Introduction

The objective of this abbreviated WebQuest is to introduce you to the broad range of technological tools appropriate for fostering learning in a variety of learning environments. A WebQuest is a effective tool for supporting this objective because you will be actively directing the focus of your exploration in ways that support your specific needs as an educator. Bernie Dodge describes a WebQuest as an" inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation." (http://edweb.sdsu.edu/webquest/overview.htm).

The essential question around which this quest is organized is: what are the pedagogically powerful technological tools that are appropriate for the subject matter in your discipline, that can meet your needs as an educator, and that will foster meaningful learning for your students?

During our all too short time together, we would like you to be able to:
1. Develop an over arching sense of the types of tools that are available and appropriate for supporting learning
2. Evaluate the utility of specific tools for the teaching and learning that you do
3. Locate a collection of useful links and resources that you will be able to explore later on your own,
4. Synthesize your understanding of these tools and their application, as you create a plan to integrate them into your work.
5. Become familiar with the use of a WebQuest as a learning and teaching tool.

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1. Begin by finding one or two other people to work with for the next hour. They might be from a similar department or program or even the person at the computer next to yours. By the end of our time together we would like each of you to begin to create a MS Word document with the three elements listed below. We encourage you to
--A. A list of links to sample learning activities that you will spend time exploring further on your own
--B. A outline of the kind of learning activities/resources you might want to begin creating for your own students
--C. A list of the things you might need to learn in order to create these learning activities
Please email yourself this document or save it on a disk for later use.

2. Throughout the process of exploring and evaluating these resources we would like you to discuss your ideas with your colleague(s). Try to discuss which resources seem to be the best suited for the level of work you are doing, the nature of your disciplines, and the students with whom you will be working. Don't forget to address the motivational aspect of the use of these tools and the depth of learning that their use will foster.

3. After we are done today you are encouraged to take some time on your own to access the materials that you put together for the purpose of creating a plan to move forward with your professional development. This Website and the resources it contains will remain accessible to you throughout the next six months as you pursue this work.

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To complete this WebQuest, please follow the steps provided below.

1. First find one other person in the room with whom you have some common curricular interest or background.
2. Once you have found a partner please open a word document on your computer and save it on your desktop.
3. Please work with your partner to engage in a general review the different categories of technological tools.
4. Once you have completed a general review, please begin (either independently or cooperatively )to investigate in greater detail those categories of tools that are the most relevant to you. Explore specific examples of their use and keep track of the links and resources that are relevant to each of you by dragging these links (or copying them) to your word document.
5. As you explore these resources, please discuss them with your partner, evaluating their quality, utility, and applicability.
6. As the last part of your work today, either save your word document to a disk or email it to each of your addresses as an attachment.
7. Finally, I encourage you to access this material at a later time in order to continue your work.

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For most WebQuests, an important component of the approach is a description of how the process and final product will be evaluated. I have included an example of a rubric template that would be used by the students to know what are relevant dimensions of assessment, and by the teacher as a means of evaluating student work.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Stated Objective or Performance 1	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.
Stated Objective or Performance 2	Description of identifiable performance characteristics reflecting a beginning level of performance.	Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.	Description of identifiable performance characteristics reflecting mastery of performance.	Description of identifiable performance characteristics reflecting the highest level of performance.

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A WebQuest can be a powerful tool for supporting student-centered learning. We have designed this abbreviated version to begin to introduce you to the process, and to allow you to actively explore a large collection of educational technological resources relevant to your work. This application of technology to learning is very constructivist in that it incorporates active learning, higher level objectives, collaborative construction of understanding, and utilizes scaffolding by the seminar facilitator. It is a means of walking the talk, while providing a rich collection of relevant resources for your use.

The Concept of a WebQuest was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March. You can read the original paper, or view some of the really wonderful resources below.