Beyond Googling: Applying Google Tools to Inquiry-Based Learning

Teachers everywhere are rolling their eyes at the number of times they hear their students reference Google as their source of information.  What many students fail to understand is that Google isn’t necessarily the basis of information, but rather, the guide on where to obtain the necessary information.  Although this is clearly understood after a rather brief explanation, there is informational applications and programs created by Google that the average person may overlook or fail to realize even exists.  This article touches briefly on each feature that Google offers with a transitory description of what it entails.

a.      Google for Information: Using it more than just a quick “type in the blank line” search, consider using the advanced search option or using additional tips and tricks to help clarify and/or purify the search.

Ex: Typing in something such as “mac –cosmetics” into the search bar helps one’s research so that the information that is found will eliminate anything associated with the cosmetic brand company.

(There are many more tips and tricks that can be found—and I would recommend personally YouTubing them and seeing an example from a professional).

b.      Google News: “Provides recently posted information” (3) and allows for specific date searches.

c.       Google Books: Previews and provides a wide variety of actual books pages and full book copies electronically.

d.      Google Scholar: Similar to EBSCO Host, Google Scholar allows one to search for information from peer-reviewed journals, and other scholarly works.

e.      Google Patent Search: “…Provides patents on inventions with both drawings and descriptions” (3).

f.        Google Images: Photo library available through Google Search, but derived from other websites.

g.      Google Video: In addition to YouTube videos, Google Video provides other clips on various websites on the web.

h.      Google Maps: Not only can one map where he or she is and where he or she might be going, but photos, slideshows, and other information can be uploaded from users.

i.         Google Earth: An actual 3D visual of the world, as well as building and sharing of 3D models.

j.         Google Chrome: Web browser that makes all of the tools Google provides users easier to navigate and practice.

k.       iGoogle: Calculators, gadgets for vocabulary, blog feeds, local news, etc. (5).

l.         Google Reader, Calendar, Mail, Talk: Collaborative tools for communication and organization.

m.    Google Docs: Word processing programs available that can be accessed by multiple users at one time.

n.      Google Picasa: A place where “students can save and organize digital images including photographs, drawings, and diagrams…[that] can be published individually or in slideshows” (5).

o.      Google Groups: Discussion-based location to encourage collaboration on various topics and ideas.

p.      Google Blogger: A place where one can create, read, edit, and share his or her work professionally and personally.

q.      Google Knol: A place “students can access and create simple web pages to share their work.  The collaborative environment allows developers to request feedback and ratings from others” (6).

r.        Google Trends, Finance, Health, and Labs: A place where one can access popular topics and tools in various places.

s.       Google Educators: “provides support for educators using Google in the classroom including news, information, tutorials, and lots of teaching ideas” (6).

 

Lamb, A., & Johnson, L. (2010). Beyond Googling: Applying Google Tools to Inquiry-based Learning. Teacher Librarian, 37(4), 83-86.

 

The Implementation and Assessment of a Shared 21st Century Learning Vision: A District-Based Approach

By: T. M. Gunn and M. Hollingsworth

           This report unpacked the purpose, procedure, journey, and outcome of a single school district that participated in the overall integration of 21^st Century Learning within the classroom—in a way that provided for the least amount of resistance amongst faculty and staff members.  Prior to the explanation and analysis, however, there were certain factual aspects that were considered in order to reach the highest amount of success possible.  For example, it was noted that despite that increase of computers being put into schools over the last ten years, there were still some teachers that did not incorporate the use of them whatsoever, and those that did utilize this technological tool, did so differently among each classroom.  Furthermore, it is significant to note the substantial impact technology has on student learning and achievement, as it can, “reduce learning barriers, improve academic success, increase student chances for learning success, lead to higher high school completion statistics, create a sense of adaptive communication and school communities, and provide flexibility in learning [for various types of learners, with various interests]” (201). 

