Formative Project
Student: William Powell
Teacher: Bonnie W
Promoting small business through social media is a method of
growing a customer base for free, or inexpensively. Smart phones and tablets have greatly
enhanced the business owners’ ability to reach his/her customer base instantly,
and to easily add new customers. There
are many approaches to promoting business, including developing a website, and
social media. Creating a website is not
difficult, and may be a venue to pursue.
In this unit students will study various types of social media, and how
these media types can be inter-joined to create a dynamic, free marketing
strategy. Product promotions, weekly
themes, surveys, instant text and pictures, and stellar customer service will
be the focus in developing a tool which supports a small business. Using a cell phone or tablet, once the
components are in place, will be covered to instantly update content, and
communicate with the customer base.
1.
Good typing and editing skills.
2.
Good knowledge of Microsoft Word features.
3.
Good knowledge of the internet.
4.
Foundational knowledge of small business
marketing.
5.
Good working knowledge of online Word
lessons at http://www.brlsts.com/Word%20Processor%20Lessons.html
6.
Good working knowledge of online Internet
lessons at http://www.brlsts.com/Internet%20Lessons.html
Unit: To be covered in a one-month period, with
two-hour block lessons.
Teacher Created Model
Sites:
Mock business web page including “Blog”: www.brlsts.weebly.com
Mock business Facebook page:
https://www.facebook.com/Mock-Snack-Bar-1802956409974636/
Twitter: https://twitter.com/wpo77
Flickr: https://www.flickr.com/photos/145489165@N06
Contents
Marketing Your Business with Social Media
Prerequisites for Unit of
Study
1.
Given instruction and Microsoft Word, the
student will create a marketing type poster for the business contact for
Facebook, Flicker, and Twitter, with 100% accuracy. ISTE
NET-S 6 “Technology Operations and Concepts,” 1 “Creativity and Innovation,”
and 2 “Communication and Collaboration.”
Blooms New Taxonomy “Apply Analyze Evaluate and Create”.
Sample Poster/Flyer (Appendix A)
The teacher will brain storm with the students initially
asking, "If you create a poster for your business, what kinds of
information will you put on your poster?"
Students should respond with ideas such as "email, Facebook,
website," and other ideas. The idea
of making the poster visually appealing will be covered, starting with the
teacher asking, "What can you put on your poster that makes it grab the
interest and attention of your customers?"
Student should respond with ideas such as "Big colorful lettering,
pictures, cartoon type items," and more.
Students will be told that they will be graded on their individual
poster for content, correct spelling, and visual appeal.
|
Word Task |
4 points |
3 points |
2 points |
1 point |
|
Correct Spelling |
No errors |
3 errors |
5 errors |
6 or more errors |
|
Facebook Reference |
Correctly formatted reference |
1 error on reference |
2 errors on reference |
3 or more errors |
|
Twitter Reference |
Accurate Twitter reference |
Generic Twitter reference to www.twitter.com
|
Generic word Twitter but no web link. |
Reference to, but no word “Twitter” on page. |
|
Flickr Reference |
Accurate Flickr reference |
Generic Flickr reference to www.flickr.com
|
Generic word Flickr but no web link. |
Reference to, but no word “Flickr” on page. |
|
Visually Appealing |
Use of visually attractive fonts and formatting, and well organized. |
Good use of fonts and formatting, but not well organized. |
Items appear crowed and disorganized. |
Plain text, standard font, no formatting. |
1.
Given instruction and www.facebook.com, the student will set up an
account and/or add a "business" page, with 100% accuracy. ISTE NET-S 6 and the lower levels of
Blooms Taxonomy Revised
2.
Given instruction and www.facebook.com, the student will setup a
"business page," design, with 100% accuracy. ISTE NET-S 6 and the
lower levels of Blooms Taxonomy Revised
3.
