Digital+Cheating+or+just+the+Age+of+Google

Hey Guys, Otherwise considering myself a Luddite, let's just rolling. I like how our project is based in the form of a question. Why don't we start out by getting your arguments. Do you consider the use of Google when researching (whether it be in high school or college) useful or an oversimplified device for plagiarism and/or cheating? What have been your personal experiences using Google for academic purposes (assuming that the word "cheating" speaks to an academic audience)? We can easily present our topic in the form of a problem. This is a controversial topic as many people, including students,use Google. This could be a good discussion but I worry that there's no definitive answer to this one-just us and the class... So, here goes. My experiences with Google started as early as 8th grade when my family purchased a desktop computer with a dial up internet connection. In middle school, my teachers encouraged the use of Google when performing research; however, now, professors are demanding I use academic or scholarly articles found on an online library database. Of course I appreciate the time and effort it took two scholars(that's right, all it takes is two professionals to read a document produced by an academic for it to be published "academic") to reread and perhaps comment on an article to make it scholarly. Yet, it is most definitely less time consuming to simply stroke my fingers, create some words, refine my searches in a Google toolbar than it is accessing an online library database. So, convenience, for starters, may be why so many people opt for Google. Are there any other reasons? In high school using sites found via Google as well as Wikipedia were frowned upon. We can dig in an see why that is exactly and inform the class (maybe this info isn't new to the class) I have a feeling we can present this material lightheartedly and still make for meaningful class discourse. New information may be difficult to present at this point because of the fact that so many students at Millersville, at least from my experience, must use academic journals as their resource source. What are your thoughts? Kathy

Kathy - No problem about the page! :)

In regards to our friend Google... in an academic setting, I find it most distracting and misleading. Even for HS research I found it more helpful to use "books" (!) from the library containing scholarly articles than it was to sift through thousands of weird Google hits. My teachers and librarians made accessible search engines like EBSCO which I also found helpful. I think that scholarly journals present their own problems, however, I find that they are a way of research much more reliable and easier to find. It has taken me years to feed confident in my own search through scholarly search engines - learning to refine your search without limiting it, knowing which database to even search through, and knowing which articles to pick so not to waste time reading hundreds with interesting titles and nothing to do with my topic. While these are still problems faced with the use of scholarly search engines, I would rather be dealing with these issues rather than the issues of Google and all the unfiltered garbage it presents. Google has its place for sure, but to me, that place is not in academic research.

Sometimes, sifting through academic articles and reading people’s ideas, my own ideas shift and change and take on a new form. But that’s the point, right? To get us thinking? I suppose Google could be used for this as well. Perhaps, if I were teaching a class, I would allow my students to Google search for a day, just for fun to see what the everyday person has to say about their topic; I might let them read unofficial blogs etc, just for ideas and perspectives to consider before turning to more reliable research.

I think cheating is cheating. There is no excuse why a person should take someone’s idea and claim it as their own. There is nothing wrong with barrowing. Just give the author some credit. I feel strongly about this issue because I take pride in my own ideas. When I am writing something I feel strongly about and passionate about, my ideas and my concepts are almost a part of me. I would be horrified if someone claimed it as their own - but honored if they wanted to reference it in their own research. Likewise, I try to show authors the same respect when I barrow from them or quote them. Just because we are using digital references more than physical articles (which I still don’t like doing, I'm much more a hands-on person) does not mean that we can "x" out the window and that author and her ideas are gone forever.

I will say there is one way I did learn to love Google - Google.Books. When I needed an article that Millersville didn't have in the library, or could not get to me later, I would find it in a virtual book through Google. This may be my favorite thing about Google, and I would also consider teaching my students about it.

Bottom line, everything has its benefits and drawbacks; personally I prefer reading interesting information, even if I don't agree with it, that I can find on scholarly search engines rather than someone’s unresearched/uneducated rant about a political decision. I don't need to agree with the information I find, I just want to find it heavy, rich; I want it to make me consider things I hadn't before, and I want to be excited about spending my Friday night doing research. I find Google is less helpful in this than the offered scholarly search engines. Also, I still harp on books - what’s so bad about turning a page? There is nothing more fulfilling, I think, than closing the back binding of a book. Even though we are in a digital age, I will still encourage my students to use the books at their disposal.

