Question 7: How might you use Web Quests and the internet to stimulate brain-compatible learning?

 

 

Tell me and I’ll forget.

Show me, and I may not remember.

Involve me, and I’ll understand.

                                                                    Native American Saying

 

            Using the internet is a great tool for brain-based teaching and learning provided lessons are well designed, have structure and specific purpose. Like any other teaching activity students need guidance and parameters in which to function, especially teenagers. Bernie Dodge is considered an original designer of Web Quest activities (1997). A Web Quest is designed for students to gather information from a variety of internet sources and integrate that knowledge into some sort of product. Dodge outlines nine criteria, six he considers “critical” and three “non-critical”.

Critical Attributes

(1)  The lesson has an introduction, describing purpose and providing background information.

(2)  The task should elicit interest and be feasible to accomplish.

(3)  Information sources must be supplied. This does not mean that students cannot seek out other sources, in fact they should be encouraged to do so; however, a basic list of must be provided to insure continuity of project.

(4)  Instruction on the process needs to be outlined with attention given to detailed steps to avoid confusion.

(5)  Students also need guidance on how they should organize information being gathered.

(6)  Conclude the activity with a review of what students have learned.

Non-Critical Attributes

(1)  Usually Web Quests are group activities; however, there are instances where individual work may be applicable.

(2)  Motivation factors will encourage students to pursue lesson outcomes, i.e., students take on the role of journalist, crime reporter, scientist, etc. 

(3)  Web Quests can be developed with a single discipline or as an interdisciplinary project.

 

Web Quests can be devised to stimulate a student’s thinking skills, as well. Dodge describes eight higher order processes that can and should be included in Web Quest designs. Information and ideas could be (1) compared and contrasted, (2) classified or grouped according to specified criteria, (3) analyzed and conclusions drawn, (4) inferred into a premise or conclusion, (5) looked at for discrepancies either related to one’s own thinking or another’s, (6) developed into an opinion with supporting evidence (7) deciphered for bias and theme, and (8) examined while defining personal convictions.

March (1998) supports Web Quests as a tool to facilitate learning skills being advocated by new educational forums, i.e. 21^st Century Skills and Constructivism as discussed earlier in this research. However, he cautions us to consider the following “Myths:”

(1)                    The Internet is a source for all needed information. It is true that there is a never ending supply of information on the Web, however, much of it is not cross referenced or backed up by legitimate research, as are encyclopedias or professional journals. Many Web pages are written from singular points of view and highly opinionated, which of course, is more exciting for the students mind, especially teenagers. This creates a “double edged sword” educationally speaking. We want our students to be engaged and interacting with the “real world”, but we also want them to develop a good critical eye for the plethora of information available. But, as March says, “what better resource could you imagine! With the Web, students must take charge of their learning and scrutinize everything,” which happens to be the very skills we want them to develop.

(2)                    The Internet is the Information Superhighway. For fact finding and data collecting this is absolutely true. But the Web offers a much richer source of information -- that of people, their cultures, attitudes, values, etc. Students can also connect with other classrooms, teachers and individuals throughout the world. Recently, my students and I were able to visit a former student now living in China, where he attends school. Via computer we were able to see each other and engage in wonderful conversation. As a result of the Web we are becoming a global community, no longer isolated from each other. Within moments we can see, hear and know what is happening anywhere in the world.

(3)                    The Web is Full of Useless Junk.  March states, “This isn’t actually a myth. It’s true; the Web is full of useless junk.” The caveat, the Web is also inconceivably massive. There are “useless” pages, but along side those are vast amounts of pertinent data, research, information and educational tools. Data bases of all sorts are available for research. And students can access almost any encyclopedia or book. The Web has, in many cases, liberated the student. One of my former students who is blind can access any material desired, have it played on tape or downloaded in brail. This is phenomenal. For him, blindness is not a deterrent to his educational pursuits. 

