Readings

Halat, E. (2008). A Good Teaching Technique: WebQuests. //The Clearing House, 81//(3), 109 - 112. Retrieved from Academic Search Complete ||< || * Simple, clear, useful and short reading
 * __**Article:**__ || __**Notes:**__ || __**Extra thoughts:**__ ||
 * < [[file:a good teaching technique webquests.pdf]]
 * we can look at webquest in question and check if it is long-term or short-term
 * does the chosen WebQuest follow the structure suggested in this article?
 * Are the links on the webquest still active, updated etc?
 * Find article about student motivation and technology to put into why good to use a webquest (e.g. Varank, I. 2005. Effectiveness of computers in the classroom and teachers’ training needs for successful integration of computers in education. Abant Izzet Baysal University Journal of Faculty of Educa- tion 5 (2): 79–91.) - to follow up
 * Good activities - but very teacher led, even though supposedly student-centred - not much freedom of choice... - find article on this idea? ||
 * < [[file:do closed search webquests help or hinder.pdf]]

Eldridge, G. (2010). Do Closed-Search WebQuests Help or Hinder Student Learning? //International Educator, 24//(3), 13. Retrieved from EBSCO//host// ||< || * Look through original study - learning in a sheltered internet envrionment: the use of WebQuests ||
 * < [[file:engaging students with WebQuests.pdf]]

Mangelson, J., & Castek, J. (2008). Engaging Students with WebQuests. //Book Links, 17//(6), 46 - 47. Retrieved from Academic Search Complete ||< || * I am not convinced that WebQuests really do support inquiry based learning. I believe they are great tools, but it is not free inquiry... Polly, D., & Ausband, L. (2009). Developing Higher-Order Thinking Skills Through WebQuests. //Journal of Computing in Teacher Education, 26//(1), 29 - 34. Retrieved from EBSCO//host// ||< || *  Good example of describing the setting (p.30) – can we do a simiplified version for our assessment? - With each issue he addresses, March provides an example of an actual WebQuest to support his ideas || Maddux, C.D., Cummings, R. (2007) WebQuests: Are They Developmentally Appropriate? //The Educational Forum.// Vol. 71, pgs. 117- 127 ||< || - many connections to learning theory - consider webquests and scaffolding in the context of Vygotsky's zone of proximal development ||
 * Use the best WebQuests site - searchable database that covers WebQuests in all content areas and age rangers
 * This article suggests certain literature WebQuests - could be something that we follow up
 * Mentioned article - IQ - Measuring the Inquiry Quotient of WebQuests - to follow up ||
 * < [[file:developing higher order thinking skills through webquests 2.pdf]]
 * LoTi – great for thinking about level that is met by WebQuest that we choose to evaluate. See: @http://loticonnection.com/lotilevels.html
 * Issue of PD keeps coming up – giving the teachers the time
 * Should we also consider how our chosen WebQuest addresses levels of Higher-Order Thinking and classroom technology? ||
 * < Some Thoughts about WebQuests - Bernie Dodge, 1997 ||<  || * Useful site, as original Bernie Dodge thoughts, repeated elsewhere, but this is one of the original sources
 * Think about the range or resources offered to students - online, print suggestions, contact expert (real or simulated) etc
 * likely to be group activities, can be single subject/ interdisciplinary ||
 * < http://www.bestwebq﻿uests.com/tips/red_flags|www.bestwebquests.com/tips/red_flags ||< [[file:Best WebQuests by Tom March.rtf]] || - T om March is a respected author in ICT. His work has been used as course readings for CSU
 * < [[file:Webquests Are They Developmentally Appropriate.pdf]]
 * < [[file:Teaching in digital age.pdf]]

//Romano, M. (2010). Teaching in the Digital Age. Science Teacher, 77// (7), 14. Retrieved from EBSCO//h// //ost // ||< || * Not much here, but good points about what should be on a WebQuest ||
 * < [[file:webquests can they improve students' critical thinking skills.pdf]]

Vidoni, K. L., & Maddux, C. D. (2002). WebQuests: Can They Be Used To Improve Critical Thinking Skills In Students. //Computers in Schools, 19//(1-2), 101-117. Retrieved from EBSCO//host// ||< || *  Quite complex about critical thinking, but some useful and good points.
 * Child-safe internet environment – especially important if we're thinking about elementary students
 * like the phrase time-efficient tools!
 * Totally agree about how little allowance for individual differences – learning styles and preferences... look for this in our chosen WebQuest – but if open-ended product choice – that would already afford greater choice etc... perhaps need range of resources at different levels etc ||
 * < [[file:learning in a sheltered internet environment.pdf]]

Segers, E., & Verhoeven, L. (2009). Learing in a sheltered Internet environment: The use of WebQuests. //Learning and Instruction, 19//(5), 423 - 432. doi : 10.1016/j.learninstruc.2009.02.017 ||< || *  p.424 – children get lost in HYPERSPACE – good point
 * idea of a layer of structure between student and the Internet that shelters them
 * again referring to HOTS – analysis, synthesis, evaluation – are these introduced in our chosen webquest in any way?
 * Does it enhance and contribute to learning? ||
 * < [[file:the learning power of webquets.pdf]]

March, T. (2003). The Learning Power of WebQuests. //Educational Leadership, 61//(4), 42 - 47. Retrieved from EBSCO//host// ||< || *  Good points about what a real webquest should include - WebQuests teach students accountability for their work when students are provided assessment guidelines from the very beginning - three traditional areas of modification for differentiation ie: content, process, and product can be easily addressed in the Webquest || - there is a greater focus on the gifted learner with little description of how the webquest can address the struggling student beyond the suggestion of modifications already noted - the articule reiterates much of what we already find in other papers about the structure of the webquest - some discussion of the benefit to the teacher having available webquests to work with and the freedom to faciliate learning rather than deliver content ||
 * new knowledge to be made, not able to just copy and paste the answers
 * good use of ARC motivational model
 * useful points about differentiation
 * good ideas to look out for in a great WebQuest that encourages transforming knowledge and developing deeper understanding ||
 * < [[file:Webquests Tool for Differentiation.pdf]] ||< - WebQuests use of detailed scoring guides or rubrics, enable students to check their progress throughout their work
 * < Otta, M., & Tavella, M. (2010). Motivation and engagement in computer-based learning tasks: investigating key contributing factors. //World Journal on Educational Technology, 2//(2), 1 - 15. Retrieved from EBSCO//host// ||< [[file:motivation and engagement in computer-based learning.doc]] || * Digital product must still be motivating
 * should be easy to use, educational objectives, stimulate motivation – this part was useful
 * rest of article relevant to gaming ||

**__To read:__**

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 * __Rejected readings:__**
 * [[file:Development and Evaluation of an Interactive WebQuest.pdf]] || - an evaluation of Webquest creator/user facilitation site - no value to this assign. ||
 * [[file:An Evaluation of the Webquest as a Computer Based Learning Tool.pdf]] || - study of university students - not our target group ||
 * [[file:Webquests for English Language Learners Essential Elements for Design.pdf]] || - specific to ELL learners ||
 * [[file:Learning from WebQuests.pdf]] || - negative results - paper very brief with minimal references - no value to this assign. ||