This is an instructional example for students currently creating a PBL WebQuest to explore the scaffolded learning environment, inquiry process and also engage new concepts and materials. It follows the BIG 6 process for Inquiry, and addresses specific issues in educational technology.
Driving Question:
How do we make use of existing opportunities to integrate technology into our classroom?
Sub Questions:
What is the digital divide and how do we work to overcome it?
What is UDL and how does technology help further its use?
How do we prepare students to use Digital Media Literacy in their daily lives?
The ISTE Standards provide a foundation for this WebQuest content. Specifically the following standards are addressed.
This WebQuest is designed to introduce teachers and teacher candidates to the affordances of online inquiry through the blending of the PBL Inquiry Process with the scaffold of WebQuests for an online student driven learning experience we can then identify as a PBL WebQuest.
Purpose: This quest provides students voice ad choice in the content they investigate, developing an authentic presentation for their school bard and peers on the importance of the considerations of their selected concept.
is an introduction to the affordances of using the Internet for Inquiry Learning - and can be used in conjunction with other reading and class time dedicated to exploring PBL, WebQuests and their fusion. This Quest cannot stand alone - it must be used with other experiences - but could be modified to be more robust if needed.
Groups: This PBL WebQuest can be completed alone, but it is preferable to be completed with a partner.
Time Frame: It is designed as a week long experience, starting preferably on Sunday night (Monday morning) - being due by the following Sunday evening.
Standards: The following ISTE standards are addressed in this experience:
2.1 a. Learner: Teachers and teacher candidates develop their pedagogical approaches through digital technology while working with a partner to complete this WebQuest, developing ideas that will lend themselves to their own classrooms and student learning.
2.2 c. Leaders: Teachers and teacher candidates engage in new digital resources and tools for learning, identifying, exploring and evaluating their use for student learning.
3.2 b. Citizens: Teachers and teacher candidates experience a learning culture built in curiosity, and a critical examination of resources to explore and use to support arguments, which foster digital literacy and media fluency through their persuasive video.
2.4 a Collaborator: Teachers and teacher candidates co-plan and co develop their own WebQuest ideas with their peers, learning to leverage technology for authentic learning experiences.
2.4 c. Collaborator: Teachers and teacher candidates use digital tools to collaborate in authentic ways online, potentially interacting with others locally and globally
2.5 a. Designer: Teacher and teacher candidates create personal persuasive videos to express their independent learning, accommodating their own unique needs and learning.
2.6 a. Designer: Teachers and teacher candidates will experience a culture of taking ownership of their learning, alone and together.
2.6 d. Designer: Teachers and teacher candidates nurture their own creativity in order to create a persuasive video.
2.7 a. Analyst: Teachers and teacher candidates consider alternatives for showing competency and understanding in education.
2.7 b. Analyst: Teachers and teacher candidates consider both formative and summative assessments within the PBL WebQuest format.
Aaron Bruewer likes to make things at the last minute because he had an idea to try and wants to see what happens. This PBL WQ was put together over the course of two days, to engage his amazing students and give them another opportunity to think about their own products.