W2TW
Investigate with ICT
Learning Continuum:
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define and plan information searches
URL: http://www.w2tw.uk/
Description & Purpose: 'Welcome to the Web' is an interactive set of web pages that teaches students how to search effectively, and keep themselves safe when doing so. It identifies search engines that are particularly suitable for students to use.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Upper Primary
Explanation for inclusion:
This resource relates to the sub-area define and plan information searches, specifically, to Learning Continuum Level 4:
Critical Assessment of value
Information literacy strategies improve on-line searches and better evaluate search results. The amount of guidance, from teachers (and parents) reported as important factors determining the child’s ability to apply successful information search strategies (Madden, Ford, Miller & Levy as cited in Kabacki, Firat, Izmirli & Kuzu, 2010, p.50).
Instruction and support for developing search strategies, help students become more 'metacognitive about their searching to differentiate between successful and unsuccessful search' (Kabacki, 2010, p. 51). Prevents students using limited Web searching habits such as asking for help, resorting to print resources, or persevering with search results from ineffective search queries (Kabacki, 2010,p. 51).
Concerns include if needing 'to opt out of being tracked by Google Analytics across all websites', an add-on needs to be installed.
References:
Kabakci, I., Firat, M., İzmirli, S., & Kuzu, E. B. (2010). Opinions of Teachers on Using Internet Searching Strategies: An Elementary School Case in Turkey. Online Submission, 1(1), 49-61.
InstaGrok
Investigate with ICT
Learning Continuum:
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select and evaulate data and information
URL: http://www.instagrok.com/
Description & Purpose: InstaGrok is a research tool to help tudents explore, understand and collect evidence, take notes, review bibliography, write a research report. Teachers can review students work, create assignments, and guide students with their research. Instagrok also has a glossary of terms, with definitions of the concept researched, and a quiz related to that concept.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free for students. Teachers - Approximately $65 a year.
Age Group Suitability: Upper Primary/Secondary
Explanation for inclusion:
This resource relates to the sub-area select and evaluate data and information, specifically, to Learning Continuum Level 4:
Critical Assessment of value
Facilitates self-directed learning, where the student takes the initiative in 'diagnosing their learning needs, formulating learning goals, identify(ing) human and material resources for learning, choosing and implement(ing) appropriate learning strategies, and evaluating learning outcomes' (Knowles as cited in SDL, 2009).
Concerns include existence of advertising and no filtering of information for education.
References:
SDL, (2009). What is Self-Directed Learning?http://www.selfdirectedlearning.org/what-is-self-directed-learning
ReadWriteThink
Investigate with ICT
Learning Continuum:
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define and plan information searches
Description & Purpose: ReadWriteThink helps students effectively find information on the Internet. Students use keywords to conduct an effective Internet search and learn how to refine a keyword search to yield more relevant results. Students scan search results to identify the best sites for the desired information and apply the search strategies presented in the lesson to research a topic for an expository or persuasive essay.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Lower Secondary
Explanation for inclusion:
This resource relates to the sub-area define and plan information searches, specifically, to Learning Continuum Level 4:
Critical Assessment of value
The impact of the 'information explosion' or 'data fog', (Candy as cited in Andretta, 2005, p. 8) forces students to 'rely on others for its... (information)... retrieval' (Bruce as cited in Andretta, 2005, p. 8). Students confident of their own information literacy skills, can still 'benefit from systematic and cumulative formal instruction on Internet usage' (Stern as cited in Andretta, 2005, p. 9).
Concerns include work completed using the interactive tools cannot be saved due to issues of student privacy, passwords, server space, and cost.
References:
Andretta, S. (2005). Information literacy: A practitioner’s guide. Elsevier.
NGram Viewer
Investigate with ICT
Learning Continuum:
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locate, generate and access data and information
URL: https://books.google.com/ngrams
Description & Purpose: NGram Viewer allows students to enter one or more terms into a search box and view a graphical display showing how those terms have occurred in a corpus of books.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Secondary
Explanation for inclusion:
This resource relates to the sub-area locate, generate and access data and information, specifically, to Learning Continuum Level 5:
Critical Assessment of value
Opportunity to locate and generate precise data and information that further develops their understanding on a topic. Students searching full-text databases experience an unusually high cognitive load (Marchionini, 1989 as cited in Wallace & Kupperman, 1997,p. 6). Students 'interact with the knowledge in ways that actively practice and develop cognitive strategies.' (Jones as cited in Wallace & Kupperman, 1997, p. 7). Wineberg characteristics of novice problem solvers can occur, where students assume there is a correct interpretation of the historical documents given, and proceed to derive an answer. Students pay little attention to what the information is (e.g., the source, date, and reliability) focusing instead on what it says (Wallace & Kupperman, 1997, pp. 7-8)
Concerns include the inconsistencies in search results due to OCR issues.
References:
Wallace, R., & Kupperman, J. (1997). On-Line Search in the Science Classroom: Benefits and Possibilities.
