson,
K.
(2006)
Academic
web
site
design
and
academic
templates:
Where
does
the
library
fit
in?
Information
Technology
and
Libraries,
25(4),
217-221.
Pious,
S.
(2000).
Tips
on
creating
and
maintaining
an
educational
web
site.
Teaching
of
Psychology,
27,
63-
70.
Reynolds,
G.
P.
&
Kitchens,
H.
(2007).
Evaluating
school
counseling
websites:
An
evaluation
tool.
Retrieved
from
http
:
//www
.
jsc.montana
.
edu/articles/v5n21.pdf
Small,
R.
&
Arnone,
M.
(1999).
Website
Motivational
60
Analysis
Checklist
Professional
(WebMAC
Pro)
.
Fayetteville:
Motivation
Mining
Company.
Smith,
R.
(2001).
Be
your
own
webmaster.
Electronic
School,
42-45.
Swann,
P.
A.
(2006).
Got
web?
Investing
in
a
district
website,
School
Administrator,
63(5),
24.
Tarell,
P.
(2002).
Designing
quality
school
web
pages.
Retrieved
from
http
:
/
/www.
f
loridasmart
.
com/ar
tides/des
ignschool
.htm
61