Google, it was bad enough when you abandoned iGoogle, my go to tool for information dashboards.
But Google Reader??! Really?!
Showing posts with label google. Show all posts
Showing posts with label google. Show all posts
Wednesday, March 13, 2013
Saturday, April 23, 2011
Literacy Week: Google Search Stories
When Google launched their Parisian Love ad campaign a few years back, it was such a hit, they created a site for users to "video" their own search story. While I love being a librarian, I really do miss being in the classroom sometimes, if only because I don't have built-in guinea pigs on which to use all the tech tools I've learned the past several years. I have to talk a teacher into letting me use his/her students.
Literacy Week was a great opportunity to use the search story tool, as it combined traditional literacy (storytelling), with information literacy (search skills) and technological literacy (the tool itself, or, for more advanced students, screencasting and audio editing software--but more on that later).
Thus, we launched the Google Search Contest for grades 6-12 (though only the 9-12's actually did it), using it as a fun activity in their English classes.
First, I created a general google account for the students, assuring their videos would all be in one place and not scattered all over the web!
Then, we showed the students Parisian Love, and this little attempt at humor I put together.
After giving them the handout below, we brainstormed what makes a good Search Story, focusing on
Search Stories
Students came up with a plot for their story, then devised a search strategy that would tell that story. Many of them struggled with this, especially as second language learners, and once they had an idea of what story they wanted to tell, we questioned them about a) what problems their "protagonist" might face and, b) what they might search for that would help them solve that.
The search story tool itself is very easy to use:
1) Students type in their search question, and click on the box for the type of search they want. They can preview the search to ensure their hits fit the storyline.
Click the "Next" button, then preview and choose the style of music they want.
Hit "Next," and the tool goes to work to create the video. It's that easy!
Of course, there is not a lot of control over results, and students who want a better soundtrack (as in the wedding bells in Parisian Love), can use an screencasting tool such as Screencast-O-Matic and audio editors such as Garage Band or Myna in the Aviary suite to add audio. For this, I wouldn't recommend Jing, as it only saves the video as an .flv, which won't allow editing if students want to do that.
Now, it has occurred to me as I write this that, in one sense, Search Story teaches bad searching technique, as it almost requires full sentence or question-style searching, rather then keyword. Next time I do this, I would certainly mention that to the students.
The students seemed to enjoy the project, as did the teachers, and it only took about two class periods. One teacher modified the assignment, asking students to choose a character from one of their novels and design a search that character would have carried out. Pretty cool. It might also be interesting to use in science classes--student could demonstrate understanding of the Krebs cycle system (something I vaguely remember from 10th grade Biology!), by following a molecule as it travels the steps of the cycle. In fact, most subjects could come up with some sort of modification to suit their topics.
Anyway, here is the winning video. Enjoy!
Literacy Week was a great opportunity to use the search story tool, as it combined traditional literacy (storytelling), with information literacy (search skills) and technological literacy (the tool itself, or, for more advanced students, screencasting and audio editing software--but more on that later).
Thus, we launched the Google Search Contest for grades 6-12 (though only the 9-12's actually did it), using it as a fun activity in their English classes.
First, I created a general google account for the students, assuring their videos would all be in one place and not scattered all over the web!
Then, we showed the students Parisian Love, and this little attempt at humor I put together.
After giving them the handout below, we brainstormed what makes a good Search Story, focusing on
1) a basic plot, with the story told through problems or obstacles the search overcomes
2) a variety of search types
3) a surprise or emotionally satisfying ending
Search Stories
Students came up with a plot for their story, then devised a search strategy that would tell that story. Many of them struggled with this, especially as second language learners, and once they had an idea of what story they wanted to tell, we questioned them about a) what problems their "protagonist" might face and, b) what they might search for that would help them solve that.
The search story tool itself is very easy to use:
1) Students type in their search question, and click on the box for the type of search they want. They can preview the search to ensure their hits fit the storyline.
Click the "Next" button, then preview and choose the style of music they want.
Hit "Next," and the tool goes to work to create the video. It's that easy!