Given instruction and www.facebook.com logged in, the student will
add pictures, posts, and other items, with 100% accuracy. ISTE NET-S 6 and the lower levels of
Blooms Taxonomy Revised; ISTE NET-S 1, 2, 5 and up to Blooms New Taxonomy
“Creating”
Most students will already have personal Facebook pages;
therefore, they will have the option of adding a business page to their
Facebook account. Those students who do
not have a Facebook page with learn how to set up an account, and then to set
up a "business" page. Once the
"business page" is ready, students will read through the "How to
Make Facebook Word for Your Business" (https://www.score.org/resource/how-make-facebook-work-your-business). Students will be instructed to download the
"Guide" as a reference. One
main thread the teacher will stress is to keep the business page organized
Students
will be encouraged, in a group setting, to share ideas they have, based on
their current Facebook knowledge, and knowledge learned in the SCORE
article. The teacher will ask,
"What do you think the value of having an online web page is?" Students should answer with ideas such as
"It is a way to promote products, and highlight the business." The teacher will then ask, "What might
be the value of linking your website to your Facebook "business"
page. Students should replay with ideas
such as, "It connects the social media to the website, giving the customer
even more exposure to the business."
Sharing
content and engaging with customers will be stressed by the teacher. Students will be asked to share ideas they
may have for promoting their content, and getting customer feedback. Two definite things the teacher will be
looking for, and fill bring to the attention of the class if they do not think
of it are 1. Online Surveys, and 2. Posts and Comments. The teacher will bring in a product, have the
class taste it, and then say, "Sell it to me." Students should be creative in their
responses, giving the item words and phrases that make the customer want to buy
the item. Then, the class will be told
to use the ideas from what they just said, to write and post a description of
the item on their Facebook page.
Advertising
and creating an offer (I.e. 10% off all Coke products) will be covered. Students will be referred to their Word
poster. They will be asked, "How
can you use the ideas from your poster on your Facebook "business"
page?" Students should respond with
ideas concerning larger, colorful print, links/apps for Twitter (https://twitter.com/) and Flickr (https://www.flickr.com/), and how these items can be arranged to promote
customer use.
Measuring
product sales, especially a product that is new, is critical to business success. Learning from the customer what is liked, and
what is not liked, is the crux of good sales.
Students will be asked, "How can you measure customer product
likes, dislikes, favorites, and satisfaction using Facebook?" Students should respond with ideas such as,
"surveys, Thumb Up/Thumb Down," and others. Students will be asked how they think an
online survey for both products, and for the business in general would
work? They will be guided to the idea of
something like "Survey Monkey" (https://www.surveymonkey.com/).
Facebook
lessons will segway into a new lesson(s) for utilizing/creating a simple
business website. Students will receive
the following grading sheet to be clear on what is expected.
|
Facebook Task |
4 points |
3 points |
2 points |
1 point |
|
Creates a "Business" page on Facebook |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Organizes the "Business" page on Facebook |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Adds business name on Facebook "Business" page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Adds pictures, etc. on Facebook "Business" page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Correct spelling and writing on Facebook "Business" page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
1.
Given instruction and the www.weebly.com website, the student will sign
up for a free account, with 100% accuracy.
ISTE NET-S 6 and the lower levels of Blooms Taxonomy Revised
2.
Given instruction and the www.weekbly.com website, the student will
learn about themes (business, blog, etc.), and how to select and change themes,
with 100% accuracy. ISTE NET-S 6 and the lower levels of Blooms Taxonomy
Revised
3.
Given instruction and the www.weebly.com website, the student will
create a home page, and any subpages he/she wants, with 100% accuracy. ISTE NET-S 6 and the lower levels of
Blooms Taxonomy Revised ISTE NET-S 1, 2, 5 and up to Blooms New Taxonomy
“Creating”
4.
Given instruction and the www.weebly.com website, the student will link
the site to their Facebook page, with 100% accuracy. ISTE NET-S 6 and the lower levels of
Blooms Taxonomy Revised
Students will be asked the following question, "What
value might your own business website have for your business?" Students should talk about how websites such
as Target (www.target.com), and others use
their website to promote products, and to see products. Students will be introduced to the free
website builder www.weebly.com. Students will be guided through the following
sequence.
Electronic Student Handout
1.
Go on the internet to www.weebly.com
2.
Go to the "Sign Up" button and click
or hit Enter.
3.
Fill in the sign-up form and click or hit Enter
to submit.
4.
Pick a name for your website (it will end in www.____.weebly.com
5.