            Because technology should be used as an instructional and engagement approach, having big changes (in changing from “old school methods” to “21^st Century Learning methods”), can increase anxiety amongst faculty and staff as well as cause some resistance as well.  Because the conductors of the study are hoping for success, best practice was put into action.  This consisted of easing teachers into professional development by transitioning them over a three-year period of time.  There were eight full professional development days per year over the course of these three years; with this, an advisory committee was formed, goals were set at various levels and in various categories, surveys were created to promote reflection and produce useful feedback, and data was recorded (205).   Over the course of this period, much success and gains were made.  In time, more constructive and frequently positive responses were recorded amongst teachers.  In addition, teachers began to feel more confident in their technological progress and level of effectiveness, despite the fact that the older the teacher—the less confidence he or she felt with technology in his or her classroom (206).  Consequently, obtaining support for the teacher and student personal was crucial, though obtaining approval and support at the state, national, and administrative level was as well, in addition to the community leaders and parents within the district (203).  Thus, in order for districts to accomplish such goals, it must be a joined effort at every level—with feelings, and other considerations taken into account.  Technology can be intimidating, but with continuous practice, training, and usage, it can be an amazing tool that can increase ample amounts of student achievement when it comes to learning educational material.

             Gunn, T. M., & Hollingsworth, M. (2013). The Implementation and Assessment of a Shared 21st Century Learning Vision: A District-Based Approach. Journal Of Research On Technology In Education, 45(3), 201-228.

Making STEM Fun: How to Organize a STEM Camp

STEM Education

            More and more districts today are gearing towards incorporating a STEM teacher within their schools.  Sometimes, STEM is taught in isolation, which has proven to be less successful than co-taught within a curriculum; however, the important piece is that there is an initial shift in doing so.  The purpose for this shift is because the United States is “falling behind” economically in the areas of math and science.  Countries such as Japan, South Korea, Germany, France, and Poland have surpassed the United States in these concentrations.  This is unfortunate; as the corporate world’s new reality includes much of both.  “Overall, the purpose of STEM…is to help students become more interested and engaged in their mathematics and science classes in school so they have the opportunity for a future STEM career.”

            The University of Central Florida is one of the top schools that specialize in technology.  To begin this movement, UCF hosted a series of seven two-day STEM camps, and was found to be beneficial.  These camps targeted students on free and reduced lunches, as well as students with high-incidence disabilities.  Some camps were focused on the minority gender in this concentration—female—and there were also camps for any or all that were interested.  The article then goes on to discuss the best ways to go about setting up a STEM camp, including the following considerations:

            1. Administer a Pre and Post-Assessment to monitor student progress.  Not only is the information beneficial for the teacher and student, but depending on where one receives his or her financial support—it can also be used to help obtain sponsors, to demonstrate growth in these areas,, assuming all goes well.

2.  Find funding.  As mentioned previously, if it is difficult for a school to obtain funding, the article encourages one to seek sponsorship from local or national foundations, such as The National Science Foundation.

3. Determine focus.  Students should be able to take what they are learning in STEM and connect it back into the general education classroom.  Creating a relationship between the classroom, STEM, and the real world is key in order for student success.

4. Determine the format for which the classes should be taught.  Consider modifications that may be necessary for students.  What type of technology is needed?

5. Carefully select and construct learning activities that are meaningful to students.  Strive to avoid worksheets and long lectures.

6.  Use technology!  Consider videoconferencing, Web cams, and pre-recorded video clips.

7. Over plan for the “quick finishers”.

8. Reach out to experts and collaborate!  Consider hosting guest speakers and those willing to volunteer as an aide for disabled students.

9. Gather data and reflect at the end of the camp.  What can be improved for next time?

           

10. Stay organized!

            Above are just some of the many suggestions STEM Education suggests to consider, prior to hosting a STEM camp.  “To properly prepare students for our society, they must be exposed to STEM content.  A great way to increase the exposure is to conduct a STEM camp.”