Of course, there is not a lot of control over results, and students who want a better soundtrack (as in the wedding bells in Parisian Love), can use an screencasting tool such as Screencast-O-Matic and audio editors such as Garage Band or Myna in the Aviary suite to add audio. For this, I wouldn't recommend Jing, as it only saves the video as an .flv, which won't allow editing if students want to do that.
Now, it has occurred to me as I write this that, in one sense, Search Story teaches bad searching technique, as it almost requires full sentence or question-style searching, rather then keyword. Next time I do this, I would certainly mention that to the students.
The students seemed to enjoy the project, as did the teachers, and it only took about two class periods. One teacher modified the assignment, asking students to choose a character from one of their novels and design a search that character would have carried out. Pretty cool. It might also be interesting to use in science classes--student could demonstrate understanding of the Krebs cycle system (something I vaguely remember from 10th grade Biology!), by following a molecule as it travels the steps of the cycle. In fact, most subjects could come up with some sort of modification to suit their topics.
Anyway, here is the winning video. Enjoy!
Sunday, April 17, 2011
Google Body: As Cool As It Gets
I'm spending today (and the week) playing catch up. I've really let my PLN slip this year, and I think it shows in my librarianship, though the bosses seem pretty happy!
Anyway, while playing around online, I ran across Google Body, which Google released in December. You will need Firefox 4 or Google Chrome 10 for it to work.
Basically, it's Google Earth for the body. It loads with a 1) 3D rotating computer-generated body (you can choose male or female), with layers for 2) muscles, 3) skeleton, 4) organs, vascular system and nerves/brain . Tools allow the user to 5) zoom in on specific elements, 6) add pins and highlight (I highlighted the stomach here), hide/unhide body parts, with links to 7) specific systems, muscles, organs, etc.
And, just because we're teachers and we have to ask, 8) here's a picture of the anatomically correct male parts. I think Google does as good a job as possible removing any titter-causing elements. But, hey, 7th graders are 7th graders, and they're going to titter no matter what! (No similar worries with female mammaries, I might add).
This will also allow them to take very specific screen grabs to illustrate reports and research, instead of hunting for generic images.
I can't wait to show this to our elementary and science teachers tomorrow. I also think students will love playing around with it, and may even learn something in the process!
(click on photos for larger view)
Anyway, while playing around online, I ran across Google Body, which Google released in December. You will need Firefox 4 or Google Chrome 10 for it to work.
Basically, it's Google Earth for the body. It loads with a 1) 3D rotating computer-generated body (you can choose male or female), with layers for 2) muscles, 3) skeleton, 4) organs, vascular system and nerves/brain . Tools allow the user to 5) zoom in on specific elements, 6) add pins and highlight (I highlighted the stomach here), hide/unhide body parts, with links to 7) specific systems, muscles, organs, etc.
And, just because we're teachers and we have to ask, 8) here's a picture of the anatomically correct male parts. I think Google does as good a job as possible removing any titter-causing elements. But, hey, 7th graders are 7th graders, and they're going to titter no matter what! (No similar worries with female mammaries, I might add).
This will also allow them to take very specific screen grabs to illustrate reports and research, instead of hunting for generic images.
I can't wait to show this to our elementary and science teachers tomorrow. I also think students will love playing around with it, and may even learn something in the process!
(click on photos for larger view)
Tuesday, November 9, 2010
Google for Librarians
Want some specific ideas for Google in the library? Well, Google has a periodic newsletter geared especially towards that. You can find back issues here.
Thursday, August 26, 2010
Google Launches Real Time Search Engine
Yesterday/today (this international date line thing is really confusing me!) Google launched a dedicated real-time search engine, for an up-to-the-nanosecond look at news, events and reactions.
I'm a bit torn on real-time searches, since the bulk of it consists of tweets and Facebook posts; most people aren't that insightful in 140 characters. Nevertheless, they do have their place in following events and both the media and popular responses to those events.
What makes the search engine different from the embedded feeds Google launched last fall in its regular search engine are the tools you can use to refine your search.
