Google isn't the only search engine out there. It is a common misconception that all search 
engines return the same results. This is completely untrue. The power searchers, the real data-miners, will generally use hacks to search and display several search engines at once due to this very fact. But, Google-branding is an unavoidable benefit to many of us. ("We are Google. You will be assimilated. Resistance is Futile.") If, by principle, you want to try and avoid the power of Google and its really good market scheme (take over the world) then I encourage it. I am not afraid of the Borg-ness of Google, personally I am sure that even if Google took over the world, God will still be able to take it back.
Google's Borg-like branding now helps in one key fashion that I would like to point out opens several useful tools for teaching; one newer in particular. The best thing about Google is if you can use Google's simple search format, if you are comfortable with it, then by default you will be comfortable with many of their growing search libraries as well. As a testimony to their "simple equals better" formatting and their open sourcing, they have made it almost identical to search many of their different engines and protocols as their web search interface. For instance, if you can search the web from Google, you can search Google Books the exact same way, and Google images, etc. The way you search stays almost identical even when the media changes. When one is trying to search the slew of information out there, the last thing anyone wants is more distractions or new ways to search. This had led to a rather successful pattern for Google, and may towards the future as well.
How does this help the teacher? Well, perhaps I am the only one, but I have noticed that many teachers may be "less than" as adapt at data-mining as their students. But this doesn't need to be! It really is easy and doesn't take as much work as it may seem. Learning to look through one type of process that is useful for many should be appealing, even to the most die-hard of "this is the way I've always done it" people. Playing around with the search options at Google (this is true for many other platforms as well, as already suggested) will generate greater comfort in that "form" of searching. Teachers, just as students, should become adept at looking through the "needle-stack." Why would I recommend Google in particular? Frankly, because theirs is not only more static in format but it is attractive then to those that want to be found. For the teacher, this means one thing: even more easy! If you are looking for something Google is simpler and more static by design but this also attracts those that want you to find them more as well. A great recent example (and my recommendation) is the LIFE photo archive hosted by Google. The images are of an incredibly high quality and free for use (for non-commercial purposes). 
This is not the only example and it isn't the only library now tooled to work with Google but, for the art/ photography teacher, history teacher, etc. this should be an incredibly useful tool. This is true first as LIFE brings the information to you in a format you are already used to but it is also true as the quality of LIFE's Photography Library is already well established. LIFE wants to be found. And Google wants you to find it, simply. Success of the Borg! Both sctrach each others' backs (Google hosts--stores-- the images and gets revenue from search advertising, LIFE makes a share of the money and has a platform to sell their library. Be sure to note you can buy prints as well.) Teachers should be drawn to and watch the growth of other libraries formatted "into" Google for searching (Books, Scholar, etc.) I personally highly recommend the LIFE library for all teachers. It is filled with rich (and now easier to find) images that are both applicable to many of the humanities and arts but even just to the curious and nostalgic. Enjoy!
This is certainly not the only way to find things. Do you know of another or better way? Share it in the comments. I and others would love to hear of it!
engines return the same results. This is completely untrue. The power searchers, the real data-miners, will generally use hacks to search and display several search engines at once due to this very fact. But, Google-branding is an unavoidable benefit to many of us. ("We are Google. You will be assimilated. Resistance is Futile.") If, by principle, you want to try and avoid the power of Google and its really good market scheme (take over the world) then I encourage it. I am not afraid of the Borg-ness of Google, personally I am sure that even if Google took over the world, God will still be able to take it back. Google's Borg-like branding now helps in one key fashion that I would like to point out opens several useful tools for teaching; one newer in particular. The best thing about Google is if you can use Google's simple search format, if you are comfortable with it, then by default you will be comfortable with many of their growing search libraries as well. As a testimony to their "simple equals better" formatting and their open sourcing, they have made it almost identical to search many of their different engines and protocols as their web search interface. For instance, if you can search the web from Google, you can search Google Books the exact same way, and Google images, etc. The way you search stays almost identical even when the media changes. When one is trying to search the slew of information out there, the last thing anyone wants is more distractions or new ways to search. This had led to a rather successful pattern for Google, and may towards the future as well.
How does this help the teacher? Well, perhaps I am the only one, but I have noticed that many teachers may be "less than" as adapt at data-mining as their students. But this doesn't need to be! It really is easy and doesn't take as much work as it may seem. Learning to look through one type of process that is useful for many should be appealing, even to the most die-hard of "this is the way I've always done it" people. Playing around with the search options at Google (this is true for many other platforms as well, as already suggested) will generate greater comfort in that "form" of searching. Teachers, just as students, should become adept at looking through the "needle-stack." Why would I recommend Google in particular? Frankly, because theirs is not only more static in format but it is attractive then to those that want to be found. For the teacher, this means one thing: even more easy! If you are looking for something Google is simpler and more static by design but this also attracts those that want you to find them more as well. A great recent example (and my recommendation) is the LIFE photo archive hosted by Google. The images are of an incredibly high quality and free for use (for non-commercial purposes). This is not the only example and it isn't the only library now tooled to work with Google but, for the art/ photography teacher, history teacher, etc. this should be an incredibly useful tool. This is true first as LIFE brings the information to you in a format you are already used to but it is also true as the quality of LIFE's Photography Library is already well established. LIFE wants to be found. And Google wants you to find it, simply. Success of the Borg! Both sctrach each others' backs (Google hosts--stores-- the images and gets revenue from search advertising, LIFE makes a share of the money and has a platform to sell their library. Be sure to note you can buy prints as well.) Teachers should be drawn to and watch the growth of other libraries formatted "into" Google for searching (Books, Scholar, etc.) I personally highly recommend the LIFE library for all teachers. It is filled with rich (and now easier to find) images that are both applicable to many of the humanities and arts but even just to the curious and nostalgic. Enjoy! This is certainly not the only way to find things. Do you know of another or better way? Share it in the comments. I and others would love to hear of it!
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