I hope this helps a bit! -Megan

Megan, Thank you so much for your feedback. English Education major...? I want to wait to hear from some other group members about their experiences with Google; but, you brought up some interesting points. I really liked how you visualized using Google in your classroom to merely gain everyday perspective. This is true about using Google as a search engine! Also, perhaps we should look at Google more as an engine for cheating and not for searching because it does deal with the question. (haha. This is my fault because my questions weren't developed with regard to the topic quite yet) Maybe the biggest question should be (or at least our focus): Does Google make it easier to cheat because we can easily "x" out of the browser? Also, Google has refined itself with Google.books. which has proved useful for you! Should we mention something about Google.books? Thank you so much for your ideas! Kathy

Hey guys, I like what everyone has been saying so far!

Do you consider the use of Google when researching (whether it be in high school or college) useful or an oversimplified device for plagiarism and/or cheating? What have been your personal experiences using Google for academic purposes (assuming that the word "cheating" speaks to an academic audience)?

When it comes to doing research, even when I was in high school, using Google was always the starting point for me--just a tool that I could use to see what research I should be looking for, depending on the topic, and overall themes for a paper that I might be writing. However, I wouldn't consider Google the be all end all for research. Although, I think that Google could be a good way for students to maybe do preliminary research, as a whole I think that Google as made students lazy. They have a question, Google has the answer that they might be looking for. I'm not sure that students know how to research anymore, because they have a very large search engine at their fingertips, able to deliver information quickly. However, students need to know what sites are credible from the websites that might just seem to be blowing smoke.

Now, I don't necessarily think that Google is just another gateway into plagiarism--do I think it happens? Absolutely. Do I think that what it is mainly being used for? No. I know from my experience that it takes a lot of practice to really navigate your way around Google. Like Megan said, I love the new Google Books feature. I know, for me, sometimes I forget a book that I need to write a paper for class or there might be books that the library might not have on the topic, right at you fingertips. I love that, in most cases, you have excess to most parts of the book and you are able to get your information with the ability to digitally search through the book, which I think saves time writing papers.

Just some thoughts! Kaitlyn

Hi Everyone!

I think you have all had some very nice thoughts regarding our topic. To me, Google can be a very valuable resource if utilized properly. I believe that there is an abundance of accurate, scholarly, and valid information posted on the internet, but the difficulty comes in discerning reliable sources from unreliable ones. I feel it is important that we teach our students research skills such as verifying the source of information their data comes from (i.e. author or database) or even finding the same information multiple times to help assure accuracy. In relation to using Google for academic purposes I am in favor of it being a resource for generating thoughts, questions, and interest in a subject, but should never be the only source for an area of research. I think that these sorts of resources and technologies will continue to become more and more prevalent due to their convenience, possibly even eliminating the need for things such as a library with the increased digitization of current written documents through mediums such as Kindles and Ipads. As many of you are probably already aware of many schools are making an effort to digitize classroom textbooks for both cost and convenience purposes. This enhanced form of a traditional medium may be what is necessary to keep students interested and engaged in classroom content. Not to mention that it may save a few students backs from not having to carry around such a heavy bag anymore!

Speaking more directly to our topic, I think Google can be utilized for plagiaristic purposes. To curtail this, the technology needed is a device which will search for identical content or very closely related ideas to a written piece created by a student. A former professor of mine had exposed me to a website called turnitin.com which scans not only books and periodicals, but web pages and previously uploaded papers as well. This ensures that the work is not only more authentic, but that it was not passed or purchased from one student to another.

-Chris Fisher

http://www.youtube.com/watch?v=I5UQkwCuB90 --AT&T iPhone bouncy castle commerial

Unreliable vs Reliable information Google as a starting point-- other resources Not all bad.
 * Google Books

Hey everyone!

This is the notes that I have:
 * It seems like our main themes for the project are showing that Google can be a valuble resource, but also how the pitfall of having information so widely avaible.
 * Show how we, as teachers, can work around those problems
 * classroom and lesson structure
 * Assessment
 * Showing was is considered a valuble to source when researching the project

Just wanted to make sure that we have the general idea back in our mind, but I think we're on the right track with what we're covering and breaking down. I know that I am covering classroom structure and everything.

