Internet
Enhance Understanding and Language Access by Utilizing Translation Tools Available in the Internet Browser
Charlestown Adult Education
TAGS: #ProgramPractice #Internet #TranslationTools #CAE
WHAT: Use internet browser-specific translation tools to enable students to translate English-language web pages, forms, and documents into their first language.
WHY: By utilizing browser-specific translation tools, you can improve language access and accuracy while reducing frustration. This applies to tasks such as completing intake forms, reading classroom assignments, and browsing the web. Enabling learners to utilize these translation tools empowers them to translate any English language form, document, or website, ultimately enhancing comprehension. Educating teaching staff, teachers, and students on the usage of these resourceful tools promotes efficiency and comprehension. The availability of instant translation tools fosters enhanced learning, understanding, and independence for all learners.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |Built In Translation tools
Open any document, form, or webpage in your favorite internet browser (ex. Chrome or Microsoft Edge)
Right-click in the browser window
Select Translate to English
In the window that opens in the upper right window, click on choose another language
The content of the webpage or document is immediately translated into the selected language.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.1: Use Accessibility Features
EF.3: Use Basic Browser Tools
EF.2: Search the Internet
IS.2: Access Information Sources
OL.1: Find Services
Evaluate Online Sources for Reliability
Labouré Adult Education Center
TAGS: #InstructionalRoutine #ProgramPractice #Internet #OnlineInformationReliability #Laboure
WHAT | Check for reliability of websites: Students will be introduced to online resources that will help them discern the reliability of news, information, and content.
In group work students will look up information concerning current, perhaps controversial topics, and will make determinations about the reliability of the source using a resource from a respected educational source.
WHY | Evaluate Sources: Learning to evaluate websites for reliability fosters personal vigilance over inadvertent access to unreliable or misleading information that abounds in online resources.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Online Worksheet:
Students will be given a number of questions to investigate, perhaps current news items or controversial topics, and will work together to find answers or related resources. Working together they will decide whether they think the source is reliable.
Then, they will use the online information sheet from Bridgewater State University concerning reliability of online resources, called Evaluating Websites: Identifying Fake News Sources (see below). After working through some of the guidelines of this information page they will re-evaluate their previous determinations.
This resource will be saved by the student as a reference guide to help them to make informed choices as they look for news and information online for future class assignments and for personal information searches.
Evaluating Websites: Identifying Fake News Sources
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CR 2: Understand and use data
EF 7: Understand the internet
IS 3: Evaluate online information
IS 5: Use search strategies
Explore the Internet with Online Expeditions
Gardner Pilot Academy Adult Education Program
TAGS: #InstructionalRoutine #Internet #GoogleSearch #GPA
WHAT | Students explore the internet on online expeditions with particular goals defined by instructors and based on class and textbook themes such as apartment or job hunting, furniture shopping, car shopping, etc.
WHY | Learning Internet Searches and Perusal: Students will learn, practice and improve their internet search skills in a context that is relevant to and useful in their lives. Searching on the internet with specific goals hones their search skills; interpreting the information found helps with their discernment of online information. Students will become more proficient at digitally obtaining the information they need in their daily lives.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Search: Instructors will select a specific thematic subject for the lesson, such as searching for housing. Instructors will preview the lesson with a discussion on how students have located appropriate housing previously. Instructors should also discuss the possibilities of online fraud with students. Instructors will then give students a specific assignment, such as “Find your dream home somewhere in Massachusetts'' or “Find an apartment you could move into”. Instructors will start students with a particular search engine, perhaps Google search, and suggestions for specific websites, such as apartments.com or Facebook Marketplace. Instructors will supervise as students complete this online expedition.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.2 Search the Internet: Students will learn and practice internet search skills with a targeted purpose. They will learn recommended search tools and how to pinpoint the desired information. By using information-specific sites (such as apartments.com, ziprecruiter, etc.) they will learn about the variety of search options available for specific content. Instructors can project a list of the various online resources that students can use to complete the assignment. Instructors can show students how to tell a secure site from an unsecure one (i.e., the presence of “https” vs “http”).
