The assignment of creating a Webquest with a team was a learning experience. Prior to class, I had never heard of Webquest, but after exploring through some, I gained a general knowledge of them.
When we created our groups on the Webquest, my group included all future single subject teachers; however, we all were interested in different subject areas. We decided to choose science since we could create a Project-Based Learning Webquest. Our group collaborated on the Google Doc well and we all attributed equally to the creation of the Webquest. I found the layout on Google Docs limiting in regards to creativity and appearance. Our group decided, and later validated by peer feedback, that our Webquest lacked visual enticement for students. Additionally, I enjoyed the process of collaborating with fellow classmates outside of my group for peer feedback. I think the use of the feedback “sandwich” is a beneficial tool that all classrooms should use during peer review in order to avoid pessimism. My classmates shared valuable feedback for improving our Webquest; however, they were very positive as well.
If I were asked if I would create Webquests for my future classroom, I think I would. It is a good experience for students to gather information and explore new areas of a subject, and then create a new model of that information. I am glad to be exposed to Webquest in this Technolgy Tools for Education course.
This activity/assignment relates to the ISTE standards listed below:
III 3A – Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
III 3B – Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
IV C – Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
V D – Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.