Review of Related Literature About School Website
Significance of the study
Why do schools have district websites? The benefits include the following: linking schools in the district, developing communication in classes, grade levels, and cultures, encouraging parental involvement, presenting information to visitors about the school and acquisition of technology skills (Miller, Adsit & Miller, 2005). The digital divide holds with it a social justice goal to ensure that students regardless of socioeconomic status have equal access to new technologies both in the form of information and communication. The No Child Left Behind Act (2001), the Enhanced Education Through Technology program identifies among its purpose “to support local efforts using technology to promote parent and family involvement in education and communication among students, parents, teachers, principals, and administrators” (Education, 2001 p.2).
The importance of the Internet as an essential addition to the school landscape is becoming very evident (Hartshorne, Friedman, Algozzone & Isibor, 2006). The elementary process and, in the development of such; teachers need to find new and exciting ways for knowledge attainment. The use of technologies, such as the Internet, allows students to communicate globally, parents to become more involved and provides a place for supplemental curriculum material to be accessed by all persons associated with the educational process. The Internet is an attractive source of information for parents because of its round-the-clock availability, speed, and enormous range of information (Martland & Rothbaum, 2006, p. 839). A high school website can provide a comprehensive illustration of a school’s curriculum, and its development can be a collaborative effort, addressing the goals and needs of different elements within the school (Hartshorne, Friedman, Algozzone & Isibor,
Why do schools have district websites? The benefits include the following: linking schools in the district, developing communication in classes, grade levels, and cultures, encouraging parental involvement, presenting information to visitors about the school and acquisition of technology skills (Miller, Adsit & Miller, 2005). The digital divide holds with it a social justice goal to ensure that students regardless of socioeconomic status have equal access to new technologies both in the form of information and communication. The No Child Left Behind Act (2001), the Enhanced Education Through Technology program identifies among its purpose “to support local efforts using technology to promote parent and family involvement in education and communication among students, parents, teachers, principals, and administrators” (Education, 2001 p.2).
The importance of the Internet as an essential addition to the school landscape is becoming very evident (Hartshorne, Friedman, Algozzone & Isibor, 2006). The elementary process and, in the development of such; teachers need to find new and exciting ways for knowledge attainment. The use of technologies, such as the Internet, allows students to communicate globally, parents to become more involved and provides a place for supplemental curriculum material to be accessed by all persons associated with the educational process. The Internet is an attractive source of information for parents because of its round-the-clock availability, speed, and enormous range of information (Martland & Rothbaum, 2006, p. 839). A high school website can provide a comprehensive illustration of a school’s curriculum, and its development can be a collaborative effort, addressing the goals and needs of different elements within the school (Hartshorne, Friedman, Algozzone & Isibor,