IS. 3 Evaluate Online Information: Students will gain experience in evaluating online information and its veracity. Instructors can also show students how to identify a reliable site from an unreliable one, such as by checking the domain name (ie, with a preference for .edu and .gov sites) and determining the source. Students can consider whether the sources they are using are reputable / reliable, such as learning about the reputation of sites (ie, nonprofit vs. for-profit, what is the organization, how old the information is, etc).
Explore the World Through Virtual Field Trips with Cloud-Based Geospatial Platforms
Haitian Multi-Service Center
TAGS: #InstructionalRoutine #Internet #GoogleEarth #HMSC
WHAT: Immerse students in virtual field trips using Google Earth, allowing them to explore the world from their classrooms. Learners embark on a unique digital journey, visiting various locations worldwide and experiencing immersive virtual environments.
WHY: Engagement, Global Awareness. This routine aims to broaden students' horizons, foster curiosity, and develop a global perspective. By leveraging Google Earth's virtual field trip capabilities, students can virtually visit historical sites, natural wonders, and cultural landmarks. This routine enhances student engagement, critical thinking, and understanding of diverse cultures and environments.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Earth
Introduce students to Google Earth, explaining its purpose and functionalities.
Select a destination relevant to the curriculum or specific learning goals.
Guide students through the virtual tour, highlighting points of interest and encouraging active exploration.
Facilitate discussions and reflections on the visited locations, encouraging students to share their observations and insights.
Provide additional resources or assignments that connect the virtual field trip to the curriculum.
Encourage students to create their own virtual field trips using Google Earth and present them to the class.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.4: Use the Mouse
LL.2*: Adapt to New Technology
IS.1*: Use & Apply Information
EF.3: Use Basic Browser Tools
Using the Search Bar on Various Websites to Find Information
Jewish Vocational Services - Hyde Park
TAGS: #InstructionalRoutine #Internet #JVS
WHAT | Depending on the unit topic, students will search for apartments, jobs, educational videos, or other things using the search bar on various websites.
WHY | Searching is one of the primary functions of using the internet. Students need to know how to gather and evaluate information that they will need for work, health, housing, travel, and other aspects of life. This routine will help students search for what they need, narrow search terms, and navigate websites.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | For example, during a thematic unit about housing, students will first learn vocabulary for rooms and items in a home and expressions related to housing. Then they will practice describing houses/apartments and inquiring about housing for rent. They will also practice asking for and following directions to locate different addresses. After studying textbook examples of housing ads, they will be introduced to a housing search tool such as Zillow or Apartments.com through a slideshow and teacher demonstration of the tool. Students will be told to perform a search on their own as homework and send the teacher the details. An extension of this could be presenting a sample situation (family with a specific housing budget. What apartments can you find for them?) to create a problem-based lesson using the digital tool and language content.
This type of lesson can be used with any topic using any website that has a search function. Below are some websites where the search function is essential to the use of the website, which will allow students to get a specific set of results as opposed to the broader set of results in a search engine.
Housing: Zillow, Apartments.com, Craigslist
Jobs: Indeed, Craigslist, ZipRecruiter, MassHire
Shopping: Amazon, Etsy
Health: Medlineplus.gov
Civics: Mass.gov
Travel: MBTA.com, Orbitz, Travelocity, Kayak, Tripadvisor
General information: public library website, Youtube
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
IS.3. Evaluate online information: Using the search function requires students to both be able to communicate what information they want to find by changing and narrowing search terms as well as evaluating the information they find to choose what’s appropriate for their purpose. Students can use a variety of websites to practice this skill, helping them get any information that they want and need. While evaluating online information, students also practice problem solving skills.
IS.5 Use search strategies: Students must ask themselves whether or not the search terms they chose produced the information they wanted and then change those terms as appropriate. If they cannot find the information they need, they can then ask themselves which search terms will get them the correct information. Search strategies can also help develop vocabulary and writing skills as students must think of synonyms or more specific ways to describe the information they are looking for.