Unit 4 - Web Resources for Instruction & Assessment
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Unit 4: Objectives
Building background knowledge
There are literally hundreds of thousands of websites and web-based software applications that offer everything a classroom teacher could possibly want!
There are printable worksheets and coloring sheets, sites that track and report individual student progress, educational games, inquiry based guided learning, supplemental learning tools such as interactive 'flash cards' and so much more! However, clever marketing and unscrupulous charlatans can create valid fears of using them, especially in an elementary classroom.
In this unit, we will:
- Identify “red-flags” on suspect sites
- Compare and contrast search strategies to determine the most effective for our needs
- Practice searches, evaluate results for reliability, appropriateness
- Document results, reflect and create a 'guide' to share with colleagues
- Sequence a “top-5” list for further exploration
- Revisit Common Core – Can I use what I know to support?
Activity A - Brainstorming
Make a list of four or five different strategies and activities you use with your students for instruction, practice and/or formative assessments. (i.e. flash cards, quiz etc.) Chances are, there are online, web-based versions of these same activities that you could use as well. (in fact, you have already used a few of them - in Unit 1, you answered some questions in an online form and created a digital concept map, and throughout, you have been using a "blog" to discuss and share)
DISCLAIMER / WARNING
Anytime you perform Internet searches, you risk accidental exposure to malicious software, i.e. viruses and spyware. Before proceeding with this lesson it is highly advisable that you ensure all of your appropriate computer protections are up-to-date and working properly. Make sure that you have an antivirus, spyware detector and firewall properly installed, updated and configured. Consult a professional IT person if you are not sure of the status of your personal computer. Any school computers are more likely to be in good shape, but it does not hurt to inquire from your school IT people as well before proceeding. Even with all protections in place, there is always a small risk so it is also highly recommended that you have backed up your critical files and documents to an external storage (such as a thumb drive (USB), cloud space or external hard drive) Again, if you are not sure what language I am speaking, find a trusted IT person to ask questions.)
Activity B - About Searching
Before venturing out into the uncharted waters of an internet search, Lets review some internet search basics and safety tips:
- Many may already know, but for those who tend not to ask much as long as something works, it might help to have a little background understanding of search engines and web directories.
- Here is a link to the Merriam-Webster dictionary website that describes what a search engine is:http://www.merriam-webster.com/dictionary/search%20engine
- There are many examples of search engines and web directories, the most popular being Google, Bing, Yahoo and so on. There are also many search engines that tout being "kid-friendly" or "kid-safe", meaning they will attempt to block out any 'adult' or inappropriate content from the search results.
- Here is a video that thoroughly explains search engines and web directories and provides search tips: Discovering the Internet: Search Engines http://www.youtube.com/watch?v=SNr-TpNb-MQ (it's about 8 minutes)
- 10 tips for smarter, more efficient Internet searching (article) http://www.techrepublic.com/blog/10things/10-tips-for-smarter-more-efficient-internet-searching/2439
The OPTIONAL following video presents, in a humorous way, how even the most innocent of searches for an image can bring up some of the most inappropriate content. (warning - there are images within the video that might be offensive and definitely not suitable for a child - but for the most part, nothing worse than what is shown on prime-time network TV or music videos) It is included here within this lesson to emphasize the importance of using terms and search engine features that will reduce the possibility of you or your students inadvertently exposing themselves to the decidedly darker side of the internet. It is not required, and you will probably get the point after the first 2 or three examples. 12 Things Not To Search For On Google With Safe Search Off! http://www.youtube.com/watch?v=Pib82aCUvNk
THINKING about it...
After watching the first video about search engines and reading the above-linked articles, What tip or tips stood out for you - providing insight or information that you were not aware of before?
A little bit about URLs
Looking at the website's URL can also give you insight into the trustworthiness of that site. (a URLis the web 'address' or location on the internet.) The URL's extension (the letters immediate following the dot ie. .com, .org) can also tell you about the purpose of the website. For instance, ".com", one of the first extensions at the World Wide Web's inception is generally used for commercial enterprises, which means they probably have something to sell, whereas ".org" is most often used by not-for-profit organizations and schools. ".edu" indicates an institution of higher education and ".gov" or ".mil" are reserved for United States federal, state & local government and military.
THINKING some more... Understanding URL extensions: Discern and mentally note what site you would choose to investigate for a web-based application and why.
Look at the following two websites that were "hits" on my Google search for 'Educational games'
http://www.primarygames.com/
http://pbskids.org/
What are the differences you immediately see? Which site would you prefer your student to be exploring? Why?
How about this site? http://us.educationcity.com/ or this site? http://quizlet.com/
What is different about these sites compared to the previous?
Lesson 2 - Searching
So, now you are feeling a bit more confident in your searching abilities? Of course you are! Let's begin.
Activity A - Practice
Take out your list from the brainstorming - Lesson 1, Activity A. Go to the internet and find a search engine or search directory. Practice typing in your search terms using different techniques (i.e. commas, plus signs, quotes, single words, multiple words, etc.).
Once you have the results (aka the hits) of your first search, consider the following:
- The URLs (Most search options will show the URL so you can discern the .coms fom the .orgs and so on.)
- The descriptions
- The number of hits (most search engines/directories provide a number)
- Are there sponsored links? Why do you think they are at the top?
- Some browsers have tools that will warn you if a site is suspect, does yours?
Continue searching, experimenting and noting how results and the number of hits change depending on the criteria you provide. You many want to try a different search engine/directory and compare your results. What are some differences/similarities?
Activity B - Searching For REAL!
Take all of that new found knowledge and experience, and complete a search for an educational tool or website that you might use with your students.
While you search, decide if you want it to be used by the students independantly, or collaboratively or it it will be used by you, the instructor to aid your instruction. Open the site links if you are confident that it is 'safe' and very briefly 10-30 second) look the site over. If, upon a cursory glance it looks promising, put it on your list. Do this until you have at least five. Organize them in order of "most promising" to "least promising" and then share your list on the discussion page for this activity.
Activity C - Addressing The Common Core
In Unit 2, the Common Core State Standards were discussed. With the core 21st century skills of collaboration, comprehension, understanding and discerning informational texts, solid foundation in number sense and mathematical operations, and communication (writing, speaking and listening), look at some of the "top 5s" that your discussion group posted and create a diagram or concept/mind map. (refer to Unit 1 for a list of sites) The diagram should include two or three sites of interest to you, and show what core skills these sites might address, and how you might use them in your own classroom. Upload the map to the class discussion site, and discuss with the others what you discovered.
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