Download Chapter 6

Succeeding in a
Technology–Driven World
Welcome Back.
I hope that you had a wonderful break! AT
WHERE TECHNOLOGY USED TO BE…
What forms of technology do you use on a daily
basis? What technology do you use in your
classes? How has technology changed in the past
decades?
? How has technology changed in the past decad
• LET’S LOOK AT WHERE TECHNOLOGY USED TO
BE…
• Believe it or not...
NTIAL QUESNS: What forms of technology do you use on a
daily basis? What technology do you use in your classes?
How has technology changed in the past
Hi!
Today we will finish ch. 10 about
technology.
You will have your quiz next class
period.
After we finish the chapter, you will
work in groups (chosen at random)
to present a portion of ch. 11.
Timeline for College Entrance Requirements
Thursday Jan. 14th
Outline
Consider including
 Choosing a College Major
 Researching Colleges
 What do I consider when choosing a college?
 College Entrance Requirements
 Entrance Testing
 Dual Enrollment Credit—what should I take?
 Applications and Deadlines
 How Do I Pay for College?
 Federal Financial Aid—what it is and deadlines for application
 Scholarships
 Loans
•
OTHER IMPORTANT TASK
Timeline for College Entrance for Juniors
2016 Jan.
Feb.
Mar.
Apr.
May
Oct.
Sept.
Aug.
July
June
Nov.
Dec.
Jan. 2017
Feb.
Mar.
Aug.
July
June
May
Apr.
Sept. –Begin
classes at
College
Learning Objectives
 Define information literacy
 Define the four steps to becoming information literate
 Define the terms used in searching the Internet for
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information
Compare the three types of classes
Distinguish between asynchronous and synchronous
Define Web 2.0
Describe a course/learning management system
List examples of Web 2.0 or Social Media
Define MUVE and give examples
Distinguish between job aggregators and job boards
Information Literacy and
Research Skills
 Information Literacy—the set of skills required to
recognize when information is needed and have the
ability to locate, evaluate, and use effectively the needed
information.
 Is the basis for lifelong learning
 Must recognize information comes in many different
forms—print, e-mail, text-messaging, telephone, radio,
television, Internet
 Need to determine the most appropriate form of
information for the task you are performing
Becoming Information Literate
 Know the Purpose—why do you need the information—do
you understand the assignment and what kind of information
you need. Do you know what sources the professor wants
you to use?
 Retrieve—what methods will you use to get the information
you need? Where do I need to go to get the information?
Remember to get at least twice the number of sources
specified in order to get enough good sources.
 Evaluate—Does the information serve your needs? Is it
adequate? Do the sources you have selected give you exactly
what you need
 Use—How will you use and present the information—do your
sources support your position, have you included all essential
elements specified by your professor?
Approaching a Research Project
 Look at it as a chance to learn something new
 If you can choose your own topic, choose something in
which you are interested like your chosen career
 Use time management skills with the project
 Break the project down into smaller, more manageable
pieces
 Give each piece a due date
 Write these down in your planner
 Give yourself enough time to do a good job
Searching the Internet
 Determine the information you want to know
 Select the correct Internet search engine and know
whether it will require payment or whether it will use popup advertisements
 Search engine-program that accepts a request from a form or
URL, searches an index of words, and returns results back to the
requester
 All-in-one search service—gives information, images, media
related to the search term (Google.com) [May give you too
many items if you don’t narrow your search]
 Subject directories—hierarchical database (management
system of information) that references websites (Yahoo.com,
Looksmart.com [a pay service] , Best of the Web botw.org)
Searching the Internet (cont.)
 Keyword Search—most commonly used
search-provides information related to a word
or words you provide
 May or may not be related to the information
you want
 Word order counts—put in the most specific
information first to narrow your search
 If you list multiple words, the engine will imply
the word “OR” between them—cats dogs birds
means cats or dogs or birds to a search engine
Searching the Internet (cont.)
 Use symbols to help narrow your search
 + and - Use these like in math –cats + dogs will
bring up only things with both
 “ xxx” -- will bring up only things with that
exact word or phrase
 Phrase search—Group of words in quotation
marks “cats and dogs”
 Meta-search engine—passes your search on to
other search engines—called crawler or metacrawler– Excite.com
Evaluating Information on the Net
 Critical to the research process
 Just because information is on the Internet
does not make it accurate—Caveat lector—
”Let the reader beware”
 Anyone can post information on the Net
 Only certain sites are screened
 Use criteria to determine accuracy of
information
Criteria to Consider
 Authorship
 Accuracy
 Point of View or Bias
 Intended Audience and Level of
Information
 Date of Publication
 Scope
Authorship or Publishing Body
 Print Sources
 What experience or credentials does the author have?
 Is there a sponsor or organization supporting the author?
 Web Sources
 Is there an author for the document or website?
 Can you determine the credentials of the author?
 Is this a personal webpage?
 What is the domain of the website? Is it a .edu page—education or
a .com page—business or a .org page—non-profit organization or a
.gov page—government.
 Is the sponsoring body recognized in the field you are researching?
Accuracy
 Print Sources
 Is the source precise?
 Can you verify the data through another source
 Web Sources
 Does the site provide bibliographic sources for its
information?
 Are links to other resources valid, credible, and authentic?
 Does the author refer to other sources in the content?
Point of View or Bias
 Print Sources
 Is the material factual, unbiased, and in-depth?
 Is the information one-sided or unbiased?
 Is it scholarly information or is it popular information?
 Web Sources
 Is there any bias evident in the site?
 Is the site trying to sell you a product?
 If you used a search engine to get to the site, how did the
data get sent to you—are advertisers given the first
listings?
Intended Audience and
Level of Information
 Print Sources
 For whom is this source intended?
