E-Eagles-Web+Evaluation

Eagles-Web Evaluation

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1. Your group needs to complete the criteria for a web site we started to develop in class. Make a list of the top 5-10-15 20 or the number of items you think are required to evaluate a web page effectively.======

Eagles: Rick and Dana Date: Saturday, March 14, 2009 Is this a “Good” Web Site? Site Address/URL: [] Site Name:_ What type of domain is this web site? __.gov__ ___.com__ ___.edu__ ___.org__ ___.net__ ___.biz Other:___ Put a check mark for YES, leave line blank if the answer is NO. _ Is the publisher/author’s name on the page? _Can you contact the publisher/author of the page? Did they give you their e-mail address? _ Is there a date on the page that tells when the page was last updated? Is it current/up-to-date? _ Is the site from a reputable organization or company? (ex. National Geographic, Discovery Channel, History Channel, Animal Planet, any government agency, etc.) _ Does the title of the page tell you what is on the page? _ Is the information what you need for your research? _ Could you have gotten more information from an encyclopedia? _ Does the information appear to be biased? Does the publisher/author use words like: best, worst, always, never? Is the publisher/author trying to persuade you to his/her point-of-view? Does the publisher/author use any derogatory language (ie putting other people down because of their race, skin color, religion, political views, etc.)? _Does any of the information appear to be wrong or exaggerated? _ Does the page have links to other information you might need/use? _ Do all the links work? _Are there pictures or photographs on the page? _Do those pictures or photographs go along with the information? _ Do the pictures or photographs appear to be real? _ Does it ask you to give personal information about yourself, family, friends? _Is the site trying to sell you something?

2. One member of the group type it up in WORD and paste it into the page for your group--Page titles are to the left and starts with a E- an example is E-Cuties-Web Evaluation- The person that does this needs to add their name at the end of the document


 * Each member of the group needs to do the following:**

3. Select a web site from the 2 lists provided in the class from **document B3 or B6. You downloaded the 2 documents in class from the web site: www.drhowie.com**

4. Each member of the group must do this assignment individually-- A. Web url address B. Title of Web Site C. Is the site TRUTH or TRASH D. Describe the criteria you applied to determine if it was TRUTH or TRASH E. In a short paragraph explain how you would use this with your students to teach them better searching methods and evaluation. Using the evaluation rubric I developed, I would rate the site: [|www.media-awareness.ca/english/games/jocool_jofool] as OK. Even though the information was based on kids in Canada, it had good information about what kids should and should not do when “surfing the net.” I’d use this in my classroom to educate/inform my students about safe web practices. As we are about to start research papers, I would also have them type in beluga whales on Google and have them evaluate three sites using the Evaluating a Web Site rubric I have developed. To save time, I’d divide the class into teams of three, and let them pick three websites they think would give them the information they could use. Of course, I’d point out the [|www.idiotica.com] site as a possibility to each team. After they had evaluated each site, we would then discuss what they had found. In order for students to determine what makes a site “good” they need to actually see and compare both a “good” and a “bad” site. Since there are various search engines designed for kids, like yahooligans and askjeeves, that weed out many of the inappropriate/inaccurate sites, I would direct my students to try those search engines first. I would then give them a list of “good” domains, such as .gov and .edu, to look for as they search for information on their topic. We would also discuss various reputable organizations and companies which would have accurate and up-to-date information on their topic. As each student pulled up a list of possible sites, I’d go around and briefly discuss which sites I felt would be best and why, BEFORE I would let them open those sites. Then each student would evaluate each of the sites they had picked before actually using the information from those sites. I’d make them include the web site evaluation from each site they use in their research paper. Eagles-Dana
 * The following is required on the page:**

Truth or Trash, a web site evaluation.

I evaluated the web site //Britain for Americans//, [|http://www.brookview.Karoo.net/BFA/] This site is __Trash__, although a humorous tongue in cheek look at the differences between America and Great Britain. I would not use the “helpful advice contained in the sight when visiting England.” The site did not have a publisher or authors name listed anywhere on the site, nor did it have a date it was originally published or updated. The site had no links to other sites about Britain. The information about Britain on the site was exaggerated and the pictures contained on the site where dated. Examples of this were the automobiles dated from the 1940’s and 1950’s, bicycles from the early 1900’s and pictures of propeller driven aircraft reported to be used in transatlantic service. This site along with the Beluga Whale fact site [|www.idiotica.com] site is useful in showing students what a bogus website look like. I would use these two websites as well as other bogus websites to have students complete a compare and contrast activity with legitimate sites like the U.S. Government, National Geographic, History Channel websites, and websites established and maintained by colleges and universities. For each website students evaluated I would require the evaluation form. Eagles-Rick

5. When you have this typed in the word document select all the text and **COPY** it 6. Go to the web page for your group---It Starts with a R- and then your name: Sample: 7. **CLICK** on it 8. Click **EDIT THIS PAGE**
 * R-Hackers-My Page Evaluation & Example**
 * Paste** your document into the correct area and add your name to the end of the document

7. BE SURE TO **SAVE** IN THE WIKI

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=Searching The Web : Class Outline
 * __ Prerequisites: __** Ability to demonstrate skills taught in the Basic Computer and Word Introduction classes.
 * __Program Description__**: // This class will introduce students to the “Web” and many of the most popular and useful things you can do with it. A portion of the class will also address effective search strategies so you can find what you really want. This is a class that is intended for people who have never used the Web. Students will need basic computer skills before enrolling in this class. //

a) Simply called "the Net," b) Driven by the popularity of services like electronic mail, file transfer, news groups, and the World-Wide Web, the Internet's growth rate has been astonishing: c) The most widely used part of the Internet is the World Wide Web (often abbreviated "WWW" or called "the Web").  a) It was conceived by the Advanced Research Projects Agency (ARPA) of the U.S. government in 1969 and was first known as the ARPANET. = 3) Basic Internet Operations = a) Client b) Server and directories c) Speed i) graphics d) Internet features i) Web ii) Email e) Web meeting f) Chat a) AOL b) ISP c) Cable Provider = 5) Basic browser buttons = a) Location Bar b) Back c) Forward d) Open e) Stop f) Refresh = 6) Domain Names = = a) Locates an Internet address = = b) On the Web, the domain name is that part of the Uniform Resource Locator ( [|URL] ) = = c) Domain name server ( [|DNS] ) = d) Domains- i) COM = Commercial ii) .NET = Also Used For Commercial iii) .ORG = Usually non-profits iv) .GOV = Government v) .EDU = Higher Education e) HTML (Hypertext Markup Language)- i) Tags ii) Links- "clickable = 7) Favorites and Bookmarks =  a) Saving a site b) Creating a folder  c) Editing and deleting  ==
 * 2) **** History **
 * 4) **** Internet Services Providers **

Validity of the information on the Internet

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