 

Ncrel.org’s article, Critical Issue: Using Technology to Enhance Engaged learning for At-Risk Students claims, as do many others, “that school factors such as narrow curricula, rigid instructional strategies, tracking, and pull-out programs hinder the academic achievement  of many at-risk students” (2009). Research indicates we do a grave disservice to students by not engaging all potentials. The young blind man discussed above is very intelligent, yet if he were not given the tools to express his intelligence he could truly become an at-risk student. His potential would be locked away within. All students need to be challenged and technology can be a valuable tool for some. It was mentioned earlier in this paper about a young man (special education student) who was the only capable student within a college bound group able to decipher and work the technology necessary for project outcomes. Surely, technology favors his educational development.

“Technology has tremendous power to help students obtain, organize, manipulate, and display information” (Soloway, 1995). A major outcome for students is skill development related to real world applications. Most jobs, today, require computer literacy in some form. Along with data collection, word processing, graphing and design students can also actively engage the Web for complex and multilevel intellectual growth. Well designed Web Quests can develop student’s critical thinking, problem solving, project development, organizational, time management and communication skills. Soloway outlines several goals aimed at the at-risk student, but certainly valuable for all students.

·      Create projects containing multilevel instruction that challenge students and provide “meaningful, engaged learning.”

·      Furnish opportunities for students to interact with a variety of technological tools.

·      Provide teacher training to ensure competency for development and implementation of technology based educational formats.

·      “Foster…challenging technology-supported learning opportunities” via administrative, parent and community support.

·      Schools and districts must upgrade and provide adequate technology.

 

Ken Reid (1996) goes further by discussing how to integrate technology into curriculum while maximizing learning for all students. (1) Teachers should endeavor to work collaboratively with other teachers as they create and execute technology based curriculum. Being able to work closely with one of my colleagues has been not only beneficial for me but also for our students. On more than one occasion we have devised technological plans that have allowed success for students who would otherwise fail.  It is probable that technological interface, being non-judgmental or critical in nature allows a student or students to express themselves freely in the manner they choose. Such was the case with Media Projects which can be viewed in Appendix C: Videos and Pictures. There were some groups of students who were failing, yet when given this project truly shined.  (2) Teachers must let go of the need to know it all and welcome learning about technology along side their students. It is impossible to keep up with every new technological device today. Students, in fact, can be a great resource. In the past I often developed projects with components I was told could not be implemented. However, my students informed me otherwise. Now I create the projects and let students show or teach me how it can be done.  (3) Cooperative learning is an integral component of skill building for all students. In fact, this is where some student’s “acorn” begins to grow. Often, those students learning on the ‘outskirts’ of the class, when given the opportunity to interface as a key contributor for a team project, will surprise peers and teacher alike with astonishing work. One example comes to mind. A young man, borderline failing, very short for his age, isolated from the class, and considered “nerdy” found himself in a group working on a project: GMO’s (genetically modified organisms) In The Foods We Eat. His expertise with computers proved to be a tremendous asset to the group. When performance day came not only was the group’s power point informative and interactive, but the presentation skills of this young man took the class and me by surprise. His professionalism, articulation and knowledge far surpassed most of my student’s ability not to mention many adults. All he needed was the right venue in which to grow, which for him included technology. (4) Procedures and rubrics are necessary to “monitor and document…student’s progress.” I would also add they provide guidelines for students to follow. Students need to know what is expected of them and how they are supposed to engage particular activities.

Interacting with the Internet or maneuvering a Web Quest requires various skills. The most important is the ability to access specific information. One can come up with literally thousands of cites to evaluate, which, of course, is overwhelming. Therefore, it is important for students to understand how to find information quickly, yet relevant to their search. Four NETS for Better Searching at http://www.webquest.sdsu.edu/searching/fournets.htm (2009) offers some good tools to effectively search the Internet. Some schools, such as mine, have on line databases available that also facilitate the search process.

