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Teacher-Created WebQuests: Promoting HOTS and Technology Implementation

This study examines teacher-created WebQuests and their impact on developing higher order thinking skills (HOTS) and effective levels of technology implementation (LoTI). The WebQuests were created as part of a professional development project and analyzed based on Marzano's framework and the LoTI scale. The study investigates the alignment between teachers' perceptions of their WebQuests and actual levels.

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Teacher-Created WebQuests: Promoting HOTS and Technology Implementation

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  1. Mariano González C. Orietta Gutiérrez H.

  2. Introduction and LiteratureReview • Whatis a Webquest? • Inquiryorientedactivity • Dependentupon internet • Centeredongroupwork • Promoteshigh-orderthinkingskills • Example: • http://zunal.com/webquest.php?w=172601 • Mainfocus  teacherswhowererequestedtoparticipate in thedesign and creation of a WebQuest. • Glossary: • HOTS (High-orderthinkingskills): • Highercognitiveprocesses(criticalthinking, problemsolving, etc) • Work at thelevel of analysis, application, synthesis and evaluation. • LoTI (Levels of teachinginnovation): • Tooltoassessauthenticclassroomactivities • Why a WebQuest? • Popular tool • Promotesauthenticcontext/learning • Promotes HOTS Teacherdirectedinstruction (unauthentictasks and lowerlevels of thinking)  Studentcenteredtasks (connectionwith real world, HOTS and problemsolving)

  3. Whatistheexperimentabout? • ThisstudyexaminedWebQueststhat a certaingroup of teacherscreated as a part of a year-longprofessionaldevelopment Project. TheWebquestswereanalyzedconsideringboth HOTS and LoTI in orderto examine theextentWebQuestsaddressedstudents’ HOTS and the use of technology.

  4. Methodology • A) Towhatextent are Teacher-createdWebquestsdesignedtodevelophigherlevelthinkingskills, as describedbyMarzano? • Theresearchquestions: • B) Towhatextent are teacher-createdWebquestsdesignedtomeeteffectivelevels of technologyimplementation, as describedbytheLoTIscale? • C) WhatassociationexistbetweenWebquestsonMarzano’sLevels of Thinkingscale and theLoTIscale? D) Towhatextent do teachers’ views of theirWebquestslevels of thinking and LoTIlevelsalignto actual levels?

  5. Setting and Participants • Title I intermediateschool in SoutheasternUnitedStates (grades 5 and 6) • Theschool’s score havebeenbelowaverage in bothMath and Reading • Therewere 32 teachers at the time of thestudy • Out of 32 teachersonlytwohadusedWebQuestsbefore • Only 8 hadincorporedthe internet intotheirteachingbeforetheproject

  6. Data sources and analysis • In ordertoanswertheresearchquestionstheresearchersanalyzedteachers’ WebQuests and data from a fiveitem online survey • Teachersprovided a description of theirWebQuest and theirperception of both HOTS and LoTIlevel of theircreation. • For HOTS researchersusedanadaptation of Marzano’sframework • ToanalyzetheWebQuests, researchersfocusedprimarilyonthetask • Resarchersexaminedthe data fromthefivequestionssurveyto compare teachers’ perception of the HOTS and LoTIlevelswiththeirs • Analyzedlevels of HOTS, of LoTI and therelationshipbetweenboth (usingeachWebQuests’ task as theunit of analysis)

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