In this article Linda Starr tells us what webquests are, why they are so popular and how we can use – and create – webquests in our own classrooms.

THE WEBQUEST FORMULA

Webquests, say the teachers who use them, promote high-level thinking, develop problem-solving skills, and provide an avenue for seamlessly integrating technology into the curriculum. And creating one is easier than you might think! Many sites are available to walk you through the process.

One of the most thorough is Bernie Dodge’s WebQuest Page (www.webquest.org). According to Dodge, the six building blocks of a webquest are:

  • The Introduction orients students and captures their interest.
  • The Task describes the activity’s end product.
  • The Process explains strategies how to complete the task.
  • The Resources are the Web sites (or other media) students will use.
  • The Presentation
  • The Evaluation measures the results of the activity.

HELP! WHERE DO I BEGIN?

Before designing a webquest, you’ll want to have an outline handy to guide you through the process. You can find good templates at Dodge’s site http://webquest.sdsu.edu/materials.htm

THE DESIGN PROCESS

Once you have your outline or template in hand, include these main points:

  • The Introduction
    You may have already decided on a topic related to current events or to an area of the curriculum that’s inadequately covered in available texts. If you’re still searching for a topic, however, Tom March, who developed the first webquests with Bernie Dodge, suggests starting “where you’re at.” “If you have an area that’s your specialty, something that thrills you to teach, that you know inside and out, up and down, begin there,” March says. http://tommarch.com/writings/wq_power.php
  • The Task
    “The task,” says Dodge, “is the single most important part of a webquest.” His webquest Taskonomy: A Taxonomy of Tasks (http://webquest.sdsu.edu/taskonomy.html) provides eleven different types of tasks, including journalistic, mystery, persuasion, and judgement tasks.
  • The Process
    In this section, you’ll include the roles students will assume and the steps they’ll follow to complete the activity.
  • The Resources
    Identify the resources (both online and offline resources such as books, videos and magazines) available on your topic by brainstorming a list of related words and using the list to search for relevant sites – or go to the school library. As you search, create a list of current, accurate, and age-appropriate sites that will engage your students’ interest.
  • The Presentation
    Information is shared. Students learn about the findings of the other groups.
  • The Evaluation
    Individual evaluation rubrics should be developed that follow curriculum objectives and are easy for students to understand.

SHARE IT!

Finally, your webquest is finished – and you’re pretty proud of it! Why don’t you publish your worksheet online!

ADDITIONAL RESOURCES

Article written by Linda Starr, Education World®, Copyright © 2000, 2002 Education World (Adapted by RW, 2007)