Kaitlyn

Hey Guys, Sorry I haven't been managing this too well. My other courses are kicking my butt! Anyway, I felt our discussion at George Street Cafe' was enriching for our project. Let me get this straight though. We are giving our lesson in the following sequence: 1) Warm up with Video 2) Holding an open forum discussion with the class including topics such as:* c) The paradigm shift regarding knowledge and it's abundance and accessibility thanks to Google d) Classroom Structure and Set up in cooperation with technology 3) We will engage the class in a "quiz" using the polling website. Students will be asked a text-respond to a question posed with and without the use of their resources. 4) A brief discussion about knowledge accessibility, ways in which Google can make a positive impact in the classroom, ect. 5) Take away/Extension= The handout of reliable resources to be used in the classroom
 * a) Google and learning authenticity**
 * b) Challenges of teaching other subjects with Google as "big brother" so to speak**
 * ( each of are to take over this particular part of the discussion. I will be looking into the "Challenges of teaching other subjects" By tonight, hopefully, we can have some ideas posted here. Whether those ideas are supported with references doesn't matter at this point; but, remember we wanted to create a handout of reliable resources that can be used in the classroom!)

Does this sum it up? Is there anything I missed? In the correct sequence? Let's say each of us comes up with 1-2 reliable resources for the handout by Wednesday and post it here:

=Reliable Resources (What students take away):= 1) 2) 3)...ect, ect.

Thanks guys. P.s.- is there anyway we can post the link to the pollanywhere or polleverywhere website here too? Kathy

Kathy- this is the polling website we're using: [|www.polleverywhere.com]

The actual questions were created in my account so I can't post those specifically but I can give you the answers to the questions when I see you tomorrow morning.

Hi Everyone, Please see attached my information regarding tips to use to validate the accuracy and authenticity of internet content. Regarding the format of the lesson plan, did we maybe want to use the polleverywhere.com activity after the video and brief discussion so that we may display how a lot of inaccurate information can be obtained using google? I think logistically it makes sense to mention this before presenting some of the subtopics we have each researched. Please let me know if you think of anything I'm missing or need anything else. Otherwise, I'll see you all tomorrow morning!

Using Google as a tool for research, you’re sure to be directed to numerous websites containing content related to the information for which you chose to research. The difficult part is deciding what is accurate and what is not. Unfortunately, there is an abundance of inaccurate information posted on the internet for many reasons. Some may include, but are not limited to, getting visitors to a particular site, spreading of gossip or rumors, or even creating political or moral bias about a particular topic. With this in mind, I have listed a few tips you can use to determine whether the information you have found is valid and reliable. Source: Harris, Robert. "Evaluating Internet Research Sources." //VirtualSalt//. 22 Nov. 2010. Web. 19 Sept. 2011. [].
 * Validating the accuracy and reliability of internet content **
 * //If possible, do some research on the author of an article.// Try to gauge the author’s education and experience related to a particular topic.
 * //Try to be conscious of any particular bias they may have for or against a subject depending upon what their intent and motivation is for writing about a particular subject.// Challenge the information presented rather than just taking it for face value. It is important to take this same consideration when information is posted on a particular organizations webpage.
 * //Consider the sources an author may use for their information in determining the credibility of content.// (A source you can trust generally will provide resources that support their viewpoint)
 * //Make sure the information is up to date.// Many topics in areas such as science, technology, and politics are ever-changing. It is important to use the most up to date content to help ensure accuracy.
 * //Use scholarly resources if available.// Websites that provide scholarly, or peer reviewed articles are generally accurate because someone who is familiar with the information has already read and reviewed it for its validity.

-Chris Fisher

Kathy,

Your overview of our presentation matches what I have outlined as well. I know we were all supposed to post by tonight what our individual suggestions were/class questions, and as I work on mine, I see in my notes that we had asked (as a group) how to deal with Google accessibility during exams – was this ever assigned to a team member to address? I know we had made some suggestions during our meeting at George St (phones in corner of desk, etc).

