Keep it simple
There are numerous possibilities with the types of elements that can be integrated into a website, such as scrolling text, animated GIFs, and Flash media. While these elements are decorous, they are often unrelated to the goals or objectives of the middle school site. So, there is no need to integrate them into the site. Not only do these elements oftentimes increase download times, but they can also contradict accessibility guidelines. Also, if an individual is maintaining a school site and is utilizing some more advanced functions such as Flash, the transition to another individual maintaining the school site will be much more difficult. A general rule of thumb for middle school websites: simpler is better.
Focus on the Benefits of School Websites
There are a number of benefits of school websites. These include communication to a wide audience, extended and independent learning resources for students, flexible evaluation tools for teachers, promoting increased involvement of parents, supporting student learning, showcasing student work and school environment, and enhancing relationships between schools and other stakeholders in the educational process. In terms of designing a middle school website in particular, it is critical to address such features as an interdisciplinary curriculum, teaming, advisories, problem-based learning, student-centered learning, and service learning.
Conclusion
After a thorough examination of 50 middle school websites, it was clear that although virtually every website followed basic design principles, a good design did not necessarily lead to a high overall score. This was primarily due to the fact that scores dropped off precipitously on the content and general site characteristics. While each of the schools surveyed had a web presence, the majority used their website as a vehicle to post general information about their school, as opposed to creating a site in which students and parents could interact with the website in order to find specific information pertaining to courses or teachers, or particular characteristics germane to the middle school environment.
Suggestions for Future Study
This study is well suited to further scholarship. We evaluated 50 middle school websites; this same task could be undertaken for elementary and high school websites. In addition, this study could also be followed by more in-depth studies of high-scoring (or low scoring) schools and the contextual factors that cause certain schools to score at higher (or lower) rates. For example, a sample of five to ten high (or low) scoring schools could be studied through an online survey that focused on the factors that encourage (or discourage) middle school website development and maintenance, and could be supplemented with interviews of the webmaster, administrators, and teachers. Additionally, characteristics that scored low, such as the showcasing of student work on school websites could be examined. Other areas of research focus include middle school website accessibility. As previously mentioned, no schools evaluated indicated “Bobby-approval.” More in depth evaluation of the accessibility of websites, as well as factors that promote and inhibit middle school website accessibility could be studied. Finally, characteristics of schools that rated both higher and lower could be researched. For example, comparisons of the websites of rural versus urban schools, high student population versus low student population schools, and high performing versus low performing schools would be beneficial in providing context for whether or not school characteristics influence the effectiveness of a middle school website.
About the Authors
Adam Friedman, Ph.D.
Assistant Professor, Instructional Systems Technology
Department of Educational Leadership
University of North Carolina at Charlotte
afriedma@email.uncc.edu
Robert F. Algozzine, Ph. D.
Professor and Program Creator
Department of Educational Leadership
University of North Carolina at Charlotte
rfalgozz@email.uncc.edu
Richard Hartshorne, Ph. D.
Assistant Professor, Instructional Systems Technology
Department of Educational Leadership
University of North Carolina at Charlotte
rhartsho@email.uncc.edu
Appendix
A
School
Webpage Checklist
School Name:
_______________________ Level: ________________
URL:____________________________________________________
Design
Issues
The website has a name.
The text fits on the screen (very little vertical scrolling).
No horizontal scrolling.
The homepage is attractive, has strong eye appeal.
All pages use adequate margins and white space.
A title appears on all pages.
The site appearance is consistent throughout.
The site is not cluttered.
There is navigation back to the site home page on all pages.
Each page provides some context for a visitor arriving from outside
the site.
Each page has one focal point
Pages use an easy to read font, preferably a sans serif font (e.g.,
Verdana,
Arial, Helvetica).
There are no more than two fonts in the site.
The text is large enough for mature readers
All underlined text is hot-linked. (Book titles may be all capitals
or italicized.)
Large blocks of text are not center-justified.
There is a reasonable balance between head and navigation elements and
page content.
Any buttons clearly indicate "This is a link."
There is consistency with the overall color
There is consistency with the button color
There is consistency with the position of navigation bar
There is consistency with the font on buttons
There is consistency with the text on buttons
There is consistency with the contrast
Buttons and/or bread crumbs lead the user back to the home page.
Internal and external links are working properly (no dead ends, no incorrect
links, etc.)
Background color and design are not intrusive.
Use subtle textures for background.
Text and link colors are distinct from one another.
The pages use color consistently.
Graphics relate to the site theme.
ALT labels are included with all graphics, including any navigational
buttons.
Graphics links have a matching text link unless the graphic link is
obvious.
Graphics are optimized for minimum download time consistent with quality.
Structure
Issues
The page is easy/quick to
load (no heavy graphics).
The homepage downloads efficiently.
User is able to move around within the site with ease.
Information is easy to find (no more than three clicks, for example).
Lists of links are well organized and easy to use.
There is a site specifically for parents.
There is a general site for faculty/staff and visitors.
There is a site specifically for students.
Content
Elements
The name of the website
designer (author) or other contact person is
included.
There is a stated purpose/objective of the Website. (This purpose could
be
inferred from the title and navigation; it could be a link to "about
this site.")
There is an index, table of contents, or some other clear indicator
of the
contents of the site.
Site sponsor/provider is clearly identified.
A working link is provided to a contact person or address for further
information.
There is a footer with last update and an email link on every page.
A copyright notice is posted where applicable.
Links to other useful Web sites are provided.
School calendar is present.
Club/Extracurricular Activity information is present.
Student work is illustrated.
Content Elements: Parents site
School Administration information
is present.
Teacher contact information is present.
Teacher course/personal sites are available.
Conference/Advising/Guidance information is present.
Testing/Accountability (NCLB) information is available.
School district information is present (this could include a link to
the main
school district site).
School information (map, address, etc.) is present.
Content Elements: Student Site
Student/Child-centered link/resources
are available.
Teacher course sites are present.
General Site
Picture
of School
Inclement weather
Bobby-approved?
FAQ page?
Site is updated.
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