March
2009
WebQuests0
This weeks reading was on the topic of WebQuests. According to Dodge (1997), a WebQuests is an ’inquiry-orientated activity in which some or all of the information that learners interact with comes from resources on the internet.’ There are two types of WebQuests; short and long term. Knowledge aquisition and integration is the instuctional goal for short term WebQuests whereas the instructional goal for longer term WebQuests is extending and refining knowledge (Dodge, 1997).
To ensure that students are using their time efficiently whilst competing the set task, WebQuests should include: an introduction, a task, resources, process, a guide on how to organise the information and a conclusion (Dodge, 1997). It is important for these components of the WebQuest to contain questions that ‘require original thought’ (McKenzie, 2000, p. 1). This means that rather than simply gathering information to answer a question, students need to reflect and put some thought into the answer (McKenzie, 2000).
Whilst completing a WebQuest, students should be using higher order thinking skills such as ‘comparing’, ‘classifying’, ‘analysing’ and ‘constructing’ (Dodge, 1997). Questions such as ‘why?’, ‘how?’ and ‘which is best?’ (McKenzie, 2000, p.2 ) allow students to use these higher order thinking skills.
Therefore, I believe that WebQuests are valuable tools in the classroom. If the right type of questions are asked, students can use their higher order thinking skills which in turn leads to meaningful learning. I will defininely be using WebQuests in my teaching as I think they allow students to complete a task in a fun, creative and effective way.
References:
Dodge, B. (1997). Some Thoughts About WebQuests. Retrieved March 18, 2009, from The University of Notre Dame Portal.
McKenzie, J. (2000). The Question is the Answer. Retrieved March 18, 2009, from The University of Notre Dame Portal.