First, you can sort by location. This is great for garnering non-U.S. reactions and opinions. A search of Iraq troops, limited to Beirut produced 3 tweets (the low number is interesting--it might be a time-difference thing between Mongolia and the Middle East). One was a re-tweet of a CNN post and the other a comment on the "anti-Muslim hysteria sweeping the United States" as a possible sign of impending US attack on Iraq. Certainly fodder for discussion in any issues or policy oriented class.
You can also limit searches to news, images, video, books, etc. One especially neat feature, if you click on the "more" button, is the ability to follow threaded discussions.
Here's the official Google "how to."
I'm a bit torn on real-time searches, since the bulk of it consists of tweets and Facebook posts; most people aren't that insightful in 140 characters. Nevertheless, they do have their place in following events and both the media and popular responses to those events.
What makes the search engine different from the embedded feeds Google launched last fall in its regular search engine are the tools you can use to refine your search.
You can also limit searches to news, images, video, books, etc. One especially neat feature, if you click on the "more" button, is the ability to follow threaded discussions.
Here's the official Google "how to."
Monday, June 7, 2010
BP, Google and a Timely Search Lesson
So, I often have a hard time convincing students that Google results aren't always the most reliable, due to their algorithm and the effects of popularity, etc. They understand in theory, but don't really get how it could affect their research.
Well, here's a bit of new for you. BP has bought up several phrases relating to the oil spill on popular search engines such as Google and Yahoo. Search for "oil spill," and you get over 34 million hits, but the top one takes you to the BP Gulf of Mexico response site. Very unbiased, I'm sure.
Now, fortunately it's labeled as a sponsored site, and I know (or hope!) we're all talking to our students about what that means. Here's a great teachable moment on a highly relevant and current issue.
I know it's the end of the year, but if you are still in school for a few more days or weeks, it would be well worth the time to have your students search for information on the oil spill, and point out the BP result. Some questions to consider:
1) What is a sponsored result? Why would a company such as BP want to spend the money to do this, since the site isn't actually selling anything directly?
2) What questions should you be asking as you look at the content? What bias might the information have? How can you tell? Can you find any information that takes a negative look at BP on the site? What information might be left out?
3) Where can you look for more objective information? On these objectives sites, is there information that eithercontradicts what you found on the BP site, or gives a more complete look at the situation?
Well, here's a bit of new for you. BP has bought up several phrases relating to the oil spill on popular search engines such as Google and Yahoo. Search for "oil spill," and you get over 34 million hits, but the top one takes you to the BP Gulf of Mexico response site. Very unbiased, I'm sure.
Now, fortunately it's labeled as a sponsored site, and I know (or hope!) we're all talking to our students about what that means. Here's a great teachable moment on a highly relevant and current issue.
I know it's the end of the year, but if you are still in school for a few more days or weeks, it would be well worth the time to have your students search for information on the oil spill, and point out the BP result. Some questions to consider:
1) What is a sponsored result? Why would a company such as BP want to spend the money to do this, since the site isn't actually selling anything directly?
2) What questions should you be asking as you look at the content? What bias might the information have? How can you tell? Can you find any information that takes a negative look at BP on the site? What information might be left out?
3) Where can you look for more objective information? On these objectives sites, is there information that eithercontradicts what you found on the BP site, or gives a more complete look at the situation?
Tuesday, May 11, 2010
Just How Big Is It?
The oil spill in the Gulf of Mexico is fast shaping up to be the biggest environmental disaster ever in the U.S. It's hard to grasp the sheer enormity of it.
The Google Earth blog has posted some great links over the past few days related to the oil spill. Google has now created a Crisis Response page, a series of KML files you can download that help visualize the disaster. There is also an interactive map you can use if you don't want to download the file, as well as links to other sources.
To bring the spill even closer to home (so to speak!), Paul Rademacher, an engineering manager for Google, created this plug-in that allows users to compare the spill to various cities, including their own home town. A great tool for helping students (and teachers!) get their head around the sheer size of this thing.
