Designing, Constructing, and Maintaining Web Sites for Teaching and Learning Environments 


3 Credit Hours
Spring 2018

Dr. Pastore
Bloomsburg University

 Class Web Site:

Course Description:
This course will introduce students to the design, construction, and maintenance processes of web site production for educational settings through the use of HTML and web editors.  Students will create web portfolios using their own personal domain name and web sites.  Students will learn web site design, navigation, site layout, and how to incorporate text, graphics, sound, and video into web pages.  After completing this course, students will be able to construct, maintain and update their own web site for educational purposes. This course is one of the courses offered through the Educational Technology Minor. You do not have to be enrolled in the minor to take this course!


Section: Room MCHS 1148
T/Th 12:30 to 1:45


Class Assignments and the Class Schedule:
Information about class assignments and the class schedule is updated weekly as the course progresses and is NOT included in this syllabus.  YOU ARE RESPONSIBLE for checking the class web page on a weekly basis to learn about future assignments and the class schedule.


Raymond S. Pastore, Ph.D.
MCHS 1109 or MCHS 1148 Lab (I am in one of these two areas during office hours)
My Office/Lab Office/Secondary Office: 570-389-4044/4236/4025
Note: I will not respond to email sent to any other address.


Office Hours:
Mondays Online
Tuesdays 1:45 to 3:45
Thursdays 1:45 to 3:45
And by appointment

Note: I will be in MCHS 1148 (Computer lab) during office hours.  You are welcome to stop in during office hours, but I have to give first preference to persons who make appointments.  I will be attending several conferences this semester, so you should try to make an appointment if you know that you need to meet with me before a specific date.  Email me at


None Required


Assignments and Grading:
You will be given advance notice of points for assignments and tests.  You will also be given points for class attendance and presentations (discussed below).  Points will be converted to percentages. 

Your final grade will be based on a PERCENTAGE system as follows:

A         94-100
A-        90-93
B+       88-89
B         85-87
B-        81-84
C+       79-80
C         75-78
C-        71-74
D         68-70
E          67 and below


Getting an "A"
An "A" indicates superior work. You will receive an "A" in this ONLY course if you meet ALL of the following conditions:


Excused and Unexcused Absences:
Please visit for definitions and policies of class attendance. An "excused" absence is one that will require documentation. Please note that this does not include notes from the student health center.  Missing class to observe in the schools is NOT an "excused absence."  All documentation of excused absences will be collected at the end of the semester.


Class Attendance:
Class attendance and participation are expected.  You will be NOT given points for class attendance HOWEVER, attendance may affect your grade as follows:

If you have unexcused absences for 2 classes in this course, you will NOT receive a grade higher than a "B" even if your points average to a higher grade.

If you have unexcused absences for 3 classes in this course, you will NOT receive a grade higher than a "C" even if your points average to a higher grade.

If you have unexcused absences for 4 or more classes in this course, you will NOT pass the course even if your points average to a higher grade.

The rationale for this is that we will be doing activities in class that cannot always be made up by assignments or tests. In addition, you do not deserve to get the same grade as students who make the effort to come to class.

If you come to class after roll was taken, it is your responsibility to inform me that you were present.  If you miss class, it is your responsibility to obtain class notes and assignments from me. An attendance roll sheet will be circulated during each class after the first week.  It is your responsibility to sign this sheet. You will not receive credit for class attendance unless your name is on your sheet.

Please note that I am not going to be unreasonable about you missing class if there is an emergency, travel problem or if you are participating in a University event but you need to contact me.

Also please note that you will sign a form below (this week) stating that you read and understood the syllabus. If you cannot accept these terms, then you should drop this class.


Class Presentations and Special Classes:
We do not do many class presentations because they take up too much class time, however, there may be one or two times during the semester when you will be asked to present the results of a project. There may also be one or two "special" classes such as a speaker or assistive technology lab. You will NOT be able to make-up presentations unless you have an excused absence. If you have an excused absence for a "special" class, you will be provided with an alternative assignment.

If you don't have excused absences for presentations or special classes that you missed in this course, you will not receive a grade higher than a "B" even if your points average to a higher grade.

If you are unable to do a presentation because you were having technical problems, you must notify me at least one week in advance so that we could have time to remediate your problems.  I cannot excuse you from doing a scheduled presentation because you had technical difficulties. When you walk into the lab on the day your presentation is due, it must be completely done. You will be given plenty of notice when presentations are due.


Points on Assignments:
Each assignment is worth a certain number of points, however, you will not receive ANY points for an incomplete assignment.  In addition, you will not receive ANY points if you do not obtain at least 70% of the allocated points for the assignment.  The rationale for this policy is that an assignment that is partially completed or that is below the expected average of performance is not useful to you or your future students.


Start of Class:
I do not start the class, YOU start the class.  Class officially begins when YOU walk into the lab.  You should login to your computer and begin to work on your assignments.  At the beginning of most classes, I usually circulate through the lab and see if there are any questions or if anyone needs help.  In classes where there is large group instruction, I will notify you when it is time to meet in the front of the lab.  Large group instruction may begin at any time from the beginning of the class toward the end of the class.


