Web Literacy and Advanced Search Strategies
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Web Literacy and Advanced Search Strategies






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Web Literacy and Advanced Search Strategies Web Literacy and Advanced Search Strategies Presentation Transcript

  • Teaching Global Studies with Technology Justin Reich Tom Daccord EdTechTeacher.org 4/23/10
  • Friday Afternoon Goals
    • Ask “Why Teach with Technology?”
    • Review Backwards Planning
    • Introduce Shneiderman’s Collect-Create-Relate-Donate Framework
    • Examine effective search strategies for social studies teachers
      • Open Research vs. Guided Inquiry
      • Search Directories vs. Search Engines
      • Advanced Google search
      • Assessing Credibility
  • Why Teach with Technology?
    • Whoever is doing most of the talking, or most of the typing, is doing most of the learning (and the more people listening the better)
    • The more ways we put ideas in our head, the more likely they are to stay there
    • Learners need to be both independent and effective collaborators- technology can scaffold both
  • Two Helpful Theories
    • For designing courses, unit plans and projects: Backwards Design
    • For designing technology-based lessons: Collect-Relate-Create-Donate
  • Backwards Planning See Wiggins and McTighe, Understanding by Design Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task? Design assessment tasks How will students demonstrate their developing mastery of those goals? Select learning goals What do you want students to learn by the end of the lesson or unit?
  • Collect-Relate-Create-Donate Students Should …
    • Collect the information needed for the performance of understanding
    • Relate to one-another in collaborative learning groups
    • Create meaningful, authentic performances of understanding
    • Donate their work to a broader audience
  • Collecting information: Open Research vs. Guided Inquiry
    • Students are free to search broadly across Web and library resources
    • Students are responsible for assessing credibility, bias, and effectiveness
    • PRO: Students develop needed media literacy skills
    • CON: Much more time-consuming, higher risk of failure
    • Students focus on interpreting selected documents and resources
    • Students are responsible for assessing bias and effectiveness
    • PRO: Focus on interpretation over search; less time-consuming; lower failure risk
    • CON: Well, it’s not research
  • Textbook and Lecture Selected Resource “Packets” Library Pathfinders Online Search Directories Teacher-Created Custom Search Engines Original Scholarly Research Scaffolded Research Projects Open Inquiry Guided Inquiry
  • Search Engines vs. Search Directories
    • Index the entire Web
    • Rank sources based on popularity (incoming links = votes; popular sites have more votes)
    • Provide no editorial filter
    • Google.com
    • Index selected sites
    • Rank or organize sources based on editorial opinion
    • Provide an editorial filter on content
    • Besthistorysites.net
  • Best of History Web Sites
  • Internet History Sourcebooks Project
  • Google Custom Search Video Tutorial
  • Advanced Google Searching Video Tutorial Part I Video Tutorial Part II
  • Key Words and Searching
  • Assessing Credibility
    • a. http://zapatopi.net/ treeoctopus/
    • b. http://newdeal.feri.org/
    • c. http://www.dhmo.org/
    • d. http://www.bigredhair.com/boilerplate
  • A few things to do to prepare for tomorrow :
    • Define your learning goals
    • Explore besthistorysites.net
    • Experiment with Advanced Google searching (create your own Google Custom Search Engine?)
    • Identify content that could be central to your learning project