3 Website Programming & Design Languages: HTML, CSS & JavaScript

In these next series of lessons you will learn how to create your own web page.

Using basic elements that you will use to control both layout and style of a web page.

Also, you will be guided through steps on how to get your web page to support interactivity.

LEARNING OBJECTIVES

  1. Understanding the purpose of HTML, CSS & JavaScript
  2. Use HTLM to create a basic web page
  3. Use CSS to change text styles/layout
  4. Get to grips using bootstrap library (used for quick and easy coding)
  5. Use Javascript variables/functions for interactive content and respond in real-time to user input

HTML CODE – LEARNING OBJECTIVES

  1. Write different tags
  2. Use hyperlinks to make connections between pages & create HTML navbar
  3. Look at world’s first webpage World Wide Web
  4. Learn how to set up a dev environment
  5. Make structured documents, embed images, create lists

WEB PAGE INTRODUCTION

  • Client Side (laptop)
  • Sever Side (sever)
  • Web browser (is a client side as it accesses information)
  • Internet (connected network of machines worldwide)
  • Worldwide Web (information on internet)
  • Uniform Resource Locator URL (to search for information)

WEB PAGE PROCESSES

  • URL (sends request to sever) >> Sever (gets data and sends to client)
  • What you people see is a rendered page (pictures, text, headings, colours, ect.)
  • What programmers see is the source code (plain text formatting in web page)

TAKE A LOOK AT SOURCE CODE

  • Right Click >> Inspect Element
  • Tells browser how to display content on web page

OVERVIEW OF WEB PAGE

  • HTML (page structure)
  • CSS (page appearance)
  • JavaScript (page interactivity)

WEB PAGE.png

4 PLAIN TEXT EDITORS

In the next articles you will  learn how to set up the dev environment, and how to write HTML.


Featured image supplied free from Unsplash.

Copyright © 2016 Zoë-Marie Beesley

Creative Commons License Licensed under a Creative Commons Attribution 4.0 International License.

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