End of Class:
You are expected to remain in the lab until I dismiss the class or dismiss you.  If you completed your assignment and would like to leave, you should check with me and I will proof your assignment.


When Assignments are Due:
On the day that assignments are due, they must be complete before you walk into the lab.


Late Assignments:
Late assignment will lose 25% of the points. I do not accept late assignments beyond the next class when the assignment was due unless you had an excused absence as defined above or made arrangements with me to turn the assignment in late.  If you have an excused absence and the assignment is due, then it is due the next class.  On days when assignments are due, they are due when you walk into the lab.  You are not permitted to work on assignments in class on the day that assignments are due.
Also, please note that an email sent to me the day that the assignment is due is not considered contacting me BEFORE the assignment is due. You must notify me with adequate time to respond to your email or set up an appointment if you need help or do not understand the assignment. In the past, some students have come to class when an assignment was due and turned in the assignment at the end of class after they worked on it during class. Please note that this will be considered a late assignment unless you received permission from me to do this.


Emailing of Assignments:
Due to time constraints and potential technical problems, I do not accept any assignments through email.


Resubmitting of Work
Generally I will accept resubmitted work if the work was completely finished but needed some corrections. I will not accept resubmitted work if the work was incomplete when due.


Class Time for Completion of Assignments
Although there is no standard agreement as to the number of hours you should spend outside of class on each course, a common thought is that you should be prepared to spend between 2 and 3 hours of studying each week for EACH credit. Translated, that would mean between 6 and 9 hours of outside class time for a 3 credit course. Many students in this course believe that class time should be allocated for completing assignments IN CLASS! So you don't have any misinterpretation, please understand that the priority of class time is for instruction and guidance in completing the goals of this course. You will NOT have enough class time to complete all projects, therefore, you need to plan accordingly!


Quality of Your Work
As a future teacher, you will be expected to bring the latest research methodologies and technologies to your student teaching experience and ultimately, your first job experience.  You will not gain all of the technical knowledge that you need to know from this course; however, you will become aware of some of the high expectations of today's schools. Many of our Bloomsburg teachers are sought after as high quality teacher candidates and a significant portion of our teachers eventually become leaders in the schools.  You will be expected to put no less than 100% effort into the work of this course.  Consequently, I reserve the right to reject any work including units, web pages, and presentations that signifies minimal effort and does not reflect the high quality expected in our graduates. 


Feedback on Your Work:
I correct most of your work at the midterm and end of the semester because this is when most assignments are due.  In some instances, I may correct your work at other times during the semester.  I STRONGLY suggest that you get feedback from me BEFORE an assignment is due.  If you are wondering about your grade status or an evaluation of a particular assignment, then you should see me to schedule a time to meet. I also STRONGLY suggest that you meet with me once your projects are completed and before they are due. In this case, you will receive immediate feedback on your projects and will be able to make any corrections on your work.


Grade Status
If you want to know the status of your course grade or grades at ANY point in the course, please meet with me. Again, I encourage you to get feedback from me before you submit projects for final grading.


Academic Integrity:
On past occasions, students have copied materials from other students (i.e. web site resources) and have had other persons work on their projects outside of class.  In addition, students have used unauthorized aids during written tests.  Persons suspected of plagiarism will be asked to demonstrate the work through written and/or verbal assessment by the instructor.  Any student caught engaging in cheating or plagiarism will be subject to sanctions described in the Academic Integrity Policy found at that can include failure of the course.


University Students with Disabilities:
If you have an identified disability that may affect your performance in this class, you should schedule an appointment with me to present your disclosure form from the Office of Accommodative Services so that reasonable adjustments/provisions may be discussed to insure that you will have an equal opportunity to meet all the requirements of this course.

Our University provides reasonable accommodations to students who have documented disabilities. If you have a documented disability that requires academic accommodations and are not registered with the Accommodative Services Office, please contact the Office of Accommodative Services for Students with Disabilities at 570-389-4529 in the Warren Student Services Center, Room 043 as soon as possible to establish your eligibility.


Class Cancellations by the Instructor:
In the event that I may have to cancel a class due to an emergency, I will post a message on the class web site.   You may have an alternate assignment posted on the web if a scheduled class is canceled.


Web Classes:
During the course, you MAY have a number of "web classes" posted on the class web site.  This does not mean that class is canceled.  It means that class activities and assignments are posted on the web.  You should complete these assignments as they are posted.  Do not wait until the last minute.  Remember that web classes take the place of class meetings and are given in addition to homework assignments. GROUPS OF INDIVIDUALS WHO COMPLETE THESE WEB CLASSES TOGETHER ARE PLAGIARIZING.  The web classes are intended to give individualized instruction.  Please note that some of the web classes may be posted during class cancellations due to weather or other unexpected emergencies.


About the Use of Technology in Dr. Pastore's Educational Computing Course:
In order to avoid misconceptions about the role of technology in this course, you need to be aware of basic assumptions made by this instructor:


Back-up & Saving Files:
ND ALWAYS MAKE BACK-UP COPIES OF YOUR WORK ON A CLOUD OR ON A DIGITAL DEVICE! I cannot accept the excuse that you lost your files.  Please make back-ups.  Assume that you will lose files; therefore, you must have a back-up.


