TellEli9_4_Webquest

Creating plans and activities that integrate technology into lessons can be quite an overwhelming task, especially for teachers with limited time and resources available to improve their own knowledge of what’s out there. With this burden on my mind, I began my search for the perfect technology integration task that required a minimum amount of effort on my part. Well, it seems that that ideal solution just doesn’t exist. However, I happened to stumble onto a resource that could have considerable implications when it comes to integrating various technology resources into a project-designed task. This resource is called a Webquest.

I began my investigation into this new world by doing an on-line search to see just how much information was potentially available to me. I used the Yahoo! search engine; keyword “Webquest.” To my surprise, up came 450,000 hits! So, knowing I had many potential resources to draw from, this became my new technology-integrating tool. Here’s what I discovered:
A Webquest is a specific, task-oriented project (or quest), posted on-line, that is designed around your curriculum or particular topic (March, 1998). This project should be linked in some way to the ongoing topics and activities of the classroom, but it is primarily completed through the use of technology. It should be designed to streamline student learning and focus efforts on using information gathered rather than spending extra time locating information. It should also support higher levels of thinking in the areas of analysis, synthesis, and evaluation (Dodge, 1995). The teacher’s role is crucial in designing the task, making sure it provides specific focus and goals and is interesting to the students (Healey, 2001).

A Webquest is composed of several different sections, and many templates can be found to simplify the process. Basically, the structure includes separate sections for an introduction, the specific task, the process for completing the task, information resources, evaluation guidelines, and a conclusion. The introduction gives background about the topic and tries to draw students’ interest. It could include pictures, audio files, general information, or any other type of graphics that would be appealing. The task section poses a specific question or questions that students are expected to answer-this is the purpose of the Webquest! This is also the section where students are assigned roles (Webquests are typically done in groups), a scenario is described, and a problem is posed. The process section should include specific, clearly defined steps that students should take to complete the work. Information resources (websites, for example) are posted so students do not have to search aimlessly for resources. This area can be used to guide students to good, quality resources that have been evaluated by the teacher. The evaluation section describes how the project will be assessed by the teacher and can also include a section on how other classmates will assess each group (peer assessment). A link to an assessment rubric is generally included in this section. Finally, the conclusion section includes information that brings the project to an end (Webquest Template, n.d.).

How can this tool integrate various forms of technology? This is the question I continue to ask myself as I try to make technology integration in my class as broad as possible. To begin with, the main tools of technology used in these Webquests are the computer and the Internet. Incorporating other forms of technology within the context of the task, the process, the resources, and the conclusion is also a possibility. Students should work in groups, however, may not always have the time to meet. Using on-line chat or conferencing is one way to coordinate efforts. Another tool is the sound recorder found in the standard Windows programs. Students can record their progress, save their recording to a common file, allowing other students to listen to each other’s reports. The information resources section could point students to other sources in addition to websites (videos, music, books). Finally, groups could be required to report back to the class on a regular basis or as a final report and Power Point presentations could be designed as well.
As a teacher new to this powerful teaching tool, I plan to start small in my attempt at designing a Webquest for my class. The possibilities are endless though, and the potential for excellent integration of various forms of technology leads me to think that I’ve stumbled on to something very useful.