UPDATE: I got curious and started looking around for lesson plans on oil spillls. There are plenty out there, but this one looked especially interesting: students create their own "oil spill" and try to work out methods for clearing it up. Comes with student handouts and full lesson plan. I'm not a science person, but it seems very adjustable for grades 6 on up.
The Google Earth blog has posted some great links over the past few days related to the oil spill. Google has now created a Crisis Response page, a series of KML files you can download that help visualize the disaster. There is also an interactive map you can use if you don't want to download the file, as well as links to other sources.
To bring the spill even closer to home (so to speak!), Paul Rademacher, an engineering manager for Google, created this plug-in that allows users to compare the spill to various cities, including their own home town. A great tool for helping students (and teachers!) get their head around the sheer size of this thing.
UPDATE: I got curious and started looking around for lesson plans on oil spillls. There are plenty out there, but this one looked especially interesting: students create their own "oil spill" and try to work out methods for clearing it up. Comes with student handouts and full lesson plan. I'm not a science person, but it seems very adjustable for grades 6 on up.
Friday, May 7, 2010
Dumbest Ad Ever
I guess Yahoo! has decided to take on Google, but what's with this ad? They try to compare My Yahoo (I assume) with the straight-up Google search engine. Hellooo??? Did they forget about iGoogle, which is infinitely more personizable (is that a word?) than Yahoo. Not to mention the themes totally rock, while Yahoo's are incredibly boring.
Tuesday, April 13, 2010
A New Twist on Digital Storytelling...
Google, as usual, made quite an impression with its unusual Superbowl ad, showing how search (and Google!) are integral to our lives.
The ad caught on, inspiring both imitations and this great parody that actually made me laugh out loud.
Google has now created an online tool to create your own "Search Story." Isn't that a great idea for one of those fun, end-of-the-year assignments we're always looking for the last week or two of school? I think I'm even going to sponsor a library contest and show the top five at our MediaFest.
I think one judging category will be demonstrating the search skills I teach during the year.
Once you click on the story creator, a pop-up menu offers tips for anyone struggling for ideas. I'm going to make one this week, and I'll post it when it's finished.
Story on!
The ad caught on, inspiring both imitations and this great parody that actually made me laugh out loud.
Google has now created an online tool to create your own "Search Story." Isn't that a great idea for one of those fun, end-of-the-year assignments we're always looking for the last week or two of school? I think I'm even going to sponsor a library contest and show the top five at our MediaFest.
I think one judging category will be demonstrating the search skills I teach during the year.
Once you click on the story creator, a pop-up menu offers tips for anyone struggling for ideas. I'm going to make one this week, and I'll post it when it's finished.
Story on!
Monday, April 12, 2010
New in Google Docs!
Google Docs just got a lot cooler! Today, Google announced some big changes in the way Docs works. Most significantly, I think, the ability to see real time collaborative edits--no more having to save a file repeatedly in order to see changes. This is HUGE when several students are editing the same document simultaneously. Before, students could be editing the same sentence, without knowing. Now, changes appear in each document as they're made. Way to go, Google!
Docs also provides a collaborative drawing tool to create flow charts, diagrams, etc. which can then be imported into a document or presentation.
Not all accounts are updated yet (mine, for instance!), but Google tends to roll these things out in waves (pun intended...) If your account doesn't reflect the changes yet, sigh and be patient....
In the meantime, here's a video description of the changes.
Docs also provides a collaborative drawing tool to create flow charts, diagrams, etc. which can then be imported into a document or presentation.
Not all accounts are updated yet (mine, for instance!), but Google tends to roll these things out in waves (pun intended...) If your account doesn't reflect the changes yet, sigh and be patient....
In the meantime, here's a video description of the changes.
Thursday, March 11, 2010
Take Flight with Aviary
With the March 9th launch of the Marketplace, Google Apps soars into a new world of productivity. Similar to Apple's Apps Store, Google Apps Marketplace provides a wealth of free or for-profit cloud-based add-ons for Google Apps.
