Educational Paradigms: Learning and Leading in the 21st Century: 10 Google Th... Digital Learning Day is March 13th. Here are ten things to try. All compliments of Google. 3-Create and Use the built in Task Feature (Google’s To-Do List) With Google Cultural Institute you can find landmarks and world heritage sites, as well as digital exhibitions that tell stories behind the archives of cultural institutions across the globe. 8-Create playlists in You Tube for use in class. You Tube is owned by Google and you already have You Tube account. Google Classroom helps teachers create, assign, and collect student classwork and homework paperlessly. 10-Finally understand what Google+ is. Get better and learn more about any Google App using the Apps Learning Center I'm reading: 10 Google Things to Try for Digital Learning Day Tweet this!
How To Teach Kids How To Search The Internet is the New Reality: if you can't Google it it didn't happen, isn't true. Here are some of the essentials you have to know in order to navigate such a moldable reality. Google Doesn't Understand Questions When you type in something like "who won the war of 1914?" Google doesn't know what you mean. It doesn't understand that you are asking a question. Instead, it tries to find all pages on the Internet that have the words "who won the war of 1914" on them. Google Doesn't Know Best When you search something in Google they don't give the best pages or the most true ones. The results you see when you do a search are arranged by popularity: the more people like a website, the higher Google puts it in its list. google sorts by pages by how popular they are, not how good they areSometimes the most popular results are right, sometimes they're not. Sometimes the pages with the best information are not so popular. Advertisement On The Web 1. 2. Advertisers Know What You Do Online Re-search
Update: "Google Search Education" Google’s search engine is a powerful and impressive tool for locating information online. Unfortunately for many students, the simplicity of the default search interface can lead to some pretty poor search habits and results. As I wrote in a previous post about Google’s efforts to provide information literacy resources, “it’s often a challenge (in my experience) not only to get students to search using something other than Google; it’s also difficult to teach them how to use Google effectively.” In that previous post, I pointed readers to something Google was calling their “Search Education Evangelism” site, a resource designed to make it easier for instructors to teach information literacy. This week I received notice that Google has moved that resource to a new location, given it a different name, and updated the content. The new site is called “Google Search Education.” Each of the lesson plans is available in three levels: beginner, intermediate, and advanced. Return to Top
How To Create A Custom Search Engine For Your Students How To Create A Custom Google Search Engine For Your Students by TeachThought Staff While many teachers embrace the chaos of digital research, for others setting students loose on Google is a recipe for a research project chock-full of Wiki Answers and other less-than-ideal information sources. Because evaluating the credibility of information is an important part of any research project, giving your students proper tools to do the cognitive heavy lifting is critical. Luckily, Google gives you the option to customize students’ search experience to rope off certain sections of the internet, or to gently emphasize others. Below is an overview of the steps, from naming the search engine and choosing the sites you’d like students to select from, to customizing search features and sharing the link with students. How To Create A Custom Search Engine For Your Students 1. 2. 3. 4. Note that you may have to tweak the formula until you get the results you’re looking for. 5.