Select the "Theme" (https://www.weebly.com/themes) you
want for your website.
6.
Work with teacher and others in class to add
items such as "Text" and "Pictures."
7.
Remember to view your website, it is www.____.weebly.com and to edit your
website, login www.weebly.com
8.
Work with teacher to install Weebly app
on your smart phone/tablet, sign in, and edit your Weebly page.
During the first two-hour session, the teacher will talk the
students through setting up a Weebly account, and aid them in selecting a
theme. Students will be emailed the
above "Electronic Student Handout" to follow during this lesson.
During the next lesson/session, students will be asked,
"What kinds of items and formatting do you think will make your website
attractive to your customers?"
Students should answer that the page(s) should be consistently organized,
with titled text being larger and darker than descriptions. They should also state that pictures and
graphics need to be captivating to be easily understood. Some students might venture further and
mention catchy phrases and jingles for the business, or for some of the
products.
Over the next two lessons/session students will work with
the teacher and each other to develop a simple business website. Students will be told that it is always good
to have someone with good vision to double check items such as pictures and
text, and that they probably with want a person with sight to take any pictures
for them. One idea that will be
encouraged by the teacher is for students to make one page of their site like a
"blog" to promote weekly themes for their business.
Students will be asked, "If you have a blog page on
your website, how might you promote a theme of the week, or a
product?" Students should answer
that weekly themes might include a "50's Week; a Mexican Week, and
Chocolates Week, or a Healthy Foods Week."
Product(s) might be featured, including who to use one set of products
to create a special dish in the home.
Students will be told to take one idea from the discussion, make a rough
draft in Word, and then transpose the work onto a webpage.
Students will work with the teacher to install the Weebly
app on their smart phone/tablet, and then how to edit the site with their phone
(includes blogging).
At the final stage of the Weebly lesson, students will learn
to link to their website from Facebook, and how to add a Facebook link to their
website.
Teacher refers students to http://thesocialskinny.com/how-to-link-your-website-to-your-facebook-page-or-profile-for-insights/
for the following activity
1. Go to www.facebook.com/insights
2. Click on the ‘Insights for your website’ green button up the top right
of the page
3. Click on the ‘Link with’ drop-down menu (see pic below) and choose the
Page you would like to link your site with. Or alternatively, you can link it
with your own profile if you don’t have a Page for your website.
4. Take the meta tag that Facebook displays underneath this drop-down
menu and add it to your root webpage. I did this by editing the header.php file
of my website, and sticking this meta tag in before . If you don’t know how to
do this, you can probably google it or ask a web nerd you know to help you out.
It took me a matter of seconds, so I can assure you it can’t be hard.
5. Click ‘Get Insights’ and as long as you put the right meta tag into
the right place, you’re done!
|
Setup Website Task |
4 points |
3 points |
2 points |
1 point |
|
Create a Weebly account |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Sign into www.weebly.com |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Select and use a “Theme” |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Add content to page(s) |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Link Weebly site to Facebook |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
5.
Given instruction and the www.flickr.com website, the student will sign
up and login into their Flickr account, with 100% accuracy. ISTE NET-S 6 and
the lower levels of Blooms Taxonomy Revised
6.
Given instruction and a personal smart phone,
the student will install the Flickr app, with 100% accuracy. ISTE NET-S 6
and the lower levels of Blooms Taxonomy Revised
7.
Given instruction and the www.flickr.com website, the student will learn
to take and upload simple pictures to their Flickr account, with 100% accuracy. ISTE NET-S 6 and the lower levels of
Blooms Taxonomy Revised; ISTE NET-S 5 “Digital Citizenship”
1.
Given instruction and Facebook and Weebly pages,
the student will add the “Flickr” account to the Facebook and Weebly pages,
with 100% accuracy. ISTE NET-S 6 and the lower levels of Blooms Taxonomy
Revised
The teacher will ask, “What is one way to promote your
products/business with pictures?”
Students may mention posters, and in-store advertisement. The teacher will describe “Flickr” and its
dynamic use as a tool for taking and instantly posting pictures via a smart
phone. The teacher will walk the students
through signing up for a Flickr account, adding the Flickr app to their phone,
and signing into the Flickr account on their phone. Next, the teacher will walk the students
through taking a picture from within the Flickr app to have it instantly posted
to their Flickr account.