The biggest buzz in the educational sector is the addition of Aviary, a free suite of editing tools that allows users to capture screenshots, edit images and create audio podcasts, all in the cloud.
Those familiar with Garage Band will find Myna, the audio/mixing software fairly drag-and-drop intuitive. I played around with it this morning and, while I was having problems with delayed response times--it seemed to be working very slowly--I realized later the problem was my computer and it cleared up with a restart.
Myna comes with a set of loops, or you can import your own. You can also make voice recordings within the program. I did find editing the tracks a bit problematic. For example, the demo video (below) shows that you can custom fade the tracks, but I can't figure out how. Nor is there any documentation or tutorials for Myna yet, though they say they're working on it.
(UPDATE: Duh! Click on "auto" tab (red arrow) opens up a volume-editing track (green arrow).
Coolest of all, the file saves to your Google docs account, which means students can share and collaborate--a big plus over Audacity or Garage Band.
I'll blog more about the photo editing tools later. I haven't had a chance to look at them yet. But if your school uses Google Apps for Education, definitely talk to your site admin about adding Aviary!
The biggest buzz in the educational sector is the addition of Aviary, a free suite of editing tools that allows users to capture screenshots, edit images and create audio podcasts, all in the cloud.
Those familiar with Garage Band will find Myna, the audio/mixing software fairly drag-and-drop intuitive. I played around with it this morning and, while I was having problems with delayed response times--it seemed to be working very slowly--I realized later the problem was my computer and it cleared up with a restart.
Myna comes with a set of loops, or you can import your own. You can also make voice recordings within the program. I did find editing the tracks a bit problematic. For example, the demo video (below) shows that you can custom fade the tracks, but I can't figure out how. Nor is there any documentation or tutorials for Myna yet, though they say they're working on it.
(UPDATE: Duh! Click on "auto" tab (red arrow) opens up a volume-editing track (green arrow).
Coolest of all, the file saves to your Google docs account, which means students can share and collaborate--a big plus over Audacity or Garage Band.
I'll blog more about the photo editing tools later. I haven't had a chance to look at them yet. But if your school uses Google Apps for Education, definitely talk to your site admin about adding Aviary!
Wednesday, January 13, 2010
It's All About the Cloud, Baby...
eSchool News just reported that Google took a giant step towards making it easier than ever to spend your life in the cloud and ignore your hard drive as storage space.
While a Google account always gave you unlimited storage space, it always converted any document you uploaded into a Google doc. Now, apparently, will store documents in any format. Your account comes with a free gigabyte or storage space, and only non-Google documents will count towards that allotment. Moreover, files will now increase to a 258 MB size limit.
While not currently available (I tried!), this should be phased in by the end of the month. The real test, will be whether it accepts iWork files.
And, while I'm talking about Google, is anyone else glad to see them finally taking on China? Granted, it took being hacked by, allegedly, the Chinese government to force them to it, but the Wall Street Journal reports their very public stance has had impact on other companies.
China has often claimed that taking it to task on human rights issues is tantamount to cultural empirialism. But as I tell my Model UN students, they're a member of the UN and signed the charter, which says all members must uphold its principles. There you go.
Of course, while Google took considerable flack for agreeing to the censorhip necessary to run in China, the article suggest they have actually been able to provide Chinese citizens access to information they wouldn't have otherwise:
Which raises the question: is it better or worse for them to pull out of China? Do you stick with high ideals that could actually hurt the people of China? Or sacrifice the ideal for practical, tangible benefits that overtime may erode the original obstacles? Are these even intelligible questions?
I'll run a little poll of my own on the side, and see what readers think.
While a Google account always gave you unlimited storage space, it always converted any document you uploaded into a Google doc. Now, apparently, will store documents in any format. Your account comes with a free gigabyte or storage space, and only non-Google documents will count towards that allotment. Moreover, files will now increase to a 258 MB size limit.
While not currently available (I tried!), this should be phased in by the end of the month. The real test, will be whether it accepts iWork files.
