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FDN 5220: Computers in Educational SettingsSESSION 4: Finding Information
In large part, the history of computers in educational settings begins in the library -- or, now, the media center -- where computers were first viewed as new tools that could gather and store data. For many still, the power of computers in educational settings relates directly to the enhanced ability to access information. In the mid-1990's, the explosive growth of "the World Wide Web" -- and consequent proliferation of millions of web pages -- led some to proclaim that it was in computer-mediated environments (such as the Web) where information could be "free." Free to find, consume, and to put to powerful uses -- regardless of who you were, where you lived, or how much money you had. Today, many still share such optimism. Challenges exist, however, and we must consider critically the characteristics of "information" in computer-based settings and the barriers that learners must navigate. For this session, let us consider such challenges as:
Making Information from Data. Anyone who has ever searched for anything on the Web realizes what a challenge finding information can be. For instance, a search for "assistive technology for blind learners" in one popular search engine initially returns over 2,600 results! In a time many proclaim to be the "Information Age," we seem to be hopelessly surrounded by ... data. More data has been generated in the last 5 years than in the previous 5,000. There were 120,000 books published in 2001, according to the Christian Science Monitor. There are, literally, billions of websites - some predict as many as 16 billion by next year. The average email user receives over 30 email messages each day - a number expected to double by the end of 2002. Finding information is tough enough. But, with so much data available from so many places in so many ways, simply making sense of what we find is, in many ways, a new "critical" skill necessary to develop. Search Tools and Strategies While there are hundreds of world wide web search engines, we will explore some of the most well known....and perhaps you know of others that are of specific use to you. Explore several of the following search engines by entering identical search phrases. What do you notice about the results of your search? Find the "search techniques", "search tips", or "advanced searches" and learn ways to improve your searches with that particular search engine. Also, what other differences do you notice about these different search engines? Task -- Do a search to answer the following question:
Share your answer on the course discussion board (Under "Searching"). List your answer, the search engines you used, the name/location of the website(s) you visited to get your information, and - most important - your thoughts on the process, etc. Be sure to read what others post, as well. HINT: We likely will be surprised by what we find! :) PowerPoint If you are unfamiliar with PowerPoint, please begin to learn this tool and explore the many ways you might use it in your classes as a mindtool. Learn ways to use PowerPoint as a non-linear tool. As you learn this powerful ( and often misused) tool, learn to incorporate some of the following features:
The tutorial page listed in the column on the left provides a number of good PowerPoint tutorials on 2 pages. Most are PP 2000, so keep this in mind if you are using another version. You might like to start with PowerPoint in the Classroom. If you are familiar with PowerPoint, find another piece of software with which you are unfamiliar, but would like to learn. Learn its basic functions and think of ways you might use it in your classes or institution. This may include: word processors, databases, spreadsheets, presentation tools, web editors, or other pieces of software you might find useful. You may work with others in groups to share and learn together. Image Manipulation ASU campus: Capture and manipulate digital images from cameras, scanners, and video capture equipment for use in documents, PowerPoint, and WWW applications. Explore the software that you have available, such as Photoshop, Image Composer, etc and learn to work with your hardware and software.
Experiment with a flatbed scanner by capturing an image and digitize it to a disk. Use video capture equipment to capture images and digitize the images onto a disk. Learn how to use image manipulation software.
Desktop Virtual Reality Visit these sites to see the beginnings of a new form and use of powerful images on desktop computers: We'll explore more VR in another class. Ask yourself how this form of graphics might be used as mindtools in the classroom.
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The university has made an adjustment in the computer security policy. Whereas much of it has to do with computer labs and other issues irrelevant to off-campus students, there are some things about which you should make yourself aware. Click here to read the policy. -- Steve |
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