Students will go to their Facebook and Weebly pages and do
the following sequence to add the Flickr tab.
Electronic Student Handout (email to students)
1.
Go to www.flickr.com
2.
Create a new account.
3.
Move to the “Camera Roll” or “Photo Stream” area
(it will be blank before you take pictures)
4.
Move to the “Search” box on your Facebook page.
5.
Type “Flickr Tab” (without the quotes)
6.
Hit Enter or click the search (magnifying class
just to the right of where you typed)
7.
Under “Apps” find the Flickr item and click the
button “Use Now,” or you may be on a page that asks you to install the app.
8.
After the App/Tab is installed, move to it and
either click or hit Enter.
9.
Move to the “Settings” item and click or hit
Enter.
10.
Type your Flicker username and hit Enter.
11.
Check to see if only your pictures are displayed
(may need to get help if you are low or no vision).
12.
Login to your Weebly account.
13.
Go to “Edit Site” button.
14.
Pull across the “Social Icons” item.
15.
Edit icons, adding the URL for your Flickr
pictures page.
16.
Test the Flickr icon on your live site to be
sure it works (will probably need assistance if you are low or no vision).
17.
Have a peer test your Facebook and Weebly items
on their computer.
18.
Take pictures via the “Flickr” app from your
smart phone of food items.
19.
Check your online Flickr “Camera Roll,” or
“Photo Stream” to see if the pictures are there
20.
Check your Facebook “Twitter” item to see if the
pictures are showing.
The outcome of this lesson will be that each student can
take, or have help taking, pictures of food products and can access those
pictures on the online Flickr account.
Students will have added Flickr to their Facebook and Weebly pages.
|
Flickr Task |
4 points |
3 points |
2 points |
1 point |
|
Sign up for, and login to Flickr account |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Install Flickr App to smart phone |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Take pictures (or have help) with the Flickr App |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Check to see if pictures are online in Flickr account |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Link Flickr account to Facebook page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Link Flickr account to Weebly page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
1.
Given instruction and the www.twitter.com website, the student will
sign up and login into their Twitter account, with 100% accuracy. ISTE NET-S
6 and the lower levels of Blooms Taxonomy Revised
2.
Given instruction and a personal smart phone,
the student will install the Twitter app, with 100% accuracy. ISTE NET-S 6
and the lower levels of Blooms Taxonomy Revised
3.
Given instruction and the www.twitter.com website, the student will
learn to “tweet” on their Twitter account, with 100% accuracy. ISTE NET-S 2 “Communication and
Collaboration” Blooms New Taxonomy “Apply Create”.
4.
Given instruction and their Twitter account, the
student will connect their Twitter account to their Facebook and Weebly pages,
with 100% accuracy. ISTE NET-S 6 and
the lower levels of Blooms Taxonomy Revised
The teacher will ask the students, “What are ways you might
instantly inform your customers of a special, a new item, or even the “Theme of
the Week?” Students should offer ideas
such as “email, blogs, signs in the business, etc. The teacher will introduce the students to
“Twitter,” covering the idea that a simple “Tweet” can quickly spread the word
of a sale, discount, or even a new product.
The teacher will talk the students through the following.
Electronic Student Handout (emailed to students)
1.
Go to www.twitter.com
2.
Create a new account.
3.
Setup “no following”.
4.
Write/post your first tweet.
5.
Search for the “Twitter” app for your smart
phone.
6.
Install and sign in to the “Twitter” app.
7.
Read the “Tweet” you posted from your computer.
8.
“Tweet” from your phone.
9.
Check on your computer to determine if the
“Tweet” from your phone is displayed.
10.
Move to the “Search” box on your Facebook page.
11.
Type “Twitter Tab” (without the quotes)
12.
Hit Enter or click the search (magnifying class
just to the right of where you typed)
13.
Under “Apps” find the Twitter item and click the
button “Use Now,” or you may be on a page that asks you to install the app.
14.
After the App/Tab is installed, move to it and
either click or hit Enter.
15.
Move to the “Settings” item and click or hit
Enter.