And, while I'm talking about Google, is anyone else glad to see them finally taking on China? Granted, it took being hacked by, allegedly, the Chinese government to force them to it, but the Wall Street Journal reports their very public stance has had impact on other companies.
Google's statement against censorship in China also set a new standard for many multinational companies that have cooperated with the Chinese government for years, saying that sacrifices had to be made in order to reach China's massive market.
China has often claimed that taking it to task on human rights issues is tantamount to cultural empirialism. But as I tell my Model UN students, they're a member of the UN and signed the charter, which says all members must uphold its principles. There you go.
Of course, while Google took considerable flack for agreeing to the censorhip necessary to run in China, the article suggest they have actually been able to provide Chinese citizens access to information they wouldn't have otherwise:
"Our postings on the Internet are deleted by [other] Web sites, or when we upload pictures showing bad things on the street, they are deleted … I don't know what to do without Google," Ms. Xu said.
Which raises the question: is it better or worse for them to pull out of China? Do you stick with high ideals that could actually hurt the people of China? Or sacrifice the ideal for practical, tangible benefits that overtime may erode the original obstacles? Are these even intelligible questions?
I'll run a little poll of my own on the side, and see what readers think.
Sunday, January 3, 2010
Kudos to the NYT
The NYT published an article last weekend on Google's latest research on kids lack of coherent search strategies. Nowhere in the article did they mention libraries and/or librarians. I was irked. So I sent off a letter to the Times, and darned if they didn't print it.
Probably the only way I'll ever be in it! : )
Probably the only way I'll ever be in it! : )
Monday, August 17, 2009
Google and the Creative Commons
Anyone who works with students on digital image projects knows what a major battle it can be to get students to use copyright-appropriate media. "Why can't I just search Google images?" becomes a frequent whine.
Well, now they can.
Using Google Image Advanced Search allows students to set a variety of criteria when they search. Specifically, the "Usage Rights" option offers to limit results to those "labeled for reuse," generating entire banks of rights-friendly images for media projects.
The other options provide even greater control. Search by size, orientation (tall, landscape, etc)file type and color or black and white.
In fact--and I really LOVE this--click on the options link, and you can search for images with a dominant color. Here are the results for a "civil war" search with yellow selected. This is great for art teachers and projects that need some color-coordination.
You can even select the "Face" option, returning only portrait results.
Flickr creative commons is still a wonderful tool, obviously, though one that's frequently filtered in schools. Google Images now provides a viable and easy alternative.
Well, now they can.
Using Google Image Advanced Search allows students to set a variety of criteria when they search. Specifically, the "Usage Rights" option offers to limit results to those "labeled for reuse," generating entire banks of rights-friendly images for media projects.
The other options provide even greater control. Search by size, orientation (tall, landscape, etc)file type and color or black and white.
In fact--and I really LOVE this--click on the options link, and you can search for images with a dominant color. Here are the results for a "civil war" search with yellow selected. This is great for art teachers and projects that need some color-coordination.
You can even select the "Face" option, returning only portrait results.
Flickr creative commons is still a wonderful tool, obviously, though one that's frequently filtered in schools. Google Images now provides a viable and easy alternative.
Thursday, August 6, 2009
Know Your Options!
Just when you thought you knew all there was to know about Google Search...they introduce the options button. I bet you didn't even notice. I sure didn't!
Here's a quick tutorial video, and below I'll discuss some of the implications/uses for this in library and research.
There are three options here I especially love.
1) Related Searches/Wonder Wheel. Most of us know it's an uphill battle getting students to plan their searches, generate key words, etc. When they can't find information within the first few hits, they give up. Other search engines provide related terms lists. Below you'll see a comparison of the results in a)Yahoo and b) Google. (Full disclosure: I was a beta-tester for the Yahoo related search options)
The search terms they suggest are fairly similar (though Google adds in some odd ones), and I do think students would find the "related concepts" in Yahoo helpful. Google sold me, however, with one link Yahoo doesn't offer: French Revolution Documents.
As students make increasing use of primary source material--our History Dept. requires students to use at least 7 in their research papers--they will welcome any help in what can often be a grueling search task.