Creating an interactive, viable and educational Web Quest that engages higher order thinking skills takes thought and foresight. “A well designed task is doable and engaging, and elicits thinking in learners that goes beyond rote comprehension” states Dodge at http://www.webquest.sdsu.edu/taskonomy.html, (2002). He provides a compilation of categories to consider when developing the true spirit of a Web Quest.

·      Retelling Tasks:  Students are required to significantly change material found into a product that does not mimic findings.

·      Compilation Tasks: Students collect data, figures, specified information and reformat or re-write thereby creating original work.

·      Mystery Tasks: Expect students to procure information from several sources, make deductions and contemplate connections to solve a problem.

·      Journalistic Tasks: Requires students to verify background information, include other’s opinions on issues, and encourages them to examine personal bias.

·      Design Tasks: Challenges students “to create a product or plan of action that accomplishes a pre-determined goal and works within specified constraints.” A definitive product must be created.

·      Creative Product Tasks: Encourages student creativity, but must have specified criteria for product outcome, i.e., posters, poems, art work, plays, etc. Creativity is important, however, students must know the parameters in which to develop their work.

·      Consensus Building Tasks: Here students get to interject their own opinions related to research findings. If working on a group project, they must each research differing opinions on a given topic, then come together and decide on which they will base their final work.

·      Persuasion Tasks: Allows students to engage in debate whereby they try to convince others of their opinion(s). This particular activity can involve incorporating compilation, journalistic and consensus building tasks.

·      Self-Knowledge Tasks: Encourages students to ascertain personal ideologies, values, beliefs, goals, etc.

·      Analytical Tasks: While comparing and contrasting different modes of thought or specific schemas students should also anatomize differences or similarities.

·      Scientific Tasks: Direct students through the scientific method. They must develop a hypothesis then seek out experimental work to support their educated conviction. Pbs.org, Thinkfinity.com and fi.edu (The Franklin Institute Resources for Science Learning) are all excellent resources when developing science related Web Quests. Included in these resources are virtual experiments to facilitate student interactive learning.

 

Web Quest design can be tricky, even cumbersome. Luckily there are many cites that can help in the process. March (1998) has created simple graphic organizers and provides links to more detailed information that ease the process in his instructional article, The WebQuest Design Process. His method involves three stages: exploring possibilities, designing for success and creating your WebQuest. Dodge (2004) at http://webquest.sdsu.edu/designsteps/index.html offers another graphic aid: “Select a topic, select a design, describe how learners will be evaluated, design the process and polish and prettify.” He also offers links to modulate each of the above criteria.

Several topic specific, well constructed WebQuests, are available at http://webquest.sdsu.edu/designpatterns/all.htm (2009). Dodge’s categories, as outlined above, are covered along with other module types. Even though each Web Quest has been designed for specific grade levels and topics they are adaptable and useable within many contexts. Another excellent resource is http://www.techtrekers.com/webquests/ (2008). WebQuest activities are categorized according to the following: Art and Music, Careers, ESL, English, French, Health and PE, Interdisciplinary, Math, Research, Science, Social Studies, Spanish and Virtual Field Trips. This is a rich source for ready made activities and projects.

There are also sources that can connect students to other students and teachers when developing a Web Quest, http://www.epals.com/ is one. Here students can choose projects related to Biodiversity, Black History, Geography, Human Rights and The Election/Inauguration of President Obama. Students can connect to classrooms in over 200 countries. This is certainly a valuable site for integrating the community at large into project development. I have not had the opportunity to integrate this type of communiqué due to limitations imposed by my school’s technical department. As with everything else plan B or C just needs to be created. Recently students have been able to take on-line courses. I’m sure this will open the doors for other avenues of Internet use.

Web Quests and the Internet provide a rich source of learning for our students. It is a medium through which students are greatly empowered. There are many pitfalls to overcome in this domain, however. Student safety and privacy issues are of paramount importance. Students need instruction on Internet safety along with how to effectively engage it as an educational tool. Students also need to be taught effective communication tools whether writing a research paper or emailing a corresponding student/teacher a 1000 miles away. Internet etiquette is, yet, another brain-based teaching and learning activity.