Journal #1 – Learning & Leading with Technology
“Your Google Guide” by Doug Johnson
The article points out the lack of understanding and utilization of Google’s search potential by most teachers and students. In fact, most of us are limping along with Google. The article quoted that 80% of users do not use it to its fullest potential, and most people do not understand how the ranking system is organized. Many users do not know the difference between sponsored vs. non-sponsored links.
As educators and students, we need to understand what the ranking system is and why it is in place. It is a means to judge credibility. The article says “Commingling of popularity and credibility” meaning that… the more links from other websites a site has, the more popular it will be, lending to its credibility.
Further the article states ways to be more specific in our search: We can formulate a question, be clear about what we are looking for; by using “operators” we can set parameters, and by specific search tools like: image search, scholar search, book search, and map search. All of these will render the search more precise and increase our chances of success.
In a nut shell the article gives readers an overview or mini-lesson on how to achieve more success in our quest for information using Google. The author directs us to Librarian Central where the reader can find more tools and support on Google’s tools.
The author also emphasizes a warning to guard against image search because one never knows what they will retrieve.
I had a few "ah ha" moments with some of the statements in the article. Knowing facts before you search and phrasing the information in the form of a question seems to be one ideal way to get where we want to be. I for one have spent many hours looking through countless pages for particular information and never being satisfied. Going to Google and just looking around is sometimes fun, but at times we need to get in and get out. I have found this article extremely informative and educational.
“Your Google Guide” by Doug Johnson
The article points out the lack of understanding and utilization of Google’s search potential by most teachers and students. In fact, most of us are limping along with Google. The article quoted that 80% of users do not use it to its fullest potential, and most people do not understand how the ranking system is organized. Many users do not know the difference between sponsored vs. non-sponsored links.
As educators and students, we need to understand what the ranking system is and why it is in place. It is a means to judge credibility. The article says “Commingling of popularity and credibility” meaning that… the more links from other websites a site has, the more popular it will be, lending to its credibility.
Further the article states ways to be more specific in our search: We can formulate a question, be clear about what we are looking for; by using “operators” we can set parameters, and by specific search tools like: image search, scholar search, book search, and map search. All of these will render the search more precise and increase our chances of success.
In a nut shell the article gives readers an overview or mini-lesson on how to achieve more success in our quest for information using Google. The author directs us to Librarian Central where the reader can find more tools and support on Google’s tools.
The author also emphasizes a warning to guard against image search because one never knows what they will retrieve.
I had a few "ah ha" moments with some of the statements in the article. Knowing facts before you search and phrasing the information in the form of a question seems to be one ideal way to get where we want to be. I for one have spent many hours looking through countless pages for particular information and never being satisfied. Going to Google and just looking around is sometimes fun, but at times we need to get in and get out. I have found this article extremely informative and educational.
1. How can teachers introduce students to a more productive Goggle experience in the classroom?
By modeling and being in the know themselves. Teachers can prepare a lesson around Google’s search features. Demonstrate how “operators” and specialized search tools can take the vast seemingly never ending information of the web and make it a little more manageable. Teach them how Google organizers, ranks and utilizes information. The must do on all school computers is set the Google benchmarks to advanced search. Teach them how advanced search tools like “find results” section eliminates the need to memorize operators make sure students know where to find and use the Google Librarian Center. Teach them how to use operators like the minus sign to eliminate unwanted data, and quotation marks to set search parameters. Inform them on what the benefits are: (more precise: efficient and relevant data retrieval) Thus eliminating hours of wasted time. Educators need to be Google literate, informed and competent on its uses. The class should be a student centered classroom, teach students how to manage their time efficiently. Give the students time and exercises to master new skills by having hands-on time to experience for them selves Google’s many tools...
2. How can teachers insure students’ classroom is protected from unwanted images? By having filters installed on the computers that block inappropriate information and images from entering the classroom computers. Also by having specific sites for them to go and search on. The Google search tools are an excellent way to move them in the right direction. Teach them about the ranking system to eliminate hog-wash fro their search.
2. How can teachers insure students’ classroom is protected from unwanted images? By having filters installed on the computers that block inappropriate information and images from entering the classroom computers. Also by having specific sites for them to go and search on. The Google search tools are an excellent way to move them in the right direction. Teach them about the ranking system to eliminate hog-wash fro their search.
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