Google takes the related search idea one step further by offering the Wonder Wheel, a graphical presentation of search options (ala Visu-Words) that not only leads students into ever more specific search, but also nods to learning styles preferences.
The Timeline can be used in two different ways. With the "French Revolution" search, for example, the user can drill down into specific dates. Clicking on the 1800's section produced a page on the Battle of Marengo on June 14th, 1800.
It can also reveal trends. Run a search on "autism," and you'll see an explosion from 2000 on, along with an odd spike in the 1940's. Upon further exploration, it turns out autism was identified in 1943, hence the high number of pages in that time frame.
Finally, the "Reviews" section in All Results. Students frequently--at least at our school!-have to find reviews of current topical books. If the NYT Book Review doesn't have it, they're often at a loss for where to look. A search for Friedman's Hot, Flat and Crowded turned up the NYT Book Review, Slate and wired.com, among others.
What I especially like about all of these options is their ease of use. For some reason, I can't seem to get the students to use the Avanced Search Options, though I keep plugging away. I suspect it requires too much thought/planning for them. ("Do I need all of these words, or just one of them?")
Options makes it a little easier for them to broaden their search options. However much I might decry their lack of initiative in generating their own search terms, if these tools keep them searching and digging longer, with useful results, who am I to argue?
Here's a quick tutorial video, and below I'll discuss some of the implications/uses for this in library and research.
There are three options here I especially love.
1) Related Searches/Wonder Wheel. Most of us know it's an uphill battle getting students to plan their searches, generate key words, etc. When they can't find information within the first few hits, they give up. Other search engines provide related terms lists. Below you'll see a comparison of the results in a)Yahoo and b) Google. (Full disclosure: I was a beta-tester for the Yahoo related search options)
The search terms they suggest are fairly similar (though Google adds in some odd ones), and I do think students would find the "related concepts" in Yahoo helpful. Google sold me, however, with one link Yahoo doesn't offer: French Revolution Documents.
As students make increasing use of primary source material--our History Dept. requires students to use at least 7 in their research papers--they will welcome any help in what can often be a grueling search task.
Google takes the related search idea one step further by offering the Wonder Wheel, a graphical presentation of search options (ala Visu-Words) that not only leads students into ever more specific search, but also nods to learning styles preferences.
The Timeline can be used in two different ways. With the "French Revolution" search, for example, the user can drill down into specific dates. Clicking on the 1800's section produced a page on the Battle of Marengo on June 14th, 1800.
It can also reveal trends. Run a search on "autism," and you'll see an explosion from 2000 on, along with an odd spike in the 1940's. Upon further exploration, it turns out autism was identified in 1943, hence the high number of pages in that time frame.
Finally, the "Reviews" section in All Results. Students frequently--at least at our school!-have to find reviews of current topical books. If the NYT Book Review doesn't have it, they're often at a loss for where to look. A search for Friedman's Hot, Flat and Crowded turned up the NYT Book Review, Slate and wired.com, among others.
What I especially like about all of these options is their ease of use. For some reason, I can't seem to get the students to use the Avanced Search Options, though I keep plugging away. I suspect it requires too much thought/planning for them. ("Do I need all of these words, or just one of them?")
Options makes it a little easier for them to broaden their search options. However much I might decry their lack of initiative in generating their own search terms, if these tools keep them searching and digging longer, with useful results, who am I to argue?
Wednesday, August 5, 2009
Tech-Geek Overload!
Anyone who reads this blog regularly, has probably figured out I can be pretty full of myself sometimes. Over the past two years I've been to many tech workshops and left most of them feeling "So tell me something I DON'T know." In a few I even would suggest easier ways to do something to the presenter.
So I started thinking I actually know a lot about the educational application of technology. When I was accepted to the GTA, I was excited, but wondered what I would really learn. After all, I've been using and teaching about Google Apps for years, right?
Silly me.
Within an hour, my brain was on overload and I was seriously humbled...and inspired.
Over the next few weeks..even months...I'll blog about some pretty cool Google stuff I didn't know about, and you may not either.
