Teaching Two-Point-Oh: Web Quest 2.0

WebQuests are a perfect way for teachers to replace direct instruction with student-led activities. As Mark Twain once said, “If you hold a cat by the tail you learn things you cannot learn any other way.” That's the idea behind WebQuests; if students jump into the driver's seat and navigate their own way through a set of activities, they will take away far more knowledge from the experience than if they had instead been asked to sit passively by while the teacher delivers a lecture and they take notes.

To show you one way that WebQuests can be used, I have included a link to, a lesson plan and supporting documents for a WebQuest that I have created for use in my 8th grade English class. Below that, you will find links to other helpful resources and information regarding WebQuests. I hope that you find this great digital tool as useful and fun as I do! :)

WebQuest Lesson Plan

Name: Andrea Cannon	Date: 3-18-12
WebQuest Title: Investigating Persuasion in Media	Grade/Level: 8^th Grade - English
Curriculum Standards
GLE 0801.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys. GLE 0801.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites. GLE 0801.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts. GLE 0801.5.2 Analyze text for fact-opinion, cause-effect, inferences, evidence, and conclusions. GLE 0801.7.1 Analyze media for their ability to inform, persuade, and entertain. GLE 0801.7.2 Examine the relationship between the visual (e.g., media images, painting, film, graphic arts) and the verbal in media.
Big Idea/Focus Question/Goal
My goal for this WebQuest is for students to investigate the various persuasive techniques used in media and then use that knowledge to effectively analyze media messages for themselves.
TN State Computer Technology Learning Accomplishments
8.1.1. Students will demonstrate an understanding of the nature and operation of technology systems. c. Use terminology related to the Internet appropriately including, but not limited to electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML). 8.1.2. Students will exhibit a proficiency in the use of technology. a. Compare, contrast, and appropriately use various input, processing, output, and primary/secondary storage devices. 1. Use peripheral devices, such as a mouse, a keyboard, and a scanner correctly. 2. Use different software programs (word processor, spreadsheets, etc.). b. Perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents. (1.2) (M) 1. Type, edit, and print a document. 8.2.2. Students will practice responsible use of technology systems, information, and software. a. Practices ethical and legal behaviors when using information and technology, and discuss ramifications of misuse. 1. Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods. 2. Demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet. 8.2.3. Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 1. Practices ethical and legal behaviors when using information and technology, and discuss ramifications of misuse. 1. Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods. 2. Demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet. 3. Describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy. 4. Demonstrate safe personal practices of the internet. 5. Demonstrate appropriate use of electronic equipment. 8.5.1. Students will use technology to locate, evaluate, and collect information from a variety of sources. 1. Use on-line help and other documentation. 2. Evaluate the electronic information for accuracy and validity. 3. Identify the source, location, relevancy, and content validity of available information.
ISTE NETS-S Performance Indicators
2. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: plan strategies to guide inquiry. a. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. b. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. c. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. transfer current knowledge to learning of new technologies.
ISTE NETS-T Performance Indicators
2. Design and Develop Digital-Age Learning Experiences and Assessments a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Adaptations to Meet Individual Needs
Several modifications or adaptations are possible for this WebQuest: 1. Allow students to pair up as needed. 2. Provide additional time to complete tasks/assessments. 3. Allow student to work with an aide or instructor to offer clarification of concepts as needed.
What is the ‘relative advantage’ of technology integration in this lesson?
There are multiple advantages to integrating technology into this unit. First of all, it helps to enliven a topic and area of study that when taught through traditional means, generally results in diminished student interest. Secondly, the use of technology makes it possible to take a constructivist approach to this unit which allows students to be the driving force behind their acquisition of new knowledge. Also, integrating technology in this unit will allow the teacher to model the proper and ethical use of multiple technologies by making them a part of an authentic and relevant instructional experience.