16.
Type your Twitter username and hit Enter.
17.
Check to see if only your “Tweets” are
displayed.
18.
Login to your Weebly account.
19.
Go to “Edit Site” button.
20.
Pull across the “Social Icons” item.
21.
Edit icons, adding the URL for your Twitter page.
22.
Test the Twitter icon on your live site to be
sure it works
The outcome of this lesson will be that each student can
“tweet” and have their tweets post on their Twitter and Facebook accounts. Students will have added Twitter to their
Facebook and Weebly pages.
|
Twitter Task |
4 points |
3 points |
2 points |
1 point |
|
Sign up for, and login to Twitter account |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Install Twitter App to smart phone |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Write “Tweets” from your Twitter smart phone app |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Check to see if “Tweets” are online in Twitter account |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Link your Twitter account to your Facebook page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
|
Link Twitter account to Weebly page |
Independent |
Needs 3 or less prompts. |
Needs 4 prompts |
Needs 5 or more prompts |
Teacher will ask students how they might survey their
customers regarding product and customer service satisfaction. Some answers might be “a paper survey,” or
input from Facebook. The teacher will
discuss two possibilities: 1. The “Poll” app for Facebook (costs to unlock
the results), and 2. Survey Monkey (www.surveymonkey.com). Another method, if the students do not think
of it, is to use built-in Facebook “Like” buttons. Another Facebook idea is to post a picture
and description of a product, then read “Comments” from customers. The vendor monthly inventory is another good
indicator of which products are moving, and those that are not. Inherent in polls/surveys should be “Customer
Satisfaction” items. Polling/surveys
will need to be covered in a separate unit due to the scope and size of these
tasks—for this unit, simple polls/surveys inherent in the Facebook page are
acceptable.
1.
Given a smart phone/tablet and access to
multiple social networking sites, the students will take pictures, tweet, and
add blog(s) (including pictures) to their Weebly and Facebook (business) pages,
with 100% accuracy. ISTE NET-S 1, 2, 5, and 6; Blooms New Taxonomy “Analyze Evaluate
Create”.
2.
Given the website www.weebly.com,
the student will create a simple blog, with 100% accuracy. ISTE NET-S 1, 2, 5, and 6; Blooms New Taxonomy “Analyze Evaluate
Create”.
3.
Given the website www.facebook.com, the student will do a
final check (maybe with visual assistance) for organization and format, with
100% accuracy. ISTE NET-S 1, 2, 5, and
6; Blooms New Taxonomy “Analyze Evaluate Create”.
Cell phone and tablet methods for updating content and
communicating with customers. Students
have by this time become versed in using their phone for apps such as Facebook,
Twitter, and Flickr. The teacher will
state that it is now time to put their website (Weebly), Facebook, Twitter, and
Flicker together into a tool that is dynamic, and supportive of their proposed
business.
Students will do the following assigned tasks.
Electronic Student Handout (emailed to students)
1.
Contact a Business Enterprise Program Licensed
Manager asking for permission to visit his/her site, and to take pictures at
the site. Student will generate a photo
release form in case a picture is taken of a worker.
2.
Go to the vending site on your own.
3.
Take pictures (or get help if needed) with your
Flickr app on your smart phone.
4.
Tweet concerning specific products, and ideas
for specials.
5.
Use Weebly smart phone app to create or update
blog for site visit.
6.
Back check Facebook, Weebly, Twitter, and Flickr
on their computer to be sure all pictures and information from the visit (using
smart phone or tablet) is posted.
7.
Do a final check of your Facebook page, using
sighted assistance if needed, to be sure it is well organized, with consistent
visuals.
|
Cumulative Task |
10 points |
8 points |
4 points |
1 point |
|
Takes pictures with Flickr app |
Clear, thought out pictures. |
Clear, but not the focus of the intended picture. |
Fuzzy picture, but well thought out. |
Fuzzy picture, not thought out. |
|
Tweets with Twitter app |
Clear, concise “Tweets”.
Correctly spelled. Appropriate
language. |
Generic “Tweets.” Correctly spelled.
Appropriate language. |
Generic “Tweets”. Incorrect
spellings. Slang language. |
Hard to understand “Tweets”.