I'll also post when they announce the next GTA. And I just have one word for you about that: APPLY!
Monday, May 11, 2009
Google Teacher Academy
Google for Educators is again accepting applications for their Teacher Academy this summer, in Boulder.
Monday, January 5, 2009
I Read, I Saw, I Conquered...
OK, so Caesar I'm not. But students could experience Caesar's world virtually --and you could pass on great ideas to share with others (or find other trips to use)-- with Jerome Burg's Google Lit Trips site. Nothing makes a novel come alive like a field trip to the actual setting, and a virtual trip via Google Earth is the next best thing.
Whether you're reading The Secret Life of Bees or The Red Badge of Courage, using Google Earth to create a journey, embed images and links and add essential questions allows students to personalize their reading experience.
If you're not sure how to do this, Burg is teaching a webinar through ISTE on January 14th.
And back to the Caesar reference above, Google now, of course, offers the Ancient Rome overlays, which allows users to virtually walk the streets of Rome. It's a bit tricky to upload the overlays, but you can find my blog on that here.
I'm going to strongly encourage our English Dept. to dip their toes into the Google pool and give these a try.
Whether you're reading The Secret Life of Bees or The Red Badge of Courage, using Google Earth to create a journey, embed images and links and add essential questions allows students to personalize their reading experience.
If you're not sure how to do this, Burg is teaching a webinar through ISTE on January 14th.
And back to the Caesar reference above, Google now, of course, offers the Ancient Rome overlays, which allows users to virtually walk the streets of Rome. It's a bit tricky to upload the overlays, but you can find my blog on that here.
I'm going to strongly encourage our English Dept. to dip their toes into the Google pool and give these a try.
Tuesday, November 25, 2008
Google: Vini, Vidi, Vici!
Google earth just added a new 3D layer: Ancient Rome. Fly over the city or tour famous buildings. This should really help kids visualize it all!
Now,getting this to work is not at all intuitive (the video makes it look SOOO easy. I spent 20 minutes trying, and finally dug around Google Earth Help until I found some directions. Here you go!
Now,getting this to work is not at all intuitive (the video makes it look SOOO easy. I spent 20 minutes trying, and finally dug around Google Earth Help until I found some directions. Here you go!
1. In the Layers section, open the "Gallery" folder, then double click on "Ancient Rome."
2. This should zoom you in, and you'll see several yellow building icons. Double click on one. This pops up a description of the building. In the lower left hand of the box, there are several links. Click on "Ancient Terrain" Wait several minutes and this will download the terrain layer into "temporary places.)
3. Once the ball stops spinning, click on a building again. In the pop up window, click on "Ancient Roman Landmarks." This will download (again with much waiting) 250 buildings.
4. If you have a REALLY fast connection and a fairly recent computer, repeat again for the "Ancient Roman Buildings--5000+)
Save the files to "My Places," but unclick them when you don't want them or they'll really slow things down.
Monday, November 24, 2008
Do-It-Yourself Clickers, With Google Forms
If you go to any Ed Tech conference, the clicker vendors are everywhere. They're a good way to check student comprehension, if the content supports multiple choice type questions.
They are, of course, expensive gadgets.
It occurred to me the other day (while brainstorming at a tech conference) that you could use Google Forms to create a quiz students would take as the class works through a review lesson (for example). When they respond to the questions, Google tabulates the results in a spreadsheet that you would have open on your computer, where you could see the percentage of right/wrong answers, and adjust the review accordingly. A bit primitive, as you have no idea who answered correctly, but you could gauge the class's progress as a whole.
They are, of course, expensive gadgets.
It occurred to me the other day (while brainstorming at a tech conference) that you could use Google Forms to create a quiz students would take as the class works through a review lesson (for example). When they respond to the questions, Google tabulates the results in a spreadsheet that you would have open on your computer, where you could see the percentage of right/wrong answers, and adjust the review accordingly. A bit primitive, as you have no idea who answered correctly, but you could gauge the class's progress as a whole.
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