Evaluating Web Pages: Techniques to Apply & Questions to Ask 1. What can the URL tell you? Techniques for Web Evaluation : 1. 2. 2. 1. INSTRUCTIONS for Truncating back a URL: In the top Location Box, delete the end characters of the URL stopping just before each / (leave the slash). Continue this process, one slash (/) at a time, until you reach the first single / which is preceded by the domain name portion. 3. Check the date on all the pages on the site. 3. 1. What kinds of publications or sites are they? Are they real? 3. Expect a journal article, newspaper article, and some other publications that are recent to come from the original publisher IF the publication is available on the web. Look at the bottom of such articles for copyright information or permissions to reproduce. 4. 1. a. Type or paste the URL into alexa.com's search box. b. 1. The pages listed all contain one or more links to the page you are looking for. If you find no links, try a shorter portion of the URL, stopping after each /. 2. 5. 1. 2. WHY? More About Evaluating Web Sources
Instagrok: A (Re)Search Engine for Education Search/Research I remember going to the library as a kid to work on a research project for school. The first stop was typically the card catalog. From there, the stacks. Or I’d start with the Readers’ Guide to Periodicals and then check out the magazines and journals. (I realize those sorts of memories of analog searches for analog information in a physical library mark me as "an old person.") "Search" now is synonymous with Google. Education and Search/Research When I first heard about Instagrok, a new “educational search engine,” I admit, I wasn’t that thrilled with the idea. But even so, I just wasn’t sure why education needed a separate search engine. But I spoke with Instagrok’s founder Kirill Kireyev today, and in doing so realized that calling the startup a “search engine” isn’t quite the right way to frame his project. Exploring and Learning through Web Search Take for example the information that’s returned when you search for “evolution” in Google and in Instagrok:
Making the Most of Google Docs: Tips & Lesson Ideas Since attending the Google Teacher Academy in April, I have been trying to learn as much as possible about each Google application. The result? I am realizing how little I actually knew about these tools and how tragically I was underutilizing them! So, in this blog want to share some information on basic functionality as well as fun ideas for using Google Docs (now Google Drive for some of us) with students. Back to Basics Let’s start with a definition, Google Docs “is a suite of products that lets you create different kinds of online documents, work on them in real time with other people, and store your documents and your other files — all online, and all for free.” Types of Docs: Documents Documents are a free online word processor. Click here to check out “Google Docs in the Classroom” a resource created by CUE and WestEd for Google. Forms “Collect RSVPs, run a survey, or quickly create a team roster with a simple online form. Use forms to: – Collect student data & get to know them better
Web Literacy: 21 Slides to 21st Century Learners by Naomi Bates on Prezi The end of ‘just Google it’: Why students need to be digitally literate Just because young people are functionally very capable, doesn’t mean they always have the criticality to appraise the wealth of information available. English teacher Jennifer Wilson discusses how critical thinking and digital literacy need to go hand-in-hand. Most students in school today are digital natives. They’ve grown up with smartphones and tablets, interacting with the world in a very different way than we did 15 years ago. Thanks to the wonders of the internet, we're just a click away from information about any topic imaginable. With that in mind, it’s worth considering how schools can prepare students to respond to the wealth of information available, to them and how they can use technology for personal and social benefits. "Delivering a lesson on iPads in front of students who were vastly more comfortable with this technology was daunting." Digital literacy is about more than the practically competent use of devices. Why do students need to be digitally literate? 1. 2.
Evaluating Information - How to Evaluate Information - Library Home / LibGuides at Gwinnett Tech Library Many websites contain reliable information, but anyone can publish a website, so be especially cautious and critical when using Internet information. Is there a copyright date? When was the site last updated? Who is authoring the information? Is it clear who sponsors the site and what the sponsor’s purpose is? Does the information appear to be accurate (spelling, format, etc.)? What goals do the pages meet? Is the Web site still under construction? Is the site relevant to my topic? Thanks to Anne Arunduel Community College for this checklist.
Twitter for Teachers: A Quick Start Guide Technology is a growing part of the classroom, with tablets and smart TVs quickly integrating themselves into the curriculum. But fast-paced change – and the fact that students are often miles ahead of both teachers and parents when it comes to the latest apps and social networks – can intimidate even the most tech-savvy teacher. Here’s a quick-start guide for teachers who are looking to incorporate Twitter into their classroom as a learning tool, without getting lost in the millions of tweets sent every day. There are a variety of ways that teachers can use Twitter to augment their student’s time in the classroom, a number of which we outline below. To broadcast On the simpler end of the spectrum, Twitter can be used as a secondary, online bulletin board. You could also use Twitter to broadcast links to additional reading that expands on the course content, or your own thoughts and opinions to help students understand complex topics. To learn To discuss Resources for teachers
Evaluating Information Found on the World Wide Web Topics Activities Reasons to Evaluate We use the information we've found on the Internet or Web for a variety of purposes. Sometimes we use it for entertainment, recreation, or casual conversation. In some situations, we don't have to do that work on our own. Here are some of those virtual libraries: Thinking critically about information and its sources means being able to separate facts from opinions. Goal When we access or retrieve something on the World Wide Web we need to be able to decide whether the information is useful, reliable, or appropriate for our purposes. Guidelines Who is the author or institution? If the author is a person, does the resource give biographical information about him or her, including any of the following: educational and other credentials, position, institutional affiliation, and street address? If the page is part of a larger institution's Web site, does the institution appear to filter the information that appears at its site? Who is the audience? Overview