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1. Searching More Powerful February 13, 2009 Mary An Scarbrough Ralph Landolfi http://nccvtsearchpd09.wikispaces.com/

2. Reviewing and Sharing Homework Using the Internet in the Classroom Search Engine Basics

3. Homework

4. Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning: • Powerful Searching Techniques – Implement and shareany lesson that you developed for your students that makes use of Internet searching strategies. This could include Advanced Google searching, Deep Internet searches, Web Quests, or any non-traditional and interesting techniques not covered by Dr. McKenzie.

5. Power Searching with Digital Logic

6. Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning: • Slam Dunk Lesson - Look for a "chunk" of digital content that fits comfortably into the lesson flow of a particular unit of study. This could be a video clip, a website, a podcast, a blog, a database, a piece of art, etc. Pose questions to students or have them create questions will require them to interpret, infer, analyze, evaluate, or synthesize. • The goal of these No-Time Slam Dunk lessons is to engage students in challenges that they will find intriguing and worthy of their time while empowering teachers to launch learning activities that match curriculum standards and produce the kinds of results we all hope to see in our classrooms.

8. Homework: Implement any ONE of the following strategies and report out briefly on its success or failure in your instructional area and its impact on student learning: • Authentic Learning Experience • Students go into a business and diagnose a real need or problem that exists. Students then plan on how to address the problem. • Students are given a hypothetical real-world problem to solve. A teacher could create a series of workplace-based scenarios that would be based on the teacher's research instead of requiring the time-consuming student field research. • By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand.

10. Using Internet in the Classroom Integrating Technology in the Classroom Tech Tools in the Classroom

11. Alternatives to the Research Paper

12. Research Log - Assignment • Keep a record of library research: methodology, sources consulted, search strategies, keywords or headings searched, noting both successes and failures. Teachers can provide forms, so students understand how to structure their approach.

13. Research Log - Purpose • Provides a good introduction to how information is organized in libraries. • Encourages students to think about the choices they must make as researchers. • Focuses on the importance of terminology.

14. Annotated Bibliography - Assignment • Find a specified number of sources on a topic and write descriptive or evaluative annotations. Consider including a comment on why the item was chosen or how it contributes to the knowledge base.

15. Annotated Bibliography - Purpose • Sharpens the skills of literature searching, choosing appropriate sources, and mastering a bibliographic style.

16. Internet Search - Assignment • Provide a precise statement of the search topic and an outline of the search logic. Run the search on two different search engines. Compare the results from the two searches - was one better than the other and why.

17. Internet Search - Purpose • Teaches the mechanics of searching and teaches students that Internet access is not just one thing. Rather each search engine is different both in what part of the Internet it searches and in how you present your search strategy.

18. Poster Session - Assignment • Research a topic and present it as a poster that other students will use to learn about the topic. Students should create a bibliography of sources used.

19. Poster Session - Purpose • Gives the opportunity to conduct a search and forces the students to express the important points succinctly.

20. Identifying Major Journals - Assignment • How many journals are published in a given field? Identify journals "basic" to the discipline or career area. Compare and contrast them. Analyze their content, tone, audience and impact. • Compare and contrast a scholarly journal, a professional/trade journal, and a popular magazine in your area of interest. How do they differ?

21. Identifying Major Journals - Purpose • Emphasizes the importance of journal literature. Makes the point that journals differ in approach and perspective. • Emphasizes the value and use of different types of journals.

22. Write a Book/Film Review - Assignment • Review a book/film (either of the students' choice or one assigned to them). Discuss the author's, credentials. Compare the book/film to similar works in the field. A film can also be compared to its source - book, play, etc.

23. Write a Book/Film Review - Purpose • To place a book/film in its intellectual context.

24. Examine Coverage of a Controversial Issue - Assignment • Examine the treatment of a controversial issue in several sources [newspaper editorial, scholarly journal, journals from different disciplines, etc.].

25. Examine Coverage of a Controversial Issue - Purpose • Emphasizes that there are multiple perspectives on any issue.

26. Evaluate Web Sites - Assignment • Visit two, or more, Web sites [the sites could be assigned to them or they have to find the] and evaluate the contents. Who is the site intended for, how well does it do its job, what can you tell about the owner of the site?

27. Evaluate Web Sites - Purpose • Evaluation of sources, print or electronic, is an important critical skill to develop.

28. Create a Web Page - Assignment • In teams of 3-4, research a topic and convert information into a web page aimed to teach classmates about a topic. Add links to other related sites and find or create appropriate graphics. Read and evaluate Web pages published by peers according to evaluation criteria.