Also –

Who was going to write up a handout? I will do this if necessary, I have no objections. Before I do, though, I just wanted to be sure no one had already made one, or, if someone had already begun to, I wouldn’t mind teaming up with them to help out.

Can yall stay after class tomorrow for five minutes to be sure we have everything tied up?

Now for my suggestions:


 * It is important to have a basic level of understanding before moving into more complex or abstract thinking; how do we decide, as educators, what is “basic,” what should be taught in class and what should be considered so easily accessible that it is assumed a student will seek the “basic” information for herself?**


 * - How often do we //really// look up a word in the dictionary (or dictionary.com)? Or do we rely on context to figure out meaning? How can we critically read an article without having some basic understanding of its topic?**

1. Reconsider what we are trying to teach in the lesson. Are we aiming to address a life skill, enhance critical thinking, or are we seeking knowledge-based memorization of fact?

2. Don’t assume all students know how to easily use Google, Google Books, Google Scholar. Have a mini lesson at the beginning of the year, and reinforce and encourage its use throughout the year. For example, if the class is having a group discussion and someone asks a knowledge-based question, have a student Google search from his seat or the teacher’s computer to show the rest of the class how easy the search can be so that students will become accustomed to its everyday use and utilize its accessibility on their own.

3. Remember to make use of and demonstrate to students where they can find information. Google is here to stay; rather than try to direct our students away from it, teach them how to properly use it to their advantage.

Less Fact-Based and More Thought Based Exams -- Recently Edited!
There is a story in the time article "How to Bring Children out of the 20th Century" that discusses the importance of highlighting the importance of things (such as the causes of the Civil War instead of a rote memorization of the various battles of the Civil War).

Not only should teachers be concerned with creating these different kinds of tests because the knowledge they represent is not long lasting and is often forgotten shortly after the test is taken but it is also important to educate students in order to exist in a more global economy.

These are the key components of a 21st Century Assessment according to educator John Norton:
 * Be largely performance-based. We need to know how students apply content knowledge to critical-thinking, problem-solving, and analytical tasks throughout their education, so that we can help them hone this ability and come to understand that successful learning isas much about the process as it is about facts and figures.
 * Make students' thinking visible. The assessments should reveal thekinds of conceptual strategies a student uses to solve a problem.
 * Generate data that can be acted upon. Teachers need to be able to understand what the assessment reveals about students' thinking. And school administrators, policymakers, and teachers need to be able to use this assessment information to determine how to create better opportunities for students.
 * Build capacity in both teachers and students. Assessments should provide frequent opportunity for feedback and revision, so that both teachers and students learn from the process.
 * Be part of a comprehensive and well-aligned continuum. Assessmenthould be an ongoing process that is well-aligned to the target concepts, or core ideas, reflected in the standard

-Mikaela

Technology in Foreign Language Education
Google translate is becoming an easier and surprisingly more accurate tool in language translation. We live in an age where accessibility to knowledge is faster than ever so, why take the time to memorize fifteen vocabulary words for a French quiz when you can acquire the answer within seconds on your computer or cell phone? Too often this has been observed or admitted to in classrooms across the United States. In a recent poll by commonsensemedia.org more than one third of teens admit to cheating with their cell phones and about half admit to using the internet to cheat*. So, in the case where resources are readily available and unavoidable to provide us with all the answers, how are foreign language teachers expected to compete? We join them.
 * Encouraging the use of legitimate online dictionaries by demonstrating their frequent use in the classroom. Debunking Google Translate in front of the class
 * Google can be used; just not Google translate. The use of Google Voice as a medium for interpersonal communication and oral production and analysis.
 * Techniques disabling or enabling cell phone use in classroom: Show phone policy during written exams or incorporate technological resources into assessment.

Jobe, Peyton. "Cell Phones in the (language) Classroom: Recasting the Debate." //Educause Quarterly//. Educause, 2009. Web. 21 Sept. 2011. .
 * "Cheating Poll | Common Sense Media." //High-Tech Cheating: What Every Parent Needs to Know//. Common Sense Media, 2011. Web. 21 Sept. 2011. .

