Week_3

Agenda

I. Information Problem Solving -21st century Information Literacy Skills a. 6 step process i. Define the information problem or task ii. Information Seeking Strategies iii. Locate Resources iv. Organize and Structure Information v. Presentation of Information (Synthesis) vi. Evaluation II. Problem Solving with Technology III. Information Overload –Critical Thinking IV. Google and Beyond –Resources V. New ways to present information and other technology integration tools


 * Information and Communication Technology**

In order to build information and communication technology (ICT) or digital literacy, we need to use technology to build content knowledge while also helping our students develop 21st Century skills. ICT focuses on what students need to be able to do with technology. However, ICT skills cannot be taught devoid of content. ICT literacy must be integrated into core subjects, simultaneously making the teaching and learning of core subjects more relevant to the demands of the 21st century. The purpose of classroom activities becomes not only to teach academic content, but also foster higher level outcomes such as critical learning and thinking skills by using 21st Century tools. The goal is to create innovative, engaging opportunities for learning through the selective use of technology tools. **A Problem-Solving Approach** Using a problem-solving approach that relies on information searches and research skills along with technology tools is one way to weave technology into your curriculum. An information problem-solving approach is systematic process that allows students to find, use, apply, and evaluate information required to complete a task. Students learn powerful and effective information technology problem-solving strategies. Problem-based learning (PBL) challenges students to "learn to learn," work cooperatively in groups, and find solutions to real-world problems. These problems are used to engage students' curiosity while learning the subject matter. Problem solving prepares students to think critically and analytically. Students are challenged to find and use appropriate learning resources. As a result students achieve higher levels of comprehension and become stronger independent learns. Working collaboratively also develops their social skills. This approach fosters learning that teaches students to adapt to new situations, a skill that will be invaluable to students in future life and work experiences. With this approach students assume responsibility for their learning. This makes them more motivated and gives them a stronger sense of accomplishment, setting the pattern for them to become successful life-long learners. Your role is to act as a resources, mentor, and evaluator, guiding the students in their problem-solving efforts.

**Teachers as Learners Activity** **You are a consumer reporter. Your job is to investigate technology in education and create a "product" that conveys your findings.** **Here is an example of one area of research for this project: Are "edutainment products" and "video-gaming" of education value? Do such products damage young people or provide students with a novel approach to learning? What seems to be the biggest advantage or risk people see connected with such products and what evidence can you find to dispute or substantiate your view?** **Your activity for today and over the next few weeks is to create a persuasive report that might appear on the evening news as a consumer advisory for parents who are interested in knowing about the subject of technology in education.** **Topic Ideas** Benefits of Technology: An Implementation into the Educational Curriculum and Workforce Preparation   The influence of technology on student's academic performance   One on one laptop program   Cellphone and mobile devices used in the classroom   Bringing teachers on-board with technology   Online Publishing: Reasons and Methods for Publishing Students Writing  Reading and Writing "They are like so old school!" - Using technology to change Technology and Student Motivation Global or International use of technology in education The role of school leaders to enable teachers to make effective use of technology

//Note:// You may elect to work in groups to complete this activity. It is a great way to simulate an authentic classroom situation since it is what your will likely do.

Following the steps (Big 6 Method) of information problem solving, you will integrate technology and learn about 21st century literacy skills and content of your choice all at the same time.

Step 1: Define the Problem or Task Define the Information problem Identify information needed Step 2: Information Seeking Strategies Plan your search strategy Determine all possible sources and select the best sources Step 3: Locate Resources Searching the Internet effectively and efficiently Selecting and evaluating resources Step 4: Organize and Structure Information Review evidence Extract relevant information Step 5: Presentation of Information Create a product to communicate the information Step 6: Evaluation Peer evaluation Self-Evaluation

A K-W-H-L Chart is a matrix planning an gathering initial information. A copy of the chart will be handed out. Complete the K & W section before you begin to develop a plan for investigation


 * Getting Started** The pre-search

Define what you know, what you need to know, and how you are going to get it done.