 What level of education does the text require of its
audience?
 Web Sources
 Does a group or organization sponsor the site?
 What is the agenda or philosophy of the sponsoring group?
 Be critical about sites that look educational but actually
promote extremist points of view or present propaganda
as fact.
Date of Publication
 Print Sources
 How recently was the source published?
 Has it been updated?
 Are there references and how recent are they?
 Do the sources meet time frame requirements set by your
professor? (Sometimes professors only want recent
sources.)
 Web Sources
 Is it up-to-date? If there is no date listed on the site, be
skeptical about it until verified.
Scope
 Print Sources
 What is the range of information? Is it broad and general or
narrow and specific?
 Is the information an overview, a survey, or is it detailed?
 Web Sources
 What is the purpose of the website?
 Is it humorous, exaggerated, or ironic?
 Does it inform, explain, sell, or share?
 Ask yourself why the webpage is there.
Technology Enhanced Learning
 Face-to-face (F2F) classes—may be supported by a
Classroom Management System (CMS) like Blackboard
for quizzes or assignments
 Blended or Hybrid Classes—Some material is face-toface and some is online
 Online Classes—All learning activities are conducted
online (Distance Learning or Virtual Campus)
 Asynchronous—everything is done on your own time
schedule—you don’t have to be online at a particular time
 Synchronous—students need to be online at a particular
time for a chat or other activity
 Most students like hybrid classes best
Asynchronous Discussions
 Used to stimulate critical thinking and creativity in online
courses
 Understand the question before trying to answer
 Research the issue and gather accurate, relevant data to
support your position
 Carefully write your position on the issue, making sure to
cite your references
 Read and respectfully respond to the postings of your
classmates
 Be sure you know how many postings your professor
requires so you get full credit—be thorough, accurate,
and use proper grammar and spelling
Netiquette-etiquette on the Net
 Avoid writing in all capital letters—this is like shouting
 Be careful what you put in writing, even in an e-mail as it
could be forwarded to anyone
 Always use spell-check and grammar-check
 Use shorthand “emoticons” only in informal situations 
 Never use profanity—everything in an online course can
be saved
 Only use “Reply to all” in an e-mail when you mean to
 Avoid “flaming” people—unkind criticism
 Avoid sarcasm
Positive Impact of Technology
on Learning
 Organization and control improved
 Communication between faculty and students
enhanced
 Class materials and Internet resources more
available
 Future application to careers provided
Technology Barriers to Learning
 Technology problems or problems with
technology support
 Technology is too complex to use easily
 Professors make poor use of available
technology
 Students are uncomfortable with technology
resources
Student Use of Technology
 Frequent use of Word processing, Presentation,
Spreadsheet software, e-mail and Course Management
Systems
 Like Course Management Systems because grades are
easily available, quizzes and materials available online,
and they can interact with other students and teachers
online
Results of Technology Use
 Students who work in online or blended classes perform
better than those who only have face-to-face instruction
 Blended classes have the best results
 Most effective online practices are those which allow the
students to reflect on their individual learning experience
WEB 2.0 Tools
 Web 2.0—Internet tools and technologies that
promote active interaction among people on
the Web
 Make teamwork online more convenient
 Chat, discussion boards, group forums, blogs,
virtual classrooms, file exchange, journaling
and e-mail
Web 2.0
 Blog—journaling using text and/or video; can link to Web
pages
 Video Blogging—You Tube and Google Video
 Twitter—social networking and microblogging. Textbased messages of 140 or fewer characters are called
Tweets. Messages can be open access or restricted.
 Instant Messaging IM—form of text messaging using
computer or smartphones over Internet. May have audio
or video
 Flickr—website that hosts images and videos
Web 2.0 (cont.)
 Plurk—online journaling
 Podcasts—audio or video digital media files that can be
loaded onto a mobile media device like an Ipod. Lectures
can be delivered this way
 Widgets—small programs built into Webpages—can
count views on a website or deliver information like the
stock quotes or weather
 Wikis—Websites that allow individuals to collaborate on
a document—like Wikipedia—hint—don’t use this as a
reference for a paper since anyone can contribute
Web 2.0 (cont.)
 Facebook—social networking Website created in 2004.
You need to sign up, but no fee to join. You can create a
profile, “friend” people, and send messages. Schools,
nonprofits, and companies can organize social groups.
You need to careful about privacy on Facebook. Anyone
can see your postings if you don’t set privacy controls.
 My Space—formerly the largest social networking site till
Facebook was formed
 You Tube—Video sharing website
MUVE—Multi-user
Virtual Environment
 Second Life—online 3-D Virtual world. Can be
used in classes to tour virtual environments,
do virtual labs, listen to virtual lectures. You
create a virtual self called an Avatar to move
about in this world.
 Open Cobalt—new virtual world with video
game like environment
E-Portfolios
 Collection of student work that can be
evaluated or assessed to determine how much
a student has learned
 Can be used to demonstrate competencies to
potential employers or colleges
 Can hold text or multi-media files
 Content is the responsibility of the student
E-books
 Electronic books that can be read on
computer, Ipod, readers like Kindle or Nook,
or smartphones
 Possible to highlight, or pull out information
for note review, depending on the type of ebook
 Often less expensive than traditional
textbooks
Mlearning
 Learning on mobile devices like smartphones,
Ipods, Netbooks, Ipads
 Use of mobile video devices to create projects
 Anytime, anywhere learning
 Who knows what is next????
Internet for Job Search
 Job aggregators—search engines for jobs
 SimplyHired.com, Indeed.com, Linkedin.com
 May use social networking to help job hunters
 Monster, Craigslist, Hotjobs
 Virtual Job Fairs