1. Using Technology as a Tool for Learning An Introduction to Web Quests http://webquest.org/ Data base of searchable webquest that are categorized by subject, grade level, & quality http://www.eduref.org/cgi- bin/lessons.cgi/Social_Studies http://www.eduref.org/cgi- bin/lessons.cgi/Social_Studies Collection of searchable lessons http://www.emints.org/ethemes/ Thematic web collection http://trackstar.4teachers.org/trackstar / http://trackstar.4teachers.org/trackstar / Thematic web collection

2. Web Quests are…. Inquiry-oriented activities in which teachers choose Web resources to assist students in gathering information for the purpose of constructing their own understanding of the topic. It is NOT about finding the one right answer Inquiry-oriented activities in which teachers choose Web resources to assist students in gathering information for the purpose of constructing their own understanding of the topic. It is NOT about finding the one right answer Jonassen et al. (2003) Jonassen et al. (2003)

3. Elements of quality Web quests Engage students in a task that goes beyond collecting & reporting information. Engage students in a task that goes beyond collecting & reporting information. –NOT just an on-line worksheet –Students should synthesize information they collect in a webquest into a creative product Use graphics, sound, video, audio to enhance understanding Use graphics, sound, video, audio to enhance understanding Involve students in cooperative learning Involve students in cooperative learning

4. Criteria for evaluating Web Quests Incorporates cooperative learning with specific tasks Incorporates cooperative learning with specific tasks Considers multiple perspectives Considers multiple perspectives Provides opportunity to analyze or synthesize information Provides opportunity to analyze or synthesize information Provides opportunity to create an original product that demonstrates knowledge gained. Provides opportunity to create an original product that demonstrates knowledge gained.

5. Components of a Web Quest Introduction Introduction Task Task Process Process Evaluation Evaluation Conclusion Conclusion Resources Resources http://www.zianet.com/cjcox/edutech4learning/c inco.html http://www.zianet.com/cjcox/edutech4learning/c inco.html http://www.zianet.com/cjcox/edutech4learning/c inco.html http://www.zianet.com/cjcox/edutech4learning/c inco.html

6. Skill Based Web Quests Secondary Example Secondary Example Algebra/History Algebra/History –http://www.ms.uky.ed u/~carl/ma330/project 2/al-khwa21.html http://www.ms.uky.ed u/~carl/ma330/project 2/al-khwa21.htmlhttp://www.ms.uky.ed u/~carl/ma330/project 2/al-khwa21.html http://math.rice.edu/ ~lanius/Lessons/ http://math.rice.edu/ ~lanius/Lessons/ http://math.rice.edu/ ~lanius/Lessons/ http://math.rice.edu/ ~lanius/Lessons/ Geography Geography http://www.nationalg eographic.com/educat ion/lesson_plans/inde x.html http://www.nationalg eographic.com/educat ion/lesson_plans/inde x.html http://www.nationalg eographic.com/educat ion/lesson_plans/inde x.html http://www.nationalg eographic.com/educat ion/lesson_plans/inde x.html

7. Inquiry and Exploration lessons Teacher provides an example of a journey to another country or city with websites and prompts for student exploration of each site. Teacher provides an example of a journey to another country or city with websites and prompts for student exploration of each site. Transportation to the location, accomodations, restaurants, tourist attractions, cultural events at a particular time of year, and budget. Transportation to the location, accomodations, restaurants, tourist attractions, cultural events at a particular time of year, and budget. Students form cooperative groups and each group develops a webquest for a different city or country Students form cooperative groups and each group develops a webquest for a different city or country Group explains why they want to travel there. Each group member is responsible for researching a different aspect of the trip. Students create webquest activities. Students participate in and evaluate other group’s webquests. Group explains why they want to travel there. Each group member is responsible for researching a different aspect of the trip. Students create webquest activities. Students participate in and evaluate other group’s webquests.

