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Week Six Catch Up- Questions About Portfolio

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Week Six Catch Up- Questions About Portfolio

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I helped to craft the most recent version of my district's RUP, my main question is whether the revision history of the google doc used as my colleague and I helped to create the newer version would be sufficient as we helped to create it. We also helped to create three versions of student friendly versions of the Responsible Use Policy, one for TK-2, one for 3-8, students in 9-12 used the districts original Responsibly Use Policy as it was expected they could understand the document with some discussion. One other question/comment is that I am uncomfortable about putting certain things that I created in my role as TOSA from my district up publicly on my portfolio because they are very strict about the fact that they own those materials, and I don't want to be violating that, but I am happy to email it to you as a PDF, is that OK?

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Coursera | Online Courses & Credentials From Top Educators. Join for Free | Coursera

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Learn online and earn valuable credentials from top universities like Yale, Michigan, Stanford, and leading companies like Google and IBM. Join Coursera for free and transform your career with degrees, certificates, Specializations, & MOOCs in data science, computer science, business, and dozens of other topics.

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When trying out HTML, I found it fun and a little bit frustrating but in a way that made me want to continue what I was doing. I've coded before using block coding and tried out some tutorials for coding with HTML, specifically from General Assembly, and I enjoyed it. When I was doing those I always had a clear plan/tutorial to follow so coding with total freedom was both exciting and frustrating because I wasn't sure what to do. I think it's incredibly valuable to teach coding in schools, it's a great way to teach growth mindset as well as other skills like attention to detail, in addition to being a better prepared citizen of the digital world. Last year when I was a TOSA, I did activities with primary grades using Dot and Dash, where the students used them for a variety of purpose, and for older students we used Swift Playground so that they could see the written code and the actions their code lead to. Ultimately so much of our lives today depends on some kind of code so kids need to know that apps and programs are created, and that they can be creators also.

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#flipclass- For flipped classroom

#edchat- General edu chat

#pblchat- Project Based Learning Chat

#kidscancode- Coding based chat

I have participated in #TOSAchat for a while, though since I’m back in the classroom I haven't been keeping up with it. I'm looking forward to participating in another chat on topics more relevant to me as a classroom teacher, Twitter has become one of my go to places for finding resources/strategies/
etc.

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Information Literacy   Website Evaluation

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Week One Task 6/7 Information Literacy Reflection

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Week One Task 6/7 Information Literacy Reflection

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I don't know that I would exactly call this an Ah Ha, but I had trouble thinking of examples of websites you might go to for information once but never again. The article mentioned a personal website, and that I could picture, but in other cases I wasn't sure. In terms of an Ah Ha, I didn't know that Firefox provides developers tools to create applications based on their software. That was a new detail for me.

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It's hard to define Web 1.0 for several reasons. First, Web 2.0 doesn't refer to a specific advance in Web technology. Instead, Web 2.0 refers to a set of techniques for Web page design and execution. Second, some of these techniques have been around since the World Wide Web first launched, so it's impossible to separate Web 1.0 and Web 2.0 in a time line. The definition of Web 1.0 completely depends upon the definition of Web 2.0.

With that in mind, if Web 2.0 is a collection of approaches that are the most effective on the World Wide Web, then Web 1.0 includes everything else. As for what it means to be "effective," Tim O'Reilly says that it's providing users with an engaging experience so that they'll want to return to the Web page in the future. Here's a collection of strategies O'Reilly considers to be part of the Web 1.0 philosophy:

Web 1.0 sites are static. They contain information that might be useful, but there's no reason for a visitor to return to the site later. An example might be a personal Web page that gives information about the site's owner, but never changes. A Web 2.0 version might be a blog or MySpace account that owners can frequently update.

Web 1.0 sites aren't interactive. Visitors can only visit these sites; they can't impact or contribute to the sites. Most organizations have profile pages that visitors can look at but not impact or alter, whereas a wiki allows anyone to visit and make changes.

Web 1.0 applications are proprietary. Under the Web 1.0 philosophy, companies develop software applications that users can download, but they can't see how the application works or change it. A Web 2.0 application is an open source program, which means the source code for the program is freely available. Users can see how the application works and make modifications or even build new applications based on earlier programs. For example, Netscape Navigator was a proprietary Web browser of the Web 1.0 era. Firefox follows the Web 2.0 philosophy and provides developers with all the tools they need to create new Firefox applications.

Is it always a bad idea to take a Web 1.0 approach in Web design? Find out on the next page.

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It's hard to define Web 1.0 for several reasons. First, Web 2.0 doesn't refer to a specific advance in Web technology. Instead, Web 2.0 refers to a set of techniques for Web page design and execution.

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One thing that I found interesting this week about the history of the World Wide Web was the fact that the original writer of the code had advocated for the underlying code to be available royalty- free, forever. The article mentioned that this encouraged world- wide creativity and collaboration. This was really fascinating particularly given the controversies lately about net- neutrality, or lack- thereof.

