Search Engine Comparison

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28 Οκτ 2013 (πριν από 3 χρόνια και 7 μήνες)

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Search Engine Comparison

Sumreen Asim

University of North Texas



Search Engine Comparison


I
n the 21
st

century we are surrounded by technology. Everything
seems
to be
going
digital,
form books,
news paper
s, pictures, textbook
.
Therefore, the definition of l
iteracy ha
s

changed in the 21st century from just be
ing able to read or write,
... rather it

in
volves the ability
to find information that you need on the internet and share it with others (Holcomb, Castek, and
Johnson, 2007)
.
For that reason
, it is not just a matter of teaching our
students

how to read or
write to become literate,
to a certain extent

integrat
ion

of
technology
,

and teaching them how to
find information
, has been come a critical skill

(
Tingen, Philbeck,
and

H
olcomb, 2011)
.


One of the most popular ways to do research now is by using search engines.
Search engines
are programs that search documents and websites
,

for specific keywords or terms
,

and then
returns a list where the keywords were found. These programs look for search terms, keywords
and synonyms and have a "weight" system when retrieving results.

Some of the most common
search engines used on the Internet today are Google,
Y
ahoo

and
Bing
.



Advantages and Disadvantages


In order to start this assignment, I actually googled "best search engine." Amongst the
hits
,

I got was an article by Gil (2013) from "about.com;" his article
"The 10 Best Search
Engines of 2013
,"

I randomly selected
five of them for this particular assignment. Just by
common knowledge and informal discussions with family and friends, I know that
Google
s
earch

engine

is one of the most

popular
web search engines.
The Google search engine
has a
variety

of capabilitie
s, ranging from simple

keyword
,

or a phrase

to more complex

advanced
search
es as well as

Boolean
search.

Google Search has a lot of options
,

such as:


calculator
:
enter

an

equation on the search bo
x
,

and you will get the answer
;

conversion tool, type the
conversion
making

sure to type the word ”in” 1 mile in feet
;


dictionary
:
t
ype “define” and

a

word
;

w
eather: type the word “weather” and then the city “weather
NYC


and you get a weather
report;

f
light search: enter the airline,
or the airlin
e code, and your flight number,
m
ovie search:
e
nter ”movie” and zip code and get a list of theaters, movies, times, and even review.


In addition, you can filter the type that you want to get your results, as vide
o
, news,
blogs, books,
PPT
,
etc.

One of the most valued options for my as an educator and a parent is the
“safe search” feature, filters out sexual content, it has two choices “strict” and ”moderate”. “
Strict” offers the most control since it filters both images and text, whereas “m
oderate” filters
images only.
I found that in just "playing" with the five web search engines I reviewed some
lagged behind. Although, I think that most search engines may have different strengths and
weakness, and I may not be looking at the proper streng
th that I designer may have had in mind.


Noodle tools, another helpful website that further lists and compares search engines and
the needs of a user, this particular site breaks down usefulness by categories of information
searches (
http://www.noodletoo
ls.com/debbie/literacies/information/5locate/adviceengine.html
).
I choose to compare and contrast: Google, Bing, Dogpile, Infotopia and Duck Duck Go.
I found
that all the search engines I used, received similar hits only varying in ranking order. They key
terms I used
where I identical and were "informal science learning."

Please refer to the table
labeled Appendix A.

C
onclusion


In my brief cross analysis of the search engines I found them to all be reasonable close in
the results that they had provided. I

cannot determine the advantage to using one to another
expect the fact that I am most comfortable using Google.

Appendix A

Top Results

Dogpile

Google

Bing

Duck Duck Go

Infotopia

http://informalscienc
e.org/

http://www.nap.ed
u/catalog.php?reco
rd_id=12190

http://informalscienc
e.org/

http://caise.insci.org/

http://nsdl.org/partner
s/detail/PATH
-
000
-
000
-
000
-
011

http://www.nsf.gov/n
ews/news_summ.jsp
?cntn_id=113003

http://www.inform
alscience.org/

http://www.nsf.gov/f
unding/pgm_summ.j
sp?pims_id=5361

http://www.nsf.gov/n
ews/news_summ.jsp
?cntn_id=113003

http://scholar.lib.vt.e
du/ejournals/JTE/v12
n1/pdf/walton.pdf

http://caise.insci.org/

http://www.nea.or
g/tools/lessons/506
37.htm

http://caise.insci.org/

http://www.nea.org/t
ools/lessons/50637.ht
m

http://
www.cnsm.csul
b.edu/depts/scied/

http://www.nea.org/t
ools/lessons/50637.ht
m

http://www.nsta.or
g/about/positions/i
nformal.aspx

http://www.nsta.org/
pdfs/PositionStateme
nt_Informal.pdf

http://www.nap.edu/c
atalog.php?record_id
=12190

http://www.sciencem
ag.org/content/323/5
910/69.abstract

http://www.nap.edu/c
atalog.php?record_id
=12190

http://blogs.plos.or
g/scied/2012/12/17
/unintentional
-
learning
-
benefits
-
of
-
informal
-
science
-
education/

http://www.nsf.gov/n
ews/news_summ.jsp
?cntn_id=11300
3

http://www.explorato
rium.edu/education/c
enter
-
informal
-
learning
-
schools

http://www.sciencem
ag.org/content/323/5
910/69.abstract





References





Holcomb, L. B., Castek, J. M., & Johnson, P. R. (2007). Unlocking the potential of K
-
12

classroom websites
to enhance learning.

New England Reading Association Journal,

43
(1), 36.

Tingen, J., Philbeck, L., & Holcomb, L. B. (2011). Developing classroom web sites for 21st






century learning.

Kappa Delta Pi Record, 47
(2), 88.