29. Create a Web Page - Purpose • Builds teamwork, finding, locating and evaluating information, evaluating websites; using technology; participating in a peer-review process.

30. Using Internet in the Classroom What Can the Internet Do in My Classroom? Welcoming the Internet Into Your Classroom The Learning Page The Global School House

31. Using Internet in the Classroom The Globe Program Journey North The Library of Congress The National Oceanographic and Atmospheric Administration (NOAA)

32. Using Internet in the Classroom Strategies for Using the Internet in the Classroom Teachers.net Technology Integration Made Easy Welcoming the Internet into Your Classroom

33. Search Engine Basics

34. Search Engine Basics Blue Web'N Best Search Engine for Your Educational Need Edsitement Educational Resources Hotlist

35. Search Engine Basics How Search Engines Work Internet for Classrooms Kathy Schrock’s Guide for Educators Noodlequest: Search Strategy Wizard

36. Search Engine Basics Search the Internet Searching the Internet: Search Engines and Subject Indexes Searching With Savvy: The Best Search Engines for Teachers and Students UC Berkeley's Table of Recommended Search Engines

37. Effective Searching Techniques Evaluating Internet Resources Multimedia Resources

38. Effective Searching Techniques

39. Effective Searching Techniques • Boolean Searching on the Web • Clusty • Four Nets for Better Searching • Grokker • TrackStar Planning Template • Web Search 101

40. Evaluating Internet Resources

41. Researching Online I. Authority • Is there an author? Is the page signed? • Is the author qualified? An expert? • Who is the sponsor? • Is the sponsor of the page reputable? How reputable? • Is there a link to information about the author or the sponsor? • If the page includes neither a signature nor indicates a sponsor, is there any other way to determine its origin? • Look for a header or footer showing affiliation. • Look at the URL. http://www.fbi.gov • Look at the domain. .edu, .com, .ac.uk, .org, .net • Rationale • Anyone can publish anything on the web. • It is often hard to determine a web page's authorship. • Even if a page is signed, qualifications are not usually provided. • Sponsorship is not always indicated.

42. Researching Online II. Accuracy • Is the information reliable and error-free? • Is there an editor or someone who verifies/checks the information? • Rationale • Anyone can publish anything on the web. • Unlike traditional print resources, web resources rarely have editors or fact-checkers. • Currently, no web standards exist to ensure accuracy.

43. Researching Online III. Objectivity • Does the information show a minimum of bias? • Is the page designed to sway opinion? • Is there any advertising on the page? • Rationale • Frequently the goals of the sponsors/authors are not clearly stated. • Often the Web serves as a virtual soapbox.

44. Researching Online IV. Currency • Is the page dated? • If so, when was the last update? • How current are the links? Have some expired or moved? • Rationale • Publication or revision dates are not always provided. • If a date is provided, it may have various meanings. For example, It may indicate when the material was first written It may indicate when the material was first placed on the Web It may indicate when the material was last revised

45. Researching Online V. Coverage • What topics are covered? • What does this page offer that is not found elsewhere? • What is its intrinsic value? • How in-depth is the material? • Rationale • Web coverage often differs from print coverage. • Frequently, it's difficult to determine the extent of coverage of a topic from a web page. The page may or may not include links to other web pages or print references. • Sometimes web information is "just for fun", a hoax, someone's personal expression that may be of interest to no one, or even outright silliness.

46. Evaluating Internet Resources • The ABC's of Web Site Evaluation • Critical Evaluation Surveys • Evaluating Web Pages, UC Berkeley • Evaluating Websites • Evaluating Websites for Educational Uses: Bibliography and Checklist • 2Learn: Evaluating Internet Resources • Webpage Evaluation Checklist

47. Multi-Media Resources

48. Multi-Media Resources • The Big Picture:  Rich Media, Deep Learning • Classroom Audio Podcasting • The Education Podcast Network • Eduscapes: Streaming Video Webcasts • EDUCAUSE: Podcasting in the Classroom:n/index.cfm • Education Podcast Network • Streaming Video Webcasts

49. Multi-Media Resources • Gaga Over Google: Photo Images Bring Lessons to Life • History Channel Speeches and Video • Image Libraries for Education • InTime • Learn Out Loud • Using Video to Enhance Instruction • Podcasts for Teachers

50. Storing and Sharing Internet Resources for Your Curriculum Thinkfinity!