Defining the Problem 
Locating information on the Web presents different challenges for each user.
The information may be difficult to find, or, conversely, so much information
may be found that users have a difficult time distinguishing high quality results
from irrelevant ones. Every user of the Internet needs opportunities to practice
locating reliable information to answer questions. Furthermore, users need guidance
in developing skills to analyze and synthesize information in order to apply
it in useful and meaningful ways.
Helping students learn these skills can be an overwhelming task for teachers.
Not only do teachers need to teach the skills of searching for and applying
reliable information, they must also find ways to make the research activities
interesting and useful to students. The fear of Internet misuse further complicates
this task. Many administrators restrict Internet use and/or require strict supervision.
For this reason, many teachers are hesitant to use this technology in their
classrooms.
The impact of these issues on students is profound. The Web is a way for students
to find answers to their own learning questions and to address real world problems.
The Web can be a tool for critically examining other perspectives, values, and
cultures. It is critical that today's students be skilled in searching out and
analyzing such information. However, without the skills to use this tool effectively,
students will aimlessly "surf the Web" without giving thought to what they are
doing.
Solving the Problem
One way for teachers to help students learn how to navigate the Web and engage
in meaningful research is through the use of WebQuests. A WebQuest is an inquiry-oriented
activity in which most or all of the information used by learners is drawn from
the Web. WebQuests are designed to focus on using information rather than simply
looking for it, and to support learners' thinking at the levels of analysis,
synthesis and evaluation. The WebQuest model was developed in 1995 at San Diego
State University by Bernie
Dodge and Tom
March.
In this module, you will explore the elements of WebQuests in order to design
your own WebQuest unit. You will examine your curriculum and consider the needs
of your students in order to tailor the WebQuest to your particular classroom
needs. You will create and submit the following components:
- An Introduction section
- A meaningful Task section
- A detailed Process section
- An organized Resource section
- A student Evaluation section
- A Conclusion section.
Your submission should follow the same structure as the WebQuests you examine.
In addition, you will create a plan for implementing the WebQuest in your classroom.
Your Learning Questions
"All learning begins with questions. Questions cause interaction:
thought, activity, conversation, or debate. . . . Questions are fundamental
to teaching [and learning] because they encompass the three central components
of effective teaching: They provide information; they help learners transfer
that knowledge to subsequent learning; and they take [learners] to the highest
levels of learning in which they apply knowledge in various situations in their
lives."
(Kenneth R. Chuska, Improving Classroom Questions: A Teacher's
Guide to Increasing Motivation, Participation, and Higher-level Thinking, 1995)
Documenting your learning goals and questions will help you take control of
the learning experience. By addressing your own questions as you complete the
module activities, you will be able to successfully learn from this module and
apply what you learn to your own classroom.
As you read the problem, what were some things that came to mind? What kinds
of questions or issues do you have about this topic? What would you like to
learn? Go to your Notepad
and record these questions and issues. As you complete the activities, revisit
your learning questions. You should do your own research to address your questions
and integrate it into your solution.
To begin work on this module, proceed to the Process section.
