Webquest 2.0 Presentation


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Webquest 2.0 Presentation

  1. 1. Forging New Pathways in English Language Teaching with the Use of Web 2.0 WebQuests Tiffany Lorch ( [email_address] ) The School District of Philadelphia Dr. Cate Crosby ( [email_address] ) West Chester University of PA
  2. 2. What are Web 2.0 Webquests? <ul><li>Web-based inquiry-oriented activities </li></ul><ul><li>Learners gather information from multiple sources - podcasts, weblogs, wikis </li></ul><ul><li>Creative collaboration </li></ul><ul><li>Information sharing </li></ul><ul><li>Research opportunities </li></ul><ul><li>Thinking, evaluating skill development </li></ul><ul><li>Students summarize, synthesize, organize, evaluate, present information </li></ul><ul><li>Help ESOL students develop various aspects of their language skills, literacy </li></ul><ul><li>Simulate how students daily use technology </li></ul><ul><li>Expand ways in which ESOL learners can use English </li></ul>
  3. 3. Why? <ul><li>21 st Century Preparation </li></ul><ul><li>Collaboration between students </li></ul><ul><li>Dialogue journals </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Distance Learning/Online Courses </li></ul><ul><li>Silent Activity </li></ul><ul><li>Homework </li></ul><ul><li>Empowering technically apt students </li></ul><ul><li>Motivation </li></ul>
  4. 4. Considerations <ul><li>Context </li></ul><ul><li>Student Level </li></ul><ul><li>Objectives </li></ul><ul><li>Learning Goals </li></ul><ul><li>Topic </li></ul><ul><li>Purpose for using the technology </li></ul><ul><ul><li>Caution: Make sure that the lesson is more important than the technology! </li></ul></ul>
  5. 5. Assumptions <ul><li>Students are digitally literate in blