Chapter 2 Reflection

This reading made me really think about how essential online search tools have become to education. I complete searches online daily, yet I have no idea how they work. Prior to reading this chapter, I in fact had no idea that there were two types of search tools (search engines and directories). I am now more likely to use a database, as what I need may be part of the “invisible web”. I knew that Google was very popular (I use it several times a day) but was interested to hear that the word “google” has now been added as a term in some dictionaries. It just shows how big of a role it plays in many of our lives: After all, when we don’t know something, we often say that we will “google it”. Additionally, I had never considered the fact that researching is pointless unless it is used intentionally. The book specifically stated that merely asking students to find some type of information on the web will probably not lead to learning (p. 15). I feel like that may be why I am not always successful when completing searches for information for a project or paper. Instead, I feel that it would be more beneficial to utilize the 4-step method suggested -- planning, using strategies to search, evaluating websites, and triangulating sources. Something else I began to think about while reading this chapter was how some words may be blocked by filtering software because they may be inappropriate in certain contexts. This is definitely problematic and can take away from the student’s learning experience. I am a proponent of filtering software, but after reading I agree that at some point, students need to learn to filter material for themselves. The problem is that parents will likely not agree to this, and I also do not want my students to look at explicit material, whether purposely or accidentally.

This chapter impacts me as a future teacher because searching the web is something that my students are going to need to be able to do to be successful in this day and age. When I teach students to search the web, I will have them use the 4-step method. I will make sure they are able to use search tools to solve actual problems and answer questions, not just to learn how to search using a random and meaningless term as I was taught. Students need to be able to determine if a site is relevant and credible, but I now realize that they would learn much more if they were actually evaluating a site that they needed to answer a question or solve a problem for instance. The idea of triangulating the search is a great rule of thumb that students can use to verify sources. I also now think that I will design an online survey for students to complete to get to know them at the beginning of the year. They could also design surveys for a project or use them to learn to record/analyze data and to create graphs in math. I had also never considered using handhelds and GPS systems in the classroom, and I am now interested in learning more about how these can contribute to more meaningful learning. The activities suggested in the book are ones that I think would be enjoyable for students in my future class. WebQuests are also something that I want to have students complete in my class because I believe they can surely assist students in becoming self-directed learners.