Internet Research for TechQuest Project
May 13, 2008 by leynafaye
I am incorporating two main technologies into my TechQuest. The first is a Webquest. This will be used to help children gather the necessary information. The second is Digital Storytelling.
I was lucky enough to find a number of resources for my WebQuest.
This article discusses the benefits and pitfalls of an early WebQuest Project. Pre-service teachers used WebQuests to prepare lesson plans for implementation in local classrooms. One of the biggest pitfalls to the process of learning as a whole was teacher reluctance. The article served as an example of how to modify a WebQuest over the years in order to reach your educational goals. It also demonstrated the benefits of using such projects. The article points out that “WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.” This helped me limit my scope, and make sure that I was meeting these requirements.
This is a great resource by Bernie Dodge of San Diego State University. Dodge identifies two main types of WebQuests: short- and long-term.
- Short-term WebQuest: “At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term WebQuest is designed to be completed in one to three class periods.”
- Long-term WebQuest: “After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-. A longer term WebQuest will typically take between one week and a month in a classroom setting.”
For my project,I am implementing a long-term WebQuest. The rest of the article continued with the classification of WebQuests. It was extremely helpful for me as I created my own plan, as I could reference back and make sure I was meeting the necessary requirements for a high-quality task.
This is an amazingy well-organized and thorough introduction to WebQuests. It goes beyond definition and discusses the benefits, history, components, topics, resources needed, critical perspectives, and integration. There are numerous videos to watch (for visual and aural learners). It is important to remember that a WebQuest is a tool, not an educational theory, and that it builds on the ideas of constructivism and inquiry. Remembering this helped ensure that I was working with a constructivist perspective.
I found the section on “Essential Parts of a WebQuest” incredibly helpful. For each “essential section,” there was a very useful tip. One tip that I followed was to create a sample finished product so that the children had a goal in mind while working.
The second part of my project deals with Digital Storytelling.
This article is primarily a case study of a classroom that implemented digital storytelling in its English curriculum. The article is supported by scholarly research and sound theory. The theoretical results of the project implementation can be applied to digital stories. The author found that the process of creating a digital narrative increased reflection. and provided opportunities for critical metacognition.
This is another case study. This time, the implementing teacher had no technological understanding. The teacher had already facilitated the creation of some compelling and emotional textual narrative, but used digital storytelling to take that narrative to the next level.
A fascinating (and somewhat scary) point is raised in this article. The teacher herself had no prior knowledge of the logistics of digital storytelling. In her words, “I had time reserved in the computer lab, but I didn’t have a time line. I had basic computer knowledge, but I didn’t know how to create a digital story. I had enthusiasm, but I didn’t have the confidence required to pull off such a large project.” So what did she have? Her students! Placing the expertise in the hands of our students can be a daunting and nerve-wracking task, but it can pay off richly.
For this reason, I kept the boundaries of my digital story creation somewhat pliable. I want students to become the experts and show me what can be done. Without rigid rules, students are free to explore and create new ways of presenting narrative.
The project turned out to be a learning experience for both the students and the teacher. The student explored narrative, and in return, taught their teacher the correlating technology. There was one compelling case study of a boy (called Tadd in the article) who used the medium to break down walls that had been up for years, and made amazing breakthroughs. This is another potential benefit of this technology. It can reach those students who are reluctant to fully contribute in other ways.
This article discusses the results of a technology grant used to integrate Digital Storytelling into the curriculum. The teacher, Debra Butterfield, reflects, “Students show ownership in their stories and appreciate the wider audience for their writing. Many students come to find their voice. The digital storytelling medium requires students to choose their words well, create a purpose for the given story and develop a focus for it. It is authentic writing that redefines what writing looks like in the classroom by honoring students’ words, voice, music, and images.” This is truly technological integration that puts the pedagogy over the gadgetry.
Butterfield also points out that Digital Storytelling increases intrinsic motivation, collaboration, thoughtful revision, and authentic experiences. Students see themselves as writers rather than students who write. Her biggest suggestion is to provide plenty of breathing time for students (and teachers!) to become acclimated to the medium.
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