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WebQuestsWebQuests forfor childrenchildrenTheThe internet asinternet as anan analyticalanalytical
tooltool in ELT.in ELT.
Yaressi BenavidesYaressi Benavides
Marisela SalinasMarisela Salinas
OctoberOctober 4, 20104, 2010
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"A WebQuest is an inquiry-oriented activity in which some or all of theinformation that learners interact with comes from resources on the internet"
(Dodge, 1995
)
The WebQuest model was developed by Bernie Dodgefrom the Sn Diego State University in February,1995.
Since those beginning days, tens of thousands ofteachers have embraced WebQuests as a way to makegood use of the internet while engaging theirstudents in the kinds of thinking that the 21stcentury requires. The model has spread around theworld, with special enthusiasm in Brazil, Spain,China, Australia and Holland.
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In these modern times, it is almost impossible
to conceive a class without the use of somesort of digital technology.
Computers can become very useful for
teachers once we become skillful in usingthem.
Ideally a language insructor should be trained
in one or more full courses in CALL.
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A WebQuest is attractive in many different ways.
Students can make use of resources on the internet,which are original and accessible.
There are videos, audio clips and charts.
The parts in a WebQuest have a specific purpose
which helps to encourage their sense of autonomy in
learing a second language.
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Basically there are two types ofWebQuests:
Short term WebQuests- the objective is to acquire
and integrate kowledge; it is usually carried out in
one or four sessions.
Long termWebQuests: It usually takes loger than
four sessions because students have to put intopractice come cognitive processes such as
comparison, analysis, classification, and others.
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Designing a WebQuest that fits the class needs
Analyze the syllabus to make connections withthe topics.
If teaching for example occupations, you may
design a WebQuest with vocabulary andlanguage structures related to the topic.
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The colors of the rainbow,
The magic comb,
How sound travels For example, some students investigated and
explored about how the above experiments could be
done by classifying, comparing, and contrasting the
elements involved when doing the activities.
They put into practice their cognitive knowledge on
colors, shapes, the 5 senses, and new acquired
vocabulary.
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The introductoroy part of my WebQuest (Natzyelly, (2009)
Hello scientific kids, my name is Jim. I am a scientist. I like to make
experiments. I am a very intelligent student just as you are.Do you know how the sound travels? Can you steep through a sheet
of paper? What color do you get when you mix red and yellow? Can
you create a rainbow at home. I have many experiments to do and I
need your help. Would you help me?
TASK
You need to select wo experiments from the links. Prsent them to
your classmates. If it is a simple experiment, it doesn t need muchtime to do, you can actually do it for your classmates on the day of the
presentation. If you experiment more than one day, then bring pictures
of the changes you observed while doing your activity. Share with
your classmates what you have learned about the experiment.
PROCESS.
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EssentialEssential PartsParts of aof a WebQuestWebQuest
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Six important parts in aSix important parts in a WebQuestWebQuest
1.-INTRODUCTION
Write the big question here: What is that
learners are expected to do or to solve.
first, its should not simply include a yes or noquestion, but one that will require the student
to do some research and analysis.
Second, we need to make sure that our bigquestion will allow the learners to
demonstrate their learning in variety of ways.
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Second, we need to make sure that our big
question will allow the learners todemonstrate their learning in variety of ways.
The students will be able to gain some previous
knowledge of the activities to come.http://questgarden.com/92/99/2/09120421233
2/index.htm
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2.-TASK
In this part, the teacher explains in a formal waywhat the student will accomplish. We have to
keep in mind providing a clear objective for
the task is an essential part of creating an
interesting webquest for the students to
accomplish; otherwise the purpose will get
lost.
http://questgarden.com/92/99/2/091204212332/task.htm
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There are other task types that you couldincorporate into you Webquest. Some types oftasks are the following:
Retelling: students report on what they havelearned.
Compilation: students compile informationfrom different sources, put it together andpublish it on the web.
Mystery: Children absorb information fromdifferent sources and put it together bymaking inferences.
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Consensus Building tasks: students take
information from different resources with a
different perspective on a topic
Persuasion: Used to persuade some one to
agree with an opinion.
Analytical: Students look fro differences and
similarities, relationships or cause and effect,
and discuss their meaning.
Scientific: Children observe how events takeplace.
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3.- Process
The teacher explains the steps the learners areto follow in order to accomplish the task.
In this sections students work together to solve
a task by using different techniques according
to their learning style.
http://questgarden.com/92/99/2/09120421233
2/process.htm
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4.-Resources
W
ebsites, printed resources, videos, and all kindof resources that learners will need to
complete the task are included in this section.
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5.-Evaluation
Every webquest needs a rubric, keeping in mindthat are to be fair, clear, consistent and
specific to the task.
http://questgarden.com/92/99/2/091
20421
2332/evaluation.htm
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6.- Conclusion
This is the wrap up section, which allows thelearners to reflect about what they have just
learned. You can include rhetorical question or
extra link for the students in case they want to
increase their knowledge about the topic.
http://questgarden.com/92/99/2/09120421233
2/conclusion.htm
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WHERE TO FIND PREPAREDWHERE TO FIND PREPARED
WEBQUESTWEBQUEST
To elaborate a webquest for some people
might find difficult, especially if a person is not
very skillful in working with technological
resources or if having the time to do so is an
issue.
Therefore a Webquest similar to the one we
have presented would be the best option inorder to solve these problems
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HOW TO ADAPT EXISTINGHOW TO ADAPT EXISTING WEBQUESTWEBQUEST
The internet has enough samples to choose
from, but we have to be careful when
selecting one in particular in order to adapt it
to our needs.
There are some steps that you will need to
follow in order to select and adapt a
WebQuest from the internet.
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Step 1. choose a topic. to keep in mind the
goal you want to the student to reach. This
can be done bye looking on the internet for
some topics included in the syllabus of the
course you are teaching to the kids grade. Atopic the will encourage and help your
students to reflect on the learning, to solve
problems, to be creative, and to analyze the
results obtained.
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Step 2. search for existing WebQuest. Finding
a good site that includes WebQuests to
choose from might take more time than you
expected. Two sites for primary level are listedin the Resources Section.
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Step 3. Select WebQuest with high potential
only. It is important to check that it includes
certain qualities; for instance, links that are
working, pages that are free of spellingmistakes or grammatical errors, and attractive
designs. Topics that fit whit your goal, and it
matches with your students interests and
needs.
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Step 4. identify changes needed. The next step
is to check the entireWebQuest for parts that
you think need to be modified of improved.
For this purpose, you can use the table of
rubrics to evaluate a WebQuest developed by
dodge (2001)
( see the complete table in Appendix A)
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Step 5. download, modify and enhance. Now
it is important to ask the authors permissionto use some of her work. After gettingpermission, you can download the WebQuest.Once you consider that all the pieces are
together and you are ready to work on yourownWebQuest, you can modify it accordingto your personal needs.
In the resources section, I have listed a link withseveralWebQuest Evaluation Rubric.(Appendix A)
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Step 6. evaluate and revise. It is important to
have a second opinion, ask someone else in
your working context to take a look at your
work and make some comments on the parts
of the WebQuest. You can do it yourself by
cheking the WebQuest evaluation rubric
(Appendix A)
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St 7. lis a s ar . grat lati s,
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Now it is time toNow it is time to
create ourcreate our WebQuestWebQuest!!
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Bibliography
Using the internet as an Analytical tool in ELT:
WebQuest for children by Natzielly Kesne
Gonzalez Garcia, Unuversidad Autonoma deTamaulipas.
http://www.youtube.com/watch?v=VMHl2riF
4oc&feature=related
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