The Chapter "On the Ethics of Constructing a Face in Cyberspace: Images of a University" (Hyde and Mitra, 2000) describes a case study conducted on Wake Forest University's website to analyze "face" in cyberspace. The authors emphasized that a web page is like constructing a "face" of a person or organization. They also said that eye contact in face-to-face interaction creates a feeling of trust between two people that is missing from computer communication. A person's character or "face" is an effective means of persuading others and doing so in cyberspace is a difficult challenge. A school website usually intends to persuade others of the effectiveness and efficiency of that institution.

Wake Forest University, at the time of the study, used the image of Wait Chapel throughout the website. Hyde and Mitra (2000) considered the Wait Chapel to be a well-recognized spiritual icon that, when used on the main page, played a huge role in establishing the university's face in cyberspace. They criticized the university for not clarifying their religious heritage up front especially since the picture of Wait Chapel was displayed many times throughout the site. One positive note mentioned by Hyde and Mitra (2000) was that a more democratic process of constructing face was evident through following the many links on the site that lead to different departments.

If you view the current Wake Forest University site (http://www.wfu.edu/) you will see that it no longer displays just the image of Wait Chapel on the main page. It uses a number of images of the university that change each time you access the main page. The current Wake Forest site cannot be accused this time of constructing face by using only one image since they now seem to be using a more democratic approach by showing many more aspects of the university.

Another point that Hyde and Mitra (2000) raise is that it may be unethical to promote the positive aspects of an institution on cyberspace and hide real truths. They say that the Wake Forest site shows the university's best features and its "virtual reality" is probably not reality at all. This happens quite often when universities compete to increase enrollment and thus increase profits. Our school system is not quite as competitive as universities since students attend according to the zone in which they reside. Although some parents may consider a school's web page when moving into a new area, schools in our district are generally not trying to sell themselves for this purpose. However, the school still has an ethical responsibility to provide accurate and truthful information. The language on the website should be persuasive enough to promote the educational value and the true character of the school. Most importantly the main page should give a good first impression ("face") and the overall site should show the professionalism of the staff, the quality of the institution, and the strengths and talents of the students.

3D virtual reality is pretty state of the art but I'm not sure if it would create the best "face" for a school's website.

I agree with the Kiss principle: keep it short and simple. I think the most engaging technology would be web authoring software that is easy to use and easy to update.

A digital camera would also be required.

The school's website should be frequently updated with recent and accurate information. All links should work and each page should have a link back to the main page. The staff profiles and courses offered should be accurate. The site should be continuously reviewed and proofread by staff, committee members, and principal.

The site should be truly representative of the school. It should clearly describe the location of the school and give as much information as possible that would be needed by those from other countries. The school should look at the needs of their viewing audience and consider what a potential student or parent would be looking for on the website.

Since those from other countries are probably unable to visit in person, the site should include a variety of pictures and descriptions that are as close to reality as possible. The school could acknowledge itself as being open to others in the world by showing pictures of school trips or exchange students from different countries. Pictures and projects completed by past students from other countries could also be displayed. The school could also consider having a choice of languages for the text of the site and acknowledge an acceptance of diversity and different religious backgrounds. It is also helpful if materials for a course are accessible online and distance course should be asynchronous to accommodate those in different time zones.

The website should site the sources of any pictures, graphics, or work done by others.

Work of minors should be checked for accuracy and content. The possibility of plagiarism or violation of copyright should be considered. Teachers should also obtain permission from the student and parent(s) before placing any student work on the web.

The guidelines of the Avalon East School District (2002) outlined in an Acceptable Use Policy state that:

- The district recommends that student pictures and biographies not be used.

- When pictures are used permission must be obtained in writing from the parents.

The guidelines on the following site explain how to make web content accessible to people with disabilities:

Web Content Accessibility Guidelines 1.0 (WC3, 1999)

http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/wai-pageauth.html

Databases of lesson plans and units for teachers could be included on a website and should be password protected just for teachers. Databases could also include school projects, newspapers, and the principal's school reports. A software application for parents to book interviews online would also be helpful.

The site should not be too high tech since many families may not have the latest capabilities on their computer (e.g. sound, video).

The following are excellent guidelines from The ConneCT Kids Committee (2003):

http://www.kids.state.ct.us/guidelines.htm

"Guidelines for Designing Successful School Websites

a. Limit graphics and use the most compact formats.

b. Use easy to read, standard fonts and page layouts

c. Eliminate backgrounds or use only low-resolution backgrounds

d. Avoid the use of hard to read text colors such as yellow.

e. Avoid using hard to read text color combinations such as red on black.

f. Eliminate distracting or annoying effects such as flying text or moving objects.

g. Avoid slanted or special effect text. Especially avoid scripts or ornamented fonts.

h. Keep important information in text, not graphics.

i. Use a logical pattern for the grouping of information.

j. Display critical contact information prominently and clearly.

k. Keep it simple.

www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/full-checklist.html "

References

Avalon East School District. (2002). Policy #1001 Computer network and Internet access acceptable use policy. Retrieved on March 12, 2004, from http://www.aesb.k12.nf.ca/policies/Policy%201001%20%20 computer20Network%20and%20Acceptable%20Use%20Policy.pdf

Hyde, Michael J., Mitra, Ananda. (2000). On the Ethics of Constructing a Face in Cyberspace: Images of a University. In V. Berdayes & J. Murphy, Computers, human interactions, and organizations: critical issues. Westport, Connecticut: Praeger Publishers.

The ConneCT Kids Committee. (2003). Guidelines for designing successful school websites. Retrieved on March 12, 2004, from http://www.kids.state.ct.us/guidelines.htm

WC3. (1999). Web content accessibility guidelines 1.0. Retrieved on March 12, 2004, from http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/wai-pageauth.html