By: Wbeimar Morales- Sebastian Carvajal- Felipe Gomez

Does it look familiar?

WebQuest for the Classroom by Blake Day

Educational technology :

• There are many different methods, strategies, and software programmes that are meaningful for communication, in which students are engaged in the use of technology in a good way. 
• This tool is important for students and for teachers because it allows to improve and make easier teaching learning process.

WEBQUEST.

• It is an Educational program that helps to develop critical Thinking , cooperative learning,authentic assessment, and technology integration.
• The webquest makes students to be involved in researching a problem /question.

Title Page

• This page starts the WebQuest, titled Industrial Revolution WebQuest. Each item on this page should be one or two words to give a summary of what the page will be. The page also include graphics or pictures, representing elements of the WebQuest. 
• The Industrial Revolution marks a turning point in history, changing and influencing all aspects of daily life in one way or another . Both agricultural production and the nascent industry multiplied while decreasing production time, also this revolution included new technologies and methods to improve the productivity. 

Task

• A short concise explanation of the events is taking place during the Industrial Revolution and the product a student must produce. For this mission , the students will be the leading researchers in the social conditions of life of Great Britain.

Process 

• The process splits the variety of detailed task that the students are to accomplish. For example: Working conditions of children. 

The Production of Products

1. An essay which provides findings a recommendations. 
2. A presentation showing conditions and recommendations for change. 

Sites to review and research.

• The web sites in where students find and resource information should be sites approved, for example databases, thesis grades, investigations and articles. 
• The information should be divided in hyperlinks according with the topic, date or lesson.

Evaluation and Conclusion

• For evaluation and conclusion the use of rubrics is recommended, for the students, in order to allow them be clear about what they did well or not, and which aspects they need to improve.

Teacher's page.

The teacher’s page is a summary of remarkable topics of real world feedback, from people outside the classroom, in order to have relevant material for students to develop their critical skills.

Examples of suggested criteria for students, are as follows:

Subject: History

. Analyze reasons (why england was the first country to industrialize)

. Examine how (scientific and technological changes bla bla bla…)

. Discuss the important inventions ….

. Describe the growth of cities …

. Describe the changes and work ….

. Describe the effects of …

and so on…


English language arts .

• writing strategies
• writing applications 
• Write expository compositions.
• write persuasive compositions.
• Use different semiotics modes for make an appropriate presentation.
• Deliver persuasive arguments
• Deliver descriptive presentation

National technology foundation standards for students.

• Basic operations and concepts. (The students should have an idea of how to use technology)
• Social ethical and human issues. (Students manage technology very responsibly)
• Technology productivity tools (Technology allows for more effective learning)
• Technology communications tools (students communicate ideas through multiple media)
• Technology research tools (Allow for the search of new sources, plus the possibility of reporting results)
• Technology problem solving and decision making tools (Students apply technology to solve issues in the real life context)

Credits Page

Here you credit the sources for information, images and the like, in the case of Day’s article, Dodge and Rubistar are to be credited.

WHAT IS A WEBQUEST?

1. A WEBQUEST is a tool for learners so they do not waste time looking for information that might be not useful. They have to use the information the teacher puts on the WebQuest in order to help students to learn something new.
2. It is a didactic way to allow students to learn how to access effectively to technology through implemented activities that demand researching in which students construct their knowledge by themselves.
3. It is a powerful tool for learning. It provides students various tasks designed to motivate them. It allows them to create, make, something they are proud of and because of this, they are left with something, even after the task is done.

Reconceptualizing and Recontextualizing Webquests.

Sanford, J., Townsend-Rocchiccioli, J., Trimm, D., & Jacobs, M. (2010). The webquest: Constructing creative learning. The Journal of Continuing Education in Nursing, 41(10), 473-479.

Based on the nurses' experience using WebQuests for learning purposes, how could we as future teachers replicate this successful action when planning our own lessons?


Sviridon, R. (2008). WEBQUEST AS AN EFFECTIVE TASK-BASED ACTIVITY IN THE ENGLISH LANGUAGE COURSE. АНГЛИЙСКИЙ ДЛЯ ЧЕЛОВЕКА ХХI ВЕКА: ВЛАДЕНИЕ АНГЛИЙСКИМ ЯЗЫКОМ КАК ЗАЛОГ УСПЕШНОСТИ НА РЫНКЕ ТРУДА, 107.

Why have WebQuests become a preferred tool for class planning nowadays?

Week 2 (Jan. 26-28) – What are WebQuests I: (Re-)Introducing the Term

Since we’re back to work on WebQuests, it is important to revisit what they are. This will be our work for this week.


To get us started, I want you to watch these two videos. One featured the WebQuest master himself, Dr. Bernie Dodge:

Also, watch this video where a group of gifted students in 1st and 2nd grade talk about WebQuests

This second video is particularly interesting as it goes on to prove that WebQuests as a learning tool don’t really have a ceiling. All ages and language competence levels have the potential to create top-notch WebQuests.

As you watch this, in class you are going to come up with a brief working definition of WebQuests. 

Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom – An afterthought

As you watch Prof. Areiza Lecture last week, think about the central transformation that lecture is calling for in the way we should conceive language teaching today. Complement this discussion with the new challenges for ICT and language learning posed in the three articles below:

Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and learning with the net generation. Innovate, 3(4). Retrieved from  http://uruguayeduca.edu.uy/Userfiles/P0001/File/Teaching_and_Learning_with_the_Net_Generation.pdf

Please post here your mind maps and comments regarding Barnes, K., Marateo, R., & Ferris, S. (2007) reading.

Mora R. A. (2011, August). Challenges and Opportunities for Literacy and Technology in ELT Teacher Education. Keynote Presentation at the 2nd Colloquia on Research and Innovation in Foreign Language Education 2011, Bogotá D.C., Colombia. Retrieved from http://files.eric.ed.gov/fulltext/ED547648.pdf

How could we as preservice teachers adapt education to our students' needs nowadays bearing in mind the characteristic of obiquitous learning, in a world everytime more multimodal?

Mora, R. (2014a). Technology, digital literacies, and language ecologies. Rethinking the intersection between technology, digitalliteracies and Language Ecologies. Enletawa Journal (7), pages 115-128. https://www.academia.edu/13823015/Rethinking_the_intersection_between_technology_digital_literacies_and_language_ecologies

How has a language user been influenced by the implementation of ICTs?

Week 1 (Jan 19-21) – Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom

Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom One of the goals of this course is to help preservice teachers gain a deeper understanding of everything that introducing ICTs/digital literacies/internet-based tasks entails. The central argument here is that we need to engage in an epistemological discussion about the use of these new media and digital literacy practices as the precursor of the instrumental work that will take place in the classroom, and not the other way around.

To engage in this work, students will initially watch Prof. Areiza lecture:

Lecture: Education in the Digital Era: More than technology use in the classroom by Prof. Hugo Areiza (Universidad del Valle)

Primera Parte

Segunda Parte

Use this space to write about your insights from Prof. Areiza lecture.