WebQuests

     I have always thought that WebQuests were an interesting, fun way for students to be in charge of their own learning with a little guidance.  Throughout my high school experience I remember doing webquests only a couple of times.  Now that teachers are becoming more technologically aware, they are beginning to incorporate webquests or “internet projects” into their curriculum.  “The WebQuest gives students a framework of how to complete the activity while allowing for varying approaches to the assignment.” (Lipscomb, p.153)  I can compare this process to a math lesson where all students get the same answer, but they are able to explain their process of getting the answer in many different ways.  It allows students to have the freedom to explore different resources, and find new information on their own.  They are given the choice to how much time they want to spend at each source and what information they find most important.  The list of suggestions that Lipscomb offers is very insightful and will come in handy when attempting to develop my own WebQuest.  It is important to stress to students that their time on the computer is limited and that they need to stay on task during the whole class.  It is very easy, even as adults, to get sidetracked on the internet and then forget what the initial goal even was.  Also an essential piece to using WebQuests in class is to “have a backup plan.” (Lipscomb, p.154)  One thing I have learned though subbing is that not everything goes to plan, especially when using technology.  A smart teacher has a solid backup plan in case computers or websites are cooperating. 

- “I Guess It Was Pretty Fun”, Using WebQuests in the Middle School Classroom

               

     In the vast seas of the internet, we have to teach students how to surf smartly.  Not every website is packed full with reliable information.  Through a WebQuest we can provide exemplar websites that we have found that will provide them with accurate information.  I love the fact that teachers can make webquests as specific and linear or as vague and non-linear as they want.  I would just suggest knowing your students and how much direction they might need in an assignment that uses  various websites.  If they easily get distracted, maybe it would be a good idea to give them the specific websites that they need to use.  If they are self-directed learners then give them the wiggle room to find their own reliable resources.  If you continuously use the same webquest, make sure the websites are still up-to-date and accurate because many times I have visited webquests where many websites are no longer available.  Also be sure that the sites are not blocked at the school you are working because that will sure put a damper on a great webquest.  Webquests really test a teacher’s inventiveness when planning by “enhancing teacher’s creativity in thinking and writing, such as finding interesting and funny stories or scenarios and combining these with math and other subjects.” (Halat, p. 110)  Lastly the rubric is important for students to see so that they know exactly what is expected of them as an end product of the activity.  This assessment piece is important because webquests are so student-directed, and a rubric will give them the peace of mind that they are doing it correctly.

- “A Good Teaching Technique: WebQuests”

Examples of Webquests:

Solar System WebQuest

Another Solar System WebQuest

World Religions WebQuest

Fairytale Webquest