"Yahoo and Google and Noodle.... oh my!"

After reading chapter 2, I have learned a lot of valuable resources that I thought I already knew about. I had no idea that google and yahoo work in different ways (crawler versus directory system). I had no idea what a crawler was, in fact. That makes me think that google isn't acutally the most effective search engine, thus shattering my preconceived notions about the omnipotence of the google empire. Of course, google is still widely used and offers a variety of other tools besides the search engine, but the search engine is the only tool of theirs besides blogger that I use and thus I wonder if I should branch out when doing searches from now on.
The chapter discusses the four step process of intentional internet usage, in other words, using the internet to serve a purpose in learning. The planning section is probably the one that is most often skipped by students and teachers. It requires that the class be led in a discussion before jumping into internet research; they must take time to consider what they are looking for and what purpose that information will serve when they find it. As simple, easy, and important of a concept as that may seem, I'm sure the suggestion of having a discussion BEFORE jumping onto computers will be met with groans from many students. However, this step is crucial and probably the most important one for teachers to remember when talking about using the internet for legitimate, effective learning.
Obviously evaluation, searching strategies, and triangulation (a word I had never heard used in this context) are important too. The triangulation will also be met with groans as well as will be the most ignored part of this process by many hasty children who will not want to prove a fact by three different sources. However, if we teach students that this is the only right way to do internet research and activities, they will never develop bad habits that lead to the types of research negligence common of the current internet searcher.