Ok guys, here's what I have to say about b) the Challenges of teaching other subjects with Google hovering. p.s.- I think the editor or publisher should inevitably work on the handout... Did we want to meet again before we present to discuss the order of the lesson? Also, did we just want our notes on our topics to be what comprises our handouts? Or did we still want to do a list of reliable websites handout? -Kathy

Hey Gang - Sorry it has taken me longer than I thought it would to get our handout made. I am finished writing it, just working with formatting and condensing it to 2 pages. I'll print font/back. Also, my suggestions/tips doenst have a source. I was working with a question that was more idea based and just tried to come up with some outside the box suggestions. I hope that is ok. Finally, do I have everyone's tips? I feel like I'm missing a section but that may just be me going nuts from lack of sleep and too many groups to keep it all straight! Anyway, Ill email yall the final thing tonight and if you want to change anything, let me know tonight so I can change it before I print. Ill be printing from home since the last time I used a printer at school I literally broke the entire thing. Yes. I truly am more behind in the technology era than a grandma. So, let me know if you want stuff changed. We prob wont have time to present tomorrow, but I feel better being ready, regardless. Ill see you guys bright and early. Thanks. Megan

Alright guys, it took me even LONGER than I expected but its finally done. Sorry its so plain. I reworded some things where I felt it was needed but please let me know of any changes/editing/etc you would like to see. Otherwise, Ill see ya tomorrow and we can deal with it then.

Happy Thursday Everyone! Its almost the weekend...yay!

I went through out whole wiki as well as the worksheet so I can try and conceptualize how our lesson plan will look and sound on tuesday. I wanted to get some other peoples input on a few things:
 * Do people feel like we need a quick written reference for the commercial we are using?
 * Should we have a formal citation for the Time magazine article by John Norton in Mikaela's section?
 * I'm not sure exactly what the last bullet point under question number 3 is trying to explain. No need to change if the presenter is clear on how they want to share their information.
 * Should we have someone who is knowledgeable give an explanation of google books, google scholar, google voice, and any other websites that are considered to be valid and accurate? Personally, I am not familiar with these as I have not used them and I'm sure other classmates would appreciate a brief description of what they are and how they work. Maybe place in a word document to be placed on wiki for classmates to access as well??
 * I will create a few discussion questions for the class to talk about following the AT&T video. I will also lead this discussion with them.
 * **Questions:**
 * Is this something you would do? Why or why not?
 * Is this fair for other people?
 * Does this maintain the integrity of the game?

Please find below the format of our presentation that seems to be the most effective logistically: Please respond and let everyone know if you would desire to present any section in supplement to the content that corresponds with the handout. (If you have any questions or concerns regarding this, please let me know) Lastly, I reviewed the handout Megan created (well done!) and made some slight changes to some of the wording and structure so we may describe the content as clearly and accurately as possible. Please review this and let me know if anyone wishes to make any additional changes which will help more accurately explain your content and/or help you present it. If you decide to make any changes, please re-upload the file to the wiki for all to use. Thanks to everyone for a great job so far!!
 * 1) AT&T Video and Discussion (Presenter: Chris)
 * 2) Polleverywhere questions and emphasis on how google can be inadequate and inaccurate as a sole resource (Presenter: Mikaela)
 * 3) Reviewing and inciting possible discussion on each of our researched areas:
 * 4) Quick introduction to content -- Leading paragraph on handout (Presenter: Megan?)
 * 5) Teaching students the skills necessary to identify reliable from unreliable information -- Part 1 (Presenter: Chris)
 * 6) Types of content Part-- 2 (Presenter: Mikaela)
 * 7) Structure of Exams and Classroom techniques -- Part 3 (Presenter: Kaitlyn)
 * 8) Foreign Language Education (Presenter: Kathy) **You may want to explain and/or show Google voice since you may be most familiar with it.**
 * 9) Explanation of reliable web based content, possibly with small electronic "handout" (i.e. Google Books, Google Scholar, Turnitin.com, **Google Voice**, etc.): (Presenter: Megan??) I can explain turnitin.com if you would like me to....just let me know what you're thinking.