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Sir Tim Berners-Lee is a British computer scientist. He was born in London, and his parents were early computer scientists, working on one of the earliest computers.

Growing up, Sir Tim was interested in trains and had a model railway in his bedroom. He recalls:

"I made some electronic gadgets to control the trains. Then I ended up getting more interested in electronics than trains. Later on, when I was in college I made a computer out of an old television set."

After graduating from Oxford University, Berners-Lee became a software engineer at CERN, the large particle physics laboratory near Geneva, Switzerland. Scientists come from all over the world to use its accelerators, but Sir Tim noticed that they were having difficulty sharing information.

"In those days, there was different information on different computers, but you had to log on to different computers to get at it. Also, sometimes you had to learn a different program on each computer. Often it was just easier to go and ask people when they were having coffee...", Tim says.

Tim thought he saw a way to solve this problem - one that he could see could also have much broader applications. Already, millions of computers were being connected together through the fast-developing internet and Berners-Lee realised they could share information by exploiting an emerging technology called hypertext.

In March 1989, Tim laid out his vision for what would become the web in a document called " Information Management: A Proposal". Believe it or not, Tim's initial proposal was not immediately accepted. In fact, his boss at the time, Mike Sendall, noted the words "Vague but exciting" on the cover. The web was never an official CERN project, but Mike managed to give Tim time to work on it in September 1990. He began work using a NeXT computer, one of Steve Jobs' early products.

By October of 1990, Tim had written the three fundamental technologies that remain the foundation of today's web (and which you may have seen appear on parts of your web browser):

HTML: HyperText Markup Language. The markup (formatting) language for the web.

URI: Uniform Resource Identifier. A kind of "address" that is unique and used to identify to each resource on the web. It is also commonly called a URL.

HTTP: Hypertext Transfer Protocol. Allows for the retrieval of linked resources from across the web.

Tim also wrote the first web page editor/browser ("WorldWideWeb.app") and the first web server ("httpd"). By the end of 1990, the first web page was served on the open internet, and in 1991, people outside of CERN were invited to join this new web community.

As the web began to grow, Tim realised that its true potential would only be unleashed if anyone, anywhere could use it without paying a fee or having to ask for permission.

He explains: "Had the technology been proprietary, and in my total control, it would probably not have taken off. You can't propose that something be a universal space and at the same time keep control of it."

So, Tim and others advocated to ensure that CERN would agree to make the underlying code available on a royalty-free basis, forever. This decision was announced in April 1993, and sparked a global wave of creativity, collaboration and innovation never seen before. In 2003, the companies developing new web standards committed to a Royalty Free Policy for their work. In 2014, the year we celebrated the web's 25th birthday, almost two in five people around the world were using it.

Tim moved from CERN to the Massachusetts Institute of Technology in 1994 to found the World Wide Web Consortium (W3C), an international community devoted to developing open web standards. He remains the Director of W3C to this day.

The early web community produced some revolutionary ideas that are now spreading far beyond the technology sector:

Decentralisation: No permission is needed from a central authority to post anything on the web, there is no central controlling node, and so no single point of failure ... and no "kill switch"! This also implies freedom from indiscriminate censorship and surveillance.

Non-discrimination: If I pay to connect to the internet with a certain quality of service, and you pay to connect with that or a greater quality of service, then we can both communicate at the same level. This principle of equity is also known as Net Neutrality.

Bottom-up design: Instead of code being written and controlled by a small group of experts, it was developed in full view of everyone, encouraging maximum participation and experimentation.

Universality: For anyone to be able to publish anything on the web, all the computers involved have to speak the same languages to each other, no matter what different hardware people are using; where they live; or what cultural and political beliefs they have. In this way, the web breaks down silos while still allowing diversity to flourish.

Consensus: For universal standards to work, everyone had to agree to use them. Tim and others achieved this consensus by giving everyone a say in creating the standards, through a transparent, participatory process at W3C.

New permutations of these ideas are giving rise to exciting new approaches in fields as diverse as information (Open Data), politics (Open Government), scientific research (Open Access), education, and culture (Free Culture). But to date we have only scratched the surface of how these principles could change society and politics for the better.
Important Note: This text is intended as a brief introduction to the history of the web. For a more detailed account, you might want to consider reading:
In 2009, Sir Tim co-founded the World Wide Web Foundation with Rosemary Leith. The Web Foundation is fighting for the web we want: a web that is safe, empowering and for everyone.

Please do explore our site and our work. We hope you'll be inspired by our vision and decide to take action. Remember, as Tim tweeted during the Olympics Opening Ceremony in 2012, "This is for Everyone".

This is for everyone #london2012#oneweb#openingceremony@webfoundation@w3c

- Tim Berners-Lee (@timberners_lee) July 27, 2012

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Sir Tim Berners-Lee is a British computer scientist. He was born in London, and his parents were early computer scientists, working on one of the earliest computers. Growing up, Sir Tim was interested in trains and had a model railway in his bedroom.