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Webquests: A Tutorial for Teachers

Webquests: A Tutorial for Teachers. Jimmy D. Price, B.S.Ed. EDTC 6139 Selection, Design, & Evaluation of Multimedia in PK-12 Schools East Carolina University. What is a “Webquest?”. This tutorial is meant to train teachers in the development of original webquests.

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Webquests: A Tutorial for Teachers

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  1. Webquests:A Tutorial for Teachers Jimmy D. Price, B.S.Ed. EDTC 6139 Selection, Design, & Evaluation of Multimedia in PK-12 Schools East Carolina University

  2. What is a “Webquest?” • This tutorial is meant to train teachers in the development of original webquests. • For those of you who may not know what a webquest is, it is an authentic learning activity, in which students utilize a teacher-developed webpage in order to follow through specific steps of satisfying the end result of the prescribed activities. • The webquest itself is “constructivist” in nature, in that the students must go through the activities in order to actively “construct” their own knowledge and understanding of the concepts to be mastered.

  3. Seven Portions of a Webquest • Introduction • Task • Resources • Process • Evaluation • Conclusion • Credits

  4. Introduction • This portion of the webquest should introduce the activity or lesson scenario/problem to the students. • Should include the “big question” that the entire webquest is built upon. • Should be motivational in nature. • The purpose is to prepare and “hook” the student.

  5. Task • In this portion, describe crisply and clearly what the end result of the learners’ activities will be. • The task could be any of he following: - problem or mystery to be solved; - position to be formulated and defended; - summary to be created; - complexity to be analyzed; - a creative work; - personal insight to be articulated; - persuasive message or journalistic account to be crafted; - product to be designed, or - anything that requires the learners to process and “transform” the information they gathered.

  6. Task (cont…) • If the final product involves using some tool mention it in this section. (i.e., PowerPoint; the World Wide Web; web-authoring tools; Microsoft Word; etc.) • Don’t list the steps that students go through to get to the end point here. That will come later in the “Process” section of the webquest.

  7. Resources • In this portion of the webquest, list all resources (print and non-print) that the students will utilize during the webquest in order to satisfy the end result of the activities.

  8. The Process • To accomplish the task, ask yourself “what steps should the learners go through?” • All steps should be listed explicitly, in a numbered sequence. • The resources should also be anchored, or imbedded, in the steps through links to the various informational websites. • Any graphic organizers or guiding documents should be made available in this portion f the webquest.

  9. Evaluation • This portion should be a description to the students regarding how their performance will be evaluated/assessed. • If cooperative grouping is utilized, be sure to specify whether there will be a common grade, or individual grades for each student in each group. • A rubric outlining performance-based standards and objectives should be utilized and made available in this portion of the webquest.

  10. Conclusion • This portion of the webquest should include a short summary of what the students will have accomplished or learned by completing this activity or lesson. Any extension activities for the students should be made available in this portion, as well.

  11. Credits & References • List here the sources of any used text, images, or music throughout the course of the webquest. • Be sure to provide links back to the original websites, if available. • Also, list any other books or other types of media used. • Include any necessary “thank you” to secified individuals and/or organization/group.

  12. So, how does this help my students? • As previously noted, webquests are, by nature, “constructivist.” Therefore, the focus is not on merely transference of knowledge and facts. Rather, the focus is that of authentic learning experiences, where real-world scenarios are posed as problems to be solved, or a task is outlined to be completed. In turn, students learn to apply knowledge, as well as analyze, synthesize (create; develop; generate), and evaluate authentic scenarios. As a result, students acquire the knowledge, skills, and abilities required to function as autonomous members of a problematic society in need of authentic solutions to each individual dilemma.

  13. Credits • Developed from “North Carolina Teacher Academy Webquest Information.” • Information modified by J. Price (2006).

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