8. Sample Exploration Web Quests Exploring the roots of revolution in China Exploring the roots of revolution in China http://projects.edtech.sandi.net/kearny/ro ots/ http://projects.edtech.sandi.net/kearny/ro ots/ http://projects.edtech.sandi.net/kearny/ro ots/ http://projects.edtech.sandi.net/kearny/ro ots/

9. Interdisciplinary Web Quests Students explore different world cultures, comparing and contrasting symbols, history, language, religions/ holidays/ celebrations. Students explore different world cultures, comparing and contrasting symbols, history, language, religions/ holidays/ celebrations. Geography: locate the culture in time/place. Geography: locate the culture in time/place.

10. Interdisciplinary continued. Read a story or poem that represents the culture Read a story or poem that represents the culture Create an artistic display. Create an artistic display. Engage in discussion of how cultures studied are similar and different to each other and to US culture today Engage in discussion of how cultures studied are similar and different to each other and to US culture today http://www.emints.org/ethemes/resources/index.shtml http://www.emints.org/ethemes/resources/index.shtml http://www.emints.org/ethemes/resources/index.shtml http://www.emints.org/ethemes/resources/index.shtml http://www.maria-brazil.org (Brazil) http://www.maria-brazil.org (Brazil) http://www.maria-brazil.org

11. Problem Solving Web Quests Topic: Pollution Topic: Pollution Cooperative group studies pollution and apply findings via analysis sheet. Cooperative group studies pollution and apply findings via analysis sheet. –Air pollution (acid rain; global warming) –Water pollution (rain forests, wetlands) –Noise Pollution (sounds) All students in the group define pollution from perspective of their research, provide examples, alternative solutions, determine if the specific form of pollution is a problem in the local neighborhood/communi ty All students in the group define pollution from perspective of their research, provide examples, alternative solutions, determine if the specific form of pollution is a problem in the local neighborhood/communi ty Suggest solutions to appropriate policy makers Suggest solutions to appropriate policy makers

12. Problem Solving Web Quests Process to Middle East Peace Process to Middle East Peace http://www.personal.psu.edu/faculty/j/x/j xz8/Student_Webquests/kulp/quest.html http://www.personal.psu.edu/faculty/j/x/j xz8/Student_Webquests/kulp/quest.html http://www.personal.psu.edu/faculty/j/x/j xz8/Student_Webquests/kulp/quest.html http://www.personal.psu.edu/faculty/j/x/j xz8/Student_Webquests/kulp/quest.html Global Water Scarcity Global Water Scarcity http://projects.edtech.sandi.net/kearny/ch allenges/ http://projects.edtech.sandi.net/kearny/ch allenges/ http://projects.edtech.sandi.net/kearny/ch allenges/ http://projects.edtech.sandi.net/kearny/ch allenges/

13. Creating versus Doing a Web Quest Define problem Define problem Develop questions Develop questions Find & evaluate resources Find & evaluate resources Design a site for audience Design a site for audience Work on team Work on team Synthesize info Synthesize info Use logical thinking Use logical thinking Consider multiple solutions Consider multiple solutions Respond to problem Respond to problem Respond to questions Respond to questions Evaluate information within pre-selected source Evaluate information within pre-selected source Navigate within site Navigate within site Work on team Work on team Synthesize information Synthesize information Apply logical thinking Apply logical thinking Arrive at possible solution to problem Arrive at possible solution to problem

14. Steps to Research and Evaluate Internet Resources 1. Plan the Internet Search What do I want to find out and why do I need to know it? 2. Search strategy Do I need to use a search directory (e.g. Yahoo), search engine (e.g. Google); or Meta search engine (e.g. Ask Jeeves)

15. 3. Evaluate the website for relevance –Does it adequately address my topic? 4. Evaluate the credibility of the site –Primary versus secondary source of data 5. Triangulate the data from multiple sites

16. Evaluation Questions Who provided information? Known expert? Credible source? Are author’s credentials listed? Who provided information? Known expert? Credible source? Are author’s credentials listed? When was website created or last updated? When was website created or last updated? Is someone selling product or point of view? Is someone selling product or point of view? Source of the site? com. edu. gov. org Source of the site? com. edu. gov. org Biases of providers? Biases of providers? Citation of sources ? Citation of sources ? Can we validate the sources? Can we validate the sources? Does info represent theory, evidence, opinion Does info represent theory, evidence, opinion Impact of visuals, sound, animation Impact of visuals, sound, animation