Standard 3.3 - Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c)
Artifact - 5th Grade Fabulous Field Day Webquest
Reflection
Online and blended learning combines the best of self-directed learning with digital resources and an interactive environment. My Fabulous Field Day webquest featuring 5th grade economic standards demonstrates my ability to develop an online learning experience blending digital content in a collaborative network.
The webquest concept was developed in 1995 as a means of embracing good Internet use for instruction while engaging student learners. Most webquests feature a collaborative role-playing scenario in which students take on specific roles and work together to complete tasks, using materials found on the Internet. Many webquests are hosted in a central webquest network such as Webquest.org where students from around the world can use them. In this “Fabulous Field Day” webquest, students visit selected websites to learn economic concepts through online games, shop online, create a plan and schedule for their field day, and write a proposal to have their plan approved. Digital resources including interactive games, introductory video and multimedia are blended together into the total learning experience. The lesson requires several sessions for teams to complete. Although students can complete the activity with limited supervision, it can be easier for them if I first model how to access different components, and then facilitate their access and assist as needed to answer questions and provide suggestions.
Before developing this webquest, I discussed the project with 5th grade teachers at Centennial Place. The idea was born when social studies and math teachers all suggested something to do with money and economics. The challenge then was to create the activity framework and locate online content – games and instructional videos – to introduce these concepts and allow students to practice using them. Activities had to be bundled into a logical progression of steps that included student assignments for assessment, and presented in an engaging format. Fabulous Field Day includes an assistive component in the read-aloud function on several pages that makes the text instructions more accessible.
From completing this artifact I learned firsthand about the power of webquests as an engaging instructional format. A well-constructed webquest requires reasoning and analysis, allowing students to meet standards while being entertained. Although anyone can create a webquest, it is difficult to create a good webquest. As I searched through several webquest networks for ideas, I found many incomplete projects, projects with less challenging activities, and even broken links and bad grammar. I also discovered quite a few webquests created as student projects that included excellent standards-based features. That convinced me that not only can teachers develop webquests to engage students, but students can create webquests to share their knowledge with other students. Fabulous Field Day has some technical audio problems on certain pages, and some of the economic information is better suited for middle or high school students. Fixing the technical problems and replacing the challenging content will make the webquest more accessible for younger students.
The work that went into developing this webquest can impact student learning and school improvement by directly affecting economic understanding and test performance for students who successfully complete the entire unit. Letting students in 4th, 5th and 6th grades use the Fabulous Field Day webquest broadens the impact past a single grade level. The webquest also impacts professional development as a model for other teachers seeking project-based strategies to engage students. It would be amazing if each grade level team at Centennial Place developed at least one webquest for each core subject, broadening their experience and increasing technology implementation capacity school-wide.
Online and blended learning combines the best of self-directed learning with digital resources and an interactive environment. My Fabulous Field Day webquest featuring 5th grade economic standards demonstrates my ability to develop an online learning experience blending digital content in a collaborative network.
The webquest concept was developed in 1995 as a means of embracing good Internet use for instruction while engaging student learners. Most webquests feature a collaborative role-playing scenario in which students take on specific roles and work together to complete tasks, using materials found on the Internet. Many webquests are hosted in a central webquest network such as Webquest.org where students from around the world can use them. In this “Fabulous Field Day” webquest, students visit selected websites to learn economic concepts through online games, shop online, create a plan and schedule for their field day, and write a proposal to have their plan approved. Digital resources including interactive games, introductory video and multimedia are blended together into the total learning experience. The lesson requires several sessions for teams to complete. Although students can complete the activity with limited supervision, it can be easier for them if I first model how to access different components, and then facilitate their access and assist as needed to answer questions and provide suggestions.
Before developing this webquest, I discussed the project with 5th grade teachers at Centennial Place. The idea was born when social studies and math teachers all suggested something to do with money and economics. The challenge then was to create the activity framework and locate online content – games and instructional videos – to introduce these concepts and allow students to practice using them. Activities had to be bundled into a logical progression of steps that included student assignments for assessment, and presented in an engaging format. Fabulous Field Day includes an assistive component in the read-aloud function on several pages that makes the text instructions more accessible.
From completing this artifact I learned firsthand about the power of webquests as an engaging instructional format. A well-constructed webquest requires reasoning and analysis, allowing students to meet standards while being entertained. Although anyone can create a webquest, it is difficult to create a good webquest. As I searched through several webquest networks for ideas, I found many incomplete projects, projects with less challenging activities, and even broken links and bad grammar. I also discovered quite a few webquests created as student projects that included excellent standards-based features. That convinced me that not only can teachers develop webquests to engage students, but students can create webquests to share their knowledge with other students. Fabulous Field Day has some technical audio problems on certain pages, and some of the economic information is better suited for middle or high school students. Fixing the technical problems and replacing the challenging content will make the webquest more accessible for younger students.
The work that went into developing this webquest can impact student learning and school improvement by directly affecting economic understanding and test performance for students who successfully complete the entire unit. Letting students in 4th, 5th and 6th grades use the Fabulous Field Day webquest broadens the impact past a single grade level. The webquest also impacts professional development as a model for other teachers seeking project-based strategies to engage students. It would be amazing if each grade level team at Centennial Place developed at least one webquest for each core subject, broadening their experience and increasing technology implementation capacity school-wide.