Reflection #6: Webquests, Are we learning yet?
In this week's class discussion, we went over webquests, which is a way of applying higher level thinking through a completion of a web-based task. Hyperlinks are used to tie in resources to complete an interesting task. My professor has made it clear that it is not a procedural activity. According to Bernie Dodge of the Department of Educational Technology at San Diego State University, "Having learners simply distilling web sites and make a presentation is note enough" (Dodge, 2007). A webquest can be done in any format whether it be PowerPoint, Microsoft Word, or excel. A webquest is created in various word processing format as long as the sources are supplied so that a critical and high-order thinking task can be completed.
There is an introduction, task, process, evaluation, conclusion, and credits in a webquest. Think of it as an online scavenger hunt to obtain the information to complete critical task. Some examples are finding the best solution to decrease unemployment in America or what is the best way to prevent a global epidemic using web-based resources. The task must be open to many possible situations or solutions. Webquest gives students the opportunity to critically think within the internet.
Webquest is a critical thinking activity that utilizes technology but I am skeptical of using it. I feel that webquests are outdated and may not be engaging to students. A webquest restricts the learner to sit behind their computers to search information when other forms of technology, such as Augmented reality and QR codes, can create a more real-world learning scavenger hunt. Webquest restricts dialogue because students have to face the computers instead of having face-to-face interactions. My main concern is that webquests removes the teacher form interacting and instructing the students since the students will be guided by what is on the computer screen.
An alternative way to apply webquests is having them set-up on mobile devices so that communcation and collaboration can occur without a big computer screen in the way. I would probably use webquests when I want students to self-direct their own learning and gather experience in collecting information on their own.
There is an introduction, task, process, evaluation, conclusion, and credits in a webquest. Think of it as an online scavenger hunt to obtain the information to complete critical task. Some examples are finding the best solution to decrease unemployment in America or what is the best way to prevent a global epidemic using web-based resources. The task must be open to many possible situations or solutions. Webquest gives students the opportunity to critically think within the internet.
Webquest is a critical thinking activity that utilizes technology but I am skeptical of using it. I feel that webquests are outdated and may not be engaging to students. A webquest restricts the learner to sit behind their computers to search information when other forms of technology, such as Augmented reality and QR codes, can create a more real-world learning scavenger hunt. Webquest restricts dialogue because students have to face the computers instead of having face-to-face interactions. My main concern is that webquests removes the teacher form interacting and instructing the students since the students will be guided by what is on the computer screen.
An alternative way to apply webquests is having them set-up on mobile devices so that communcation and collaboration can occur without a big computer screen in the way. I would probably use webquests when I want students to self-direct their own learning and gather experience in collecting information on their own.
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