EDCO session 1 searching

Technology in an Elementary Classroom Erin Sees Spring 2011

Wednesday, February 9, 2011

Who am I? Erin Sees • Watertown Public Schools • I am technology teacher. I have also taught first through fifth grade.

• esees129@gmail.com • www.erinsees.com

Wednesday, February 9, 2011

When I Become a Teacher http://www.youtube.com/watch?v=590PNSh6g_4

Wednesday, February 9, 2011

Best Hopes / Worst Fears Scenario: Imagine a situation in which every teacher, staff member and administrator has access to technology (phone, email, Internet, presentation software, video, database tools, digital cameras, etc.) on a daily basis as an integrated tool for teaching, learning and productivity.

How would this impact your classroom environment?

About this activity: Research shows that it is essential to provide adults with an opportunity to express their fears and hopes. While doing this exercise, it is possible to link the set of fears to the set of hopes. For example, a common fear is the loss of social skills and a common hope is the opportunity for increased communication. It is essential to validate people’s fears. Once the list of fears and hopes is generated, it can be used as a reference to make sure that the fears are minimized and the hopes are maximized. A. November, Jan. 2000

Wednesday, February 9, 2011

Discussion Why did you become a teacher?

What has changed since you became a teacher?

What do you like/dislike about technology in the teaching profession?

What do you want to get out of this class?

Wednesday, February 9, 2011

Learning to Change Changing to Learn

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Integrating Technology

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Wednesday, February 9, 2011

Tips for Technology Technology is aways the last thing I do!

Planning and writing is always first!

Let the kids explore the technology!

Wednesday, February 9, 2011

History

Wednesday, February 9, 2011

History Approximately 3,000 years ago, paper was invented.

Wednesday, February 9, 2011

History Approximately 3,000 years ago, paper was invented.

In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.

Wednesday, February 9, 2011

History Approximately 3,000 years ago, paper was invented.

In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.

In the 1560s, the pencil was invented.

Wednesday, February 9, 2011

History Approximately 3,000 years ago, paper was invented.

In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.

In the 1560s, the pencil was invented.

Over the past 30 years, we have experienced and accelerated rate of change Wednesday, February 9, 2011

History Cont.

Wednesday, February 9, 2011

History Cont.

In the early 1990, we began using the Word Wide Web to consume information.

Wednesday, February 9, 2011

History Cont.

In the early 1990, we began using the Word Wide Web to consume information.

A powerful resource, but information moved in one direction, from publishers to consumers.

Wednesday, February 9, 2011

History Cont.

In the early 1990, we began using the Word Wide Web to consume information.

A powerful resource, but information moved in one direction, from publishers to consumers.

This is known as the One-Way Web or Web 1.0.

Wednesday, February 9, 2011

Now

Wednesday, February 9, 2011

Now Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.

Wednesday, February 9, 2011

Now Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.

Anyone can publish, share, and change information.

Wednesday, February 9, 2011

Now Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.

Anyone can publish, share, and change information.

This is knows as the Two-Way Web or Web 2.0.

Wednesday, February 9, 2011

Who am I? 2008 SpeakUp Results Access to mobile devices: MP3 player (44%) Game Player (53%) Laptop (44%) Uses Internet for schoolwork research (51%) and takes tests online (35%)

Wednesday, February 9, 2011

Participates in virtual reality environments (39%)

Wishes for their ultimate school Digital media tools (31%) High tech science tools (39%) Online tools for organization (35%)

How would that group respond to these questions?

Tech Skills?

What is my role?

Advanced Tech User

Kindergarten student

Average Tech User

Student Grade 3

Beginner tech User

Student Grade 7

Am I am girl or a boy?

Student Grade 10 Teacher Principal

Wednesday, February 9, 2011

Meet A 3rd Grade Girl

Wednesday, February 9, 2011

Shift Happens

Wednesday, February 9, 2011

“Searching” The first technology you

Wednesday, February 9, 2011

Most Students...

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Most Students...

Never look past the first few results

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Most Students...

Never look past the first few results Use the same search engine (Google?)

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Most Students...

Never look past the first few results Use the same search engine (Google?)

Have no idea how results are ranked

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Most Students...

Never look past the first few results Use the same search engine (Google?)

Have no idea how results are ranked Are easily manipulated by results

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Effective Search Practices

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Effective Search Practices Develop a search plan

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Effective Search Practices Develop a search plan Teach students to use advanced search techniques

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Effective Search Practices Develop a search plan Teach students to use advanced search techniques Teach students to use more advanced and more specialized search engines Source: http://novemberlearning.com

Wednesday, February 9, 2011

Wednesday, February 9, 2011

Wednesday, February 9, 2011

Develop a Search Plan

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider:

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question? • Is it a fact-finding mission?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Step 3 - Select the right search tools.