Incorrect spellings. Slang
language. |
|
Blogs with Weebly app |
Clear, concise blogs, with correct spelling, and language. |
Generic blogs with correct spelling, and language. |
Generic blogs with incorrect spellings, with slang language. |
Hard to understand blogs, incorrect spellings, slang language. |
|
Backchecks and shows teacher all posts on Weebly and Facebook |
Independent in back checking items. |
Needs 2 reminders regarding back checking. |
Needs 3 reminders regarding back checking. |
Needs 4 or more reminders regarding back checking. |
|
Facebook Page |
Clear. Organized page. |
Cluttered page. |
Pictures too large or small, cluttered. |
Non-relevant
pictures, various sizes, cluttered, unorganized appearance. |
During this class/course I have learned more methods to
employ social media into existing websites, for more dynamic and up to date
information. As I worked through each
Milestone I developed ideas that could benefit my students. My target group was the Business Enterprise
Program (BEP) Class Indiana regarding using a familiar medium to promote their
upcoming business. I have strived to
create a unit and an example (www.brlsts.weebly.com)
to motivate the students to harness and use (for free) tools which can
potentially enhance their business marketing strategy.
Students will refine
their understanding of social and ethical responsibility by using appropriate
language, obtain permission for using quoted statements, and use photo/film
release forms for their work(s). Students
will also review plagiarism and copyright laws pertaining to using any
branding, jingles, pictures, etc. on their website, and on their social media
tools.
I am very surprised that websites have apps which enable the
user to modify the actual content and settings of the site. I have used Moodle and Salesforce apps for a
long time, but only from the standpoint of adding records, and back checking
content. Currently, with Weebly, I can
do “on the fly” site changes.
One thing that struck me was the vast number of social
networking sites. Determining what is
the “best fit” is difficult. I elected
to use old standards such as Facebook, Weebly, Twitter and Flicker. In the upcoming future, I will explore other
like sites to determine if they offer a “better fit,” or if the traditional
sites will continue to serve my needs in the classroom. Another aspect of newer sites and apps that I
must explore is “accessibility.” If the
screen reader cannot read a site or app, it is useless to my students.
In the past few years I have done more teaching in the smart
phone/tablet areas. I need to greatly
magnify this part of my curriculum for all students. It appears that in a very short time the
phone/tablet will be the computer. To be
competitive in school, jobs, and independent in areas such as daily living and
travel, students can learn to use their phone/tablet as a tool to make them
more self-sufficient.
I will present this work to the FSSA (BEP) State of Indiana
staff for use with their practicing Licensed BEP Managers, and will also add
this in as a teaching unit in my classes.
My mock site links are:
Mock business web page including “Blog”: www.brlsts.weebly.com
Mock business Facebook page:
https://www.facebook.com/Mock-Snack-Bar-1802956409974636/
Twitter: https://twitter.com/wpo77
Flickr: https://www.flickr.com/photos/145489165@N06
|
Cold
Soft Drinks What We
Offer
·
Customer Satisfaction ·
Daily Specials ·
Over 400 different products ·
Hot Products ·
Cold Products ·
Microwave Products ·
Polls for New Products ·
Weekly Themes ·
Cash or Card Purchases ·
6 AM to 3 PM Mon through Fri |
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Powell, W. (2013, January 1). Simple Internet
Lessons. Retrieved from www.brlsts.com:
http://www.brlsts.com/Internet%20Lessons.html
Powell, W. (2013, January 1). Simple Word Lessons.
Retrieved from www.brlsts.com:
http://www.brlsts.com/Word%20Processor%20Lessons.html
Powell, W. (2016, December 9). Mock Snack Bar.
Retrieved from www.weebly.com: www.brlsts.weebly.com
Powell, W. (2016, December 11). Mock Snack Store.
Retrieved from Facebook:
https://www.facebook.com/Mock-Snack-Bar-1802956409974636/
Pring, C. (2011, October 8). How to link your
website to your Facebook Page or Profile for Insights. Retrieved from The
Social Skinny: http://thesocialskinny.com/how-to-link-your-website-to-your-facebook-page-or-profile-for-insights/
