Introduction | Tasks | Process/Resources | Evaluation | Conclusion
Administrators in your school system are desperately trying to justify the cost of placing computers in classrooms. Both administrators and parents are also becoming more and more concerned about students' unguided use of the Internet. They are asking questions like: "Is it really worth it?" and "Is it really necessary?" Your principal has approached you about bringing a group to your classroom to see students utilizing the Internet. He has also asked that you consider giving a short presentation at the next PTA meeting about the effective use of the Internet in the classroom. You would like to convey the message that computers and the Internet are valuable teaching tools necessary for preparing students for their future. You know that technology can be used to challenge students to apply critical thinking skills. Immediately you begin searching the Web for a really special activity to use when your class is visited. You run across a new group of activities called WebQuests. They are defined as inquiry-oriented activities that utilize Internet resources. This sounds like what you are looking for, but you need to know more to discuss the concept intelligently with adults. You have to find just the right one for your grade and subject. After guiding your students through the WebQuest, you want to share your reflections of this experience with the PTA. Task 1: As you familiarize yourself with the WebQuest concept, you will:
Task 2: Review WebQuests to identify some that you might be able to use with your class. Select one to submit for team evaluation. Task 3: In teams of four, analyze and evaluate the four WebQuests submitted by group participants. Team members will evaluate the same four Quests from different perspectives, and reach consensus about the most and least effective Quests. Task 4: After the group evaluation activity, look back at the Quests you bookmarked in Task 2. Select one to use with your students when your class is visited by the parent group. Task 5: Reflect on the results of implementing the WebQuest with your students. Use a multimedia presentation application to present these outcomes to the PTA. Process for Task 1 (Familiarize yourself with WebQuest concept.) 1a. On your own, use the links below to explore for background information. You will use this information in Step 1b.
1b. With a partner, use a word processing application to record the following information:
1c. In a whole group discussion, share the information that you and your partner have compiled. Print a copy for each of you to use as you review Quests in Task 2, evaluate Quests in Task 3, and create a presentation in Task 5.
Process for Task 2 (Review WebQuests.) 2a. As you explore the collections
below, bookmark WebQuests that you might want to use with
your students.
2b. Select one WebQuest that you consider exemplary. Bookmark this WebQuest and leave it on your screen. 2c. Check your color-coded card to determine your role. Write the title of the WebQuest selected in Step 2b in the box next to your role on the Why WebQuests? Worksheet.
Process for Task 3 (Analyze and evaluate WebQuests.) 3a. With your partner, pair with another group of two to form a team of four. Each of you will assume the role indicated by your color-coded card:
3b. Independently evaluate each of the four WebQuests contributed by group members. Spend no more than 10 minutes on each Quest, then rotate to the next computer. Use your Why WebQuests? Worksheet to jot down your opinions of each from the perspective of your role. 3c. As a team, use your Why WebQuests? Worksheets to discuss and rate each of the four WebQuests. One way to begin discussion is to poll each team member for the two most effective and the two least effective WebQuests from their perspective. Pay attention to the other viewpoints even if at first you think you might disagree with them. During the discussion of each Quest, use the WebQuest Evaluation Rubric and reach consensus on a score for each element. (You may find it helpful to rotate to each computer to review the four WebQuests.) Compute a total score for each WebQuest and rank them in order from highest to lowest. 3d. Prepare a brief summary of the highest-ranking WebQuest located by your team. Select a spokesperson to share with the class your exemplary WebQuest and the reasons for its score.
Process for Task 4 (Select a Quest and use it with students.) 4a. After the group evaluation activity, quickly review the Quests you bookmarked for your own class. 4b. Using the WebQuest Evaluation Rubric as a guide, select a WebQuest to use with your students when your class is visited by the parent group. 4c. Guide your students in completing the WebQuest.
Process for Task 5 (Prepare a PTA multimedia presentation.) 5a. Select a multimedia presentation application, such as PowerPoint, AppleWorks, HyperStudio or Claris HomePage, to prepare your presentation for the PTA. 5b. Review the document that you and your partner prepared in Step 1b. You might want to use this information in your presentation to introduce the PTA to the WebQuest concept. 5c. Examine the WebQuest used in Step 4c to determine the key components to share in your presentation. 5d. Reflect on the implementation of this WebQuest. Analyze the results of the WebQuest's evaluation instrument. Use this data along with personal observations and student reactions to illustrate that computers and the Internet are valuable teaching tools. Individually complete the Evaluation Rubric as a means of assessing your understanding of the Why WebQuests? After completing Why WebQuests?, you are familiar with the concept of WebQuests and how they can enhance student learning, promote critical thinking, and direct student Internet activities. You have accessed sites with extensive collections and have implemented your first Quest. Use WebQuest Collections to help you find another WebQuest to use with your students. Use these web sites to help you write one of your own!
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