Webquests as a Teaching Tool

Teachers and parents realize that not all information on the Web is suitable for youngsters, but teachers must dispel some myths before fully utilizing the Internet. The first myth is the Web as simply a huge encyclopedia. Encyclopedias are organized, researched, and written by professionals. The Web is chaotic, full of opinions, and information can come from anywhere, more like real life. The second myth, the Web as an information superhighway, is a small part of its function. The Web is people and id

8) Persuasion tasks-require students to convince an external audience of their group’s decision from a Consensus Building task.

Webquests provide many examples, encompassing lots of information, and many opinions to encourage higher-level thinking. Students connect data encountered on the Web to prior knowledge and build new knowledge. Scaffolding, smaller steps towards a higher-level thought process, such as sub-tasks, build connections to student concerns. Students cannot answer the central question of a Webquest simply by collecting and restating information, it must be processed and cross-referenced to other data.

Webquests are powerful in affecting student cooperation and motivation as well as development of thinking and problem solving skills. Webquests start with a central question, students must understand and draw on problem solving skills and information the teacher has selected. Relevant tasks are authentic and furnish motivation to join a community of learners researching the issue. Next, Webquests utilize real resources. Interactive computers are more engaging, and thus motivating, then

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