Take a few minutes to review the Week Two page section Queries and Keywords

It is simple: **Poor queries return poor results, good queries return great resultus.** Most internet searchers tend to use only one or two words in a query. Big Mistake!! Most users submit 1.5 keywords per search, which is not enough for an effective query. The remmended maximum is 6-8 carefully chosen words, preferably nouns and objects. (Search engines consider articles and pronouns clutter or "stop words.") Avoid verbs and use adjectives and adverbs only when they help to define your object more precisely -as in "feta cheese." Also, there are very effective ways to "structure" a query and use special operators to target the results you seek (go back to week two for review)

According to the following articles, students know how to use computers and are the first in line to try new technologies but students are not as Net savvy as we think.
 * Think Critically?**

Five things today's digital generation cannot do (and what you can do to help) Ensuring the Net Generation is Net Savvy Getting past Google: Perspectives on Information literacy from the Millennial Mind


 * The Search: Exposing the** **Information (The Learner)**
 * Find it. Evaluate it. Selecting and evaluating your resources.**


 * How can I search effectively?
 * After reading, can I identify better keywords or subject headings to refine my electronic search?
 * Do the resources I found really answer my questions or offer evidence to support my thesis?
 * Have I carefully examined my selected sources for significant details and concepts?
 * Have I examined my sources for currency, relevance, accuracy, credibility, appropriateness, and bias?
 * Can I defend all the resources I am considering for inclusion in my work?
 * Does the scope, depth and quality of my research meet my teacher's and my own expectations?
 * How will I credit my sources?

As a facilitator for this project you may need information to help your students to uncover reliable digital resources. The resources below demonstrate some additional online tools for helping students uncover reliable resources. The Web provides immediate access to a wealth of diverse information. Regardless of our academic discipline, the Web poses a challenge for us as teachers-- namely how can we teach our students to use credible, accurate, reliable, online resources in their research? The resources below will help you teach how to evaluate Websites.
 * Find it. Evaluate it**

Visit the links below to learn about evaluation criteria:


 * Find and Evaluate Author
 * Find and Evaluate the Publisher
 * Find and Evaluate Links
 * Find and Evaluate External Evidence
 * [|Indicators of Bias]
 * Accuracy

Still not sure about the credibility of a Website?

Try this: Look for a subject on Google, Yahoo, or AltaVista. Copy the URL (website address) shortcut hit ctrl C

Try searching for the website address in the following website [] or []

More Resources [] Way back machine Directories

Truth and Lies on the Internet

Why do you need to evaluate Websites and Information found on the web?

The Web contains information from all over the world in billions of documents and files. However, this information varies greatly in quality and reliability. There is no review process of filtering of information on the Web. Anyone can create a Web page, so hoax Web pages can appear equally credible with articles from peer-reviewed medical journals. This can present problems for using Web as a teaching tool-- unless you teach your students to navigate critically.

Topics that your student are passionately interested in or incredibly knowledgeable about are not likely to be research topics in your academic classes (i.e. Guitar Hero might not be the focus of study in Biology class.) Therefore student will usually not be experts on the subjects they research. This means they will be unable to intuitively distinguish fact from fiction. This is not because they did not search properly or use the correct keywords; rather, it is because they are researching something they are learning about and do not have the general knowledge to make critical comparisons -- yet!

Example Hoax Sites

The Ova Prima Foundation Alunimum Foil Deflector Beanie Ban Dihydrogen Monoxide Boilerplate: Mechanical Marvel of the 19th Century The Burmese Mountain Dog Buy an Ancestor Online California's Velcro Crop under Challenge Case Analysis of a Historic Killer Tornado Even in Kansas on 10 June 1938 Feline Reaction to Beared Men Google Job Opportunites Google Technology Jacopo di Poggibons History of the Fisher-Price Airplane Pacific Northwest Tree Octopus Taxonomy of Barney The First Male Pregnancy

Presentation Tools

Prezi Cool Tools for School

Slide Share -Visual Effects in PowerPoint (PPT) Death by PowerPoint

Video: Avoiding Death by PowerPoint PowerPoint is Evil What Annoys Audiences about PowerPoint