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Step 3 - Select the right search tools.

Make key decisions about the best places to find information. Will the information most likely be found in...

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Step 3 - Select the right search tools.

Make key decisions about the best places to find information. Will the information most likely be found in...

• A subject-specific database?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Step 3 - Select the right search tools.

Make key decisions about the best places to find information. Will the information most likely be found in...

• A subject-specific database?

• A historic primary document?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Develop a Search Plan Step 1 - Define the research problem.

Have students think critically about the research problem and break it down. Questions to consider: • Is it a relatively simple question?

• Is it a fact-finding mission?

• Is the research question complex with a series of questions or relationships I need to explore?

Step 2 - Know what sort of information you are trying to find.

Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider: • Am I looking for text, video or pictures?

• Do I need biographical information?

• Is the information I need historic or current in content?

• Should I be asking an expert in the field?

Step 3 - Select the right search tools.

Make key decisions about the best places to find information. Will the information most likely be found in...

• A subject-specific database?

• A historic primary document?

• A regular search engine?

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Use Advanced Search Techniques Keywords: What keywords MUST be included in the search? What keywords MIGHT be included in the search? What keywords SHOULD NOT be included in the search?

Creating Query Strings: The plus (+) sign The minus (-) sign Using quotation marks AND, OR, NOT Searching with Extensions: Scenario: You are researching birth rates in Ethiopia. Suggestion: AltaVista Search: host:et + "birth rate" + .gov Source: http://novemberlearning.com

Wednesday, February 9, 2011

Improve Your Searching “ “ = exact phrase = exclude words ~ = similar words or = multiple words …. = numerical ranges define = defines a word or phrase site = searchers only particular sites link = searches for web pages that are linked 1+1 = basic calculator functions cm in foot = concerts units of measure

Wednesday, February 9, 2011

Different Kinds of Searching Alerts Blog Search Book Search Checkout Google Chrome Custom Search Desktop Earth Finance GOOG-411 Google Health iGoogle

Wednesday, February 9, 2011

Images Maps News Archive Search Patent Search Product Search Scholar Special Searches Toolbar Video Web Search Web Search Features

Recommend Search Engines Ask.com – http://www.ask.com • Results ranked by topic experts.

• Suggestions on ways to narrow and expand searches.

• For younger students, Ask.com offers a child friendly version.

This version can be found at http://www.askforkids.com

Answers.com – http://www.answers.com • All of the results within Answers.com are obtained from reference materials.

• As search queries are entered, a drop-down list helps students narrow their inquiries.

• At the bottom of each page, in an area labeled Copyrights, researchers can construct a list of citations for resources obtained from Answers.com.

Noodletools – http://www.noodletools.com • The NoodleTools search page is like a search engine for search engines. The site helps students design search strategies based around the analysis of a topic.

• Students are given suggested search sites to use based on the type of information they are looking for.

• The NoodleTools page also offers a citation maker that can be used by students of all ages.

• NoodleQuest – http://www.noodletools.com/noodlequest

Source: http://novemberlearning.com

Wednesday, February 9, 2011

Sweet Search

A New Search Engine for Students

Wednesday, February 9, 2011

Custom Search Engine Creator

Wednesday, February 9, 2011

Google Book Search

Google Book Search is an index of book content that makes it easy for students and teachers to find books related to course content. It makes the full text of millions of books (including out of print and public domain books) instantly searchable. It’s possible view pages of most books - and the search terms appear highlighted for easy research.Â

Wednesday, February 9, 2011

The key is to use a variety of search engines and look past the first page of results. ~Alan November

Wednesday, February 9, 2011

Google Squared

Wednesday, February 9, 2011

Google Timeline http://newstimeline.googlelabs.com/

Wednesday, February 9, 2011

Google Wonder Wheel

Where is this located?

•Search for something •Click Options • Find the “Wonder Wheel” on the Left column

Wednesday, February 9, 2011

Google Scholar Search

Wednesday, February 9, 2011

Scavenger Hunt http://www.tammyworcester.com/Tips/ ScavengerHunt.html

This is a fun site for the beginning of school

Wednesday, February 9, 2011

Diigo Social Bookmarking Has taken over Del.icio.us Students and teachers can use this facility to bookmark sites they visit and store them online.

Bookmarks can be shared Has a site especially for education

Wednesday, February 9, 2011

Doodle www.doodle.com create an online poll this is similar to google forms but for different kids of surveys you can create polls that allows respondents 9who do not need an account) to indicate their availability. Useful for meetings.

Wednesday, February 9, 2011

Yo Link http://www.yolink.com/ allows you to search within a search excellent for research and projects Intergration with GoogleDocs allos you to save your results right away

Wednesday, February 9, 2011