Updating a Hungarian Website About Maps for Children - Maps for the Future Children Education and Internet - page 191

within the homepage. This is a useful tool asked very often by the user children in
our meetings during the last years. Other, a most visual innovation was the graphic
and dynamic (real-time) presentation of the number of visitors to the website, using
an Earth globe and/or map designed and maintained across the www.revolvermaps.
com website.
The online-glossary created in 2000 was also changed, adapting it to the new
environment, but keeping the same content and assuring the fast access to the
information when the user moves with the mouse over an unknown concept. The
use of a glossary fills two aims:
• To explain concepts related to other sciences, concepts that children could not
learn between third and sixth grade of Elementary Schools (e.g. magnetite, used
in the explanations related to the compass)
• To explain concepts presented in other themes, avoiding the links between
different pages and themes, to keep the continuity of reading the actual page.
E.g. Equator, a concept mentioned in the first theme (“Map and Reality”), but
explained in more detail in the ninth theme (“Latitude and Longitude”).
15.4 Future Plans
15.4.1 Testing the Grade of Acceptation
Participants in the present project are interested to know the critics, suggestions,
etc. from pupils and teachers. The more directly way of contacting us is across the
website, sending their messages to our email addresses. We are also considering the
option of creating at least two Web based questionnaires, one for pupils and other
for teachers. These questionnaires will ask about the design (emphasizing this
aspect in the questionnaire for children) and content (emphasizing this aspect in
the questionnaire for teachers) of the website.
15.4.2 Versions in Other Languages
The Plone CSM includes a choice to make an automatic translation of the pages into
other supported languages. The translation can be made using LinguaPlone, a tool
that in March of 2009 supported more than 40 languages apart from English
(French, German, Spanish, Italian, Portuguese and others).
The main difficulty of translating the original Hungarian text into other language
is not the translation itself, but the correct interpretation of the text related to
cartographic concepts. Other difficulty can be that children from various countries
speaking the same language can use the same words with a different meaning or can
name the same object using different substantives that have different meanings in