Webquest  Website!!

Webquest Example 

iPad App Review

ShowMe (free) 

This is an app that can be used on the iPad or just online. This app is free. The app is used for creating videos. It can be used by teachers so they can create videos or lessons the students and parents can follow along with. It can also be used by the students to create their own videos. The students can create and post video they have made using pictures or drawing. This would be an awesome for an elementary school because it is very simple to use! The students can explore and create with little stress. 

NearPod (free)

This app is an interactive and student guided lesson that mirrors powerpoint . As the teacher I would create what I would like students to see and use and then post it on the app, which the students will then respond to accordingly.   In order to use this app as a student, students will have a pin number and they must log in under their assigned pin. Once on the app the students can read the lesson and respond by taking polls, quizzes, etc.  All presentations and quizzes and other materials put on this app are meant for students to be able to directly interact with. 

Web Quest Rubric

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist.	4 The webquest is appealing to the eyes and also teaches you while you are looking.
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	2  There is no real direction on what to do once you have followed some of the links, but there is good order to the processes.
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist.	2 I did not find any mechanical problems.
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2 For my personally I love lessons where you can relate it directly to the students life or how they compare to the what we are learning, this web quest drew me in and hopefully would draw in the students as well.
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	2 The introduction clearly tells students what they will be learning, however it does not leave much room for students to explore, this lesson is jammed full of information.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 When looking just at the end product this lesson is directly connected and very well laid out, but the process seemed a little boring and hopefully with some of my changes, it will be more eciting!
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	3 This task is definitely doable but it does not sound super exciting. I made changes that will hopefully make this lesson better.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	2 Some of the directions once you follow the links on the web quest have no directions.
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & ProductionScaffolds	6  There several different uses of teaching that will be used in this lesson, this will make reaching each student hopefully easier.
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	2 There are a lot of different styles of learning being used.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4 All the links were exactly as they were described and they all directly connect to the assignment.
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	4 In this they use an online quiz game, a youtube video, and other websites as well.
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	6 The criteria is very clearly and nicely laid out.
Total Score				/50

1.

Process 1

Check Previous Knowledge:

 With your partner, label all the body parts of the butterfly that you already know. You should find a piece of paper with a picture of a blue butterfly, similar to the one in the screen, next to the computer. If you cannot find it, ask your teacher for assistance. When you are done labeling the butterfly, don't forget to put your name and your partners name in the piece of the paper.

Labeling

Look for:

Eyes                                  Abdomen                  

Wings                               Thorax

Antennas                          Head

Resources

                               http://thecoloringspot.com/wp-content/uploads/2011/05/butterfly1.jpg

2.

Process 2

Create your own flipbook cycle

Steps:

1. Go to the flipbook website at:  http://www.benettonplay.com/toys/flipbookdeluxe/guest.php

2. Click proceed anyway

3. Test out how to use the flip book, try drawing with the different colors and deleting them.

4. On the first page write your name and label your book “Life Cycle of a Butterfly”

5. Your job is to draw the four stages of life the butterfly undergoes during metamorphosis. It is your job to color and label each one of the stages.  When you are done check your partners work and look for similarities and differences.

6. When you are done comparing your drawings leave your flipbook unfinished and go to Process 3.

7. Once you have read Process 3 and completed it, finish your flipbook by creating the perfect habitat on your final page of your flipbook.

3.

For my third change I would better organize the Process to make it very clear what the students are to be doing. 

Webquest

Butterflies Life Cycle.

Double Journal Entry # 15

Deconstructing Digital Natives: Chapter 8 Beyond Google and The "Satisficing" Searching of Digital Natives. 1. What is the purpose of this chapter? The purpose is to move away from the term "digital natives" as being only associated with students. 2. What is the major finding from a review of studies that have looked at technology adoption of young people?. Does this finding seem to reflect your own use of technology? It is showing that students are using technology they are comfortable with and not reaching out to try all new technology advances that are available. This is definitely related to what I do, I like technology that I am used to and I am uncomfortable trying new technologies. 3. How do the authors define Information Literacy? "The set of skills and knowledge that allows us to find, evaluate, and use the info. we need, as well as to filter out the info. we don't need." 4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings relfect your own information seeking behaviors? The clear message is that while students have the ability to do the research, some found it frustrating and did not enjoy have to research, they wanted immediate results. I am very impatient and easily distracted, so I definitely agree. 5. What does the term "satisfcing" in the area of decision making mean? It is "decisions individuals take that are satisfactory but are not 'maximal' or optimal." 6. What are the differences to deep and surface level approaches to a learning task? A deep level of learning means you understand what the information means, while surface level of learning means you can recite what information is needed. 7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking? Educators should teach students to dig deeper into there research and make the research projects more exciting for the students. 8. Why is Google's page rank system problematic for information seeking? It does not make students explore different websites, it essentially gives you the answer, but not based off scholarly relevance rather based off how many times they words you Google appear in an article or on a website. 9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester (do not include this class). No, I am not digitally wise. I am very bad at choosing websites that give me immediate results rather than researching for the best possible information. 10. Has the popularity of the Internet and the information contained on the Web created a new problem for undergraduate students research skills? Why of Why not? Yes, it has created a new problem. Students are not really learning as much as they are searching and accepting the first answer given to them. Students are not fully understanding because they have learned how to succeed and get the grades they want without having to to take the time to understand.

Think Aloud

Storybird

Purple by rlamp1 on Storybird