Proof of Work:
I reserve the right to ask you to provide any digital data that you created to complete assignments in this course.


1148 Lab Hours:
Check the web site after the first week of classes for this information.


This course is offered through the Department of Educational Studies and Secondary Education and as such is designed to meet the Pathwise criteria, which is part of the Educational Testing Service’s PRAXIS Series, and one or more of the ten Interstate New Teacher Assessment and Support Consortium (INTASC) Standards.

The PATHWISE FRAMEWORK is the conceptual framework for the Bloomsburg University School of Education.  The PATHWISE elements that are addressed in this course are as follows:

Domain A --- Organizing Content Knowledge for Student Learning
A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences
A2: Articulating clear learning goals for the lesson that are appropriate for the students
A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future
A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson
A5: Creating or selecting evaluation strategies that is appropriate for the students and that are aligned with the goals of the lesson

Domain B --- Creating an Environment for Students Learning
B1: Creating a climate that promotes fairness
B2: Establishing and maintaining rapport with students
B3: Communicating and challenging learning expectations to each student
B4: Establishing and maintaining consistent standards of classroom behavior
B5: Making the physical environment as safe and conducive to learning as possible

Domain C --- Teaching for Student Learning
C1: Making learning goals and instructional procedures clear to students
C2: Making content comprehensible to students
C3: Encouraging students to extend their thinking
C4: Monitoring students’ understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands
C5: Using instructional time effectively

Domain D --- Teacher Professionalism
D1: Reflecting on the extent to which the learning goals were met
D2: Demonstrating a sense of efficacy
D3: Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students
D4: Communicating with parents or guardians about student learning


The INTASC STANDARDS that are addressed in this course are as follows: 
Principle #1 The teacher understands the central concepts, tool of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2 The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4 The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, and performance skills.

Principle #5 The teacher uses an understanding of individual and group motivation and behavior to create a learning environment and encourages positive social interaction, active engagement in learning, and self- motivation.

Principle #6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom

Principle #7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Principle #9 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others  (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Course Objectives:
•   To create web pages utilizing the various features of web editors
•   To identify and apply the elements of effective web page design
•   To identify guidelines for the evaluation of web pages
•   To demonstrate competence in the design, planning, and implementation phases of a web site
•   To compare and contrast web editing tools
•   To use the advanced features of web editors
•   To formulate web page building projects in conjunction with web-related resources
•   To identify, select, and support student projects that motivate and engage students
•   To appraise and establish best practices for using a web site with students

Your responsibility...

         Decide whether you want to become the best teacher that you can possibly be...

         Come to class

         Do all assignments to the best of your ability

         Visit the web site on a weekly basis and read all assignments in detail

         Participate in class


My responsibility...

         INTRODUCE you to the process, knowledge, and skills necessary to use technology in the schools

         Provide you with the leadership and help to be successful in this course

         Stimulate your creative thinking about teaching and give you a positive vision of the teaching future




Come to classes. Do not come to the classes.
Do all of the assignments.
Submit assignments on time.
Be sure that assignments are fully completed.
Be sure that you follow the requirements for assignments.
Do some of the assignments.
Submit some assignments late.
Submit incomplete assignments.
Do not follow all of the requirements for assignments.
Visit and read the information on the class web site often. Do not visit or read the information on the class web site.
Develop and maintain a positive attitude about this class. Develop and maintain a negative attitude about this class.
Ask for help. Do not ask for help.


About Getting Help
I am a teacher, and my job is to help you succeed in this course.  I ALWAYS walk around during class and ask students if they need help.   If you need help, PLEASE ASK.    I promise that I will not degrade you, berate you, or make you think that you should have known the information. I cannot read your mind or always determine if you need help.   Please do not hesitate to ask.  If you need more help than I can give in class, you must be willing to make an appointment with me.  Please be patient during class if I am helping other students. 


Some Final Advice
This is ONE course. You will NOT learn everything there is to know about using technology in the schools.  You will be introduced to a number of technologies, but in order to really learn them, you must continue to use and apply technology after this course ends. 

Relax, have fun, and enjoy the course.  You should not worry about the work load or technologies in this course because you will progress through these areas one-step at a time.  Keep up with the work and come to class.  Remember that you are here to prepare for the future!  I will be happy to meet with you if you have apprehensions about succeeding in this course.

You will be given a copy of the form below to sign on the first day of class.  You will be asked to sign this form.   If you don’t understand this syllabus, please ask questions or meet with me before signing. 



Course Name:

Course Meeting Time(s) and Day(s):


Your Name (printed):

Name (signature):



Phone (Campus):



My expectations or what I would like to learn in this course:



Please check ONE of the areas below:

____ I have received a syllabus, read the syllabus, and understand the course requirements.


____ I would like to meet with you to discuss the syllabus.

Return to Class Web Site

Raymond S. Pastore, Ph.D.
Professor of Education
1148 McCormick Center
Bloomsburg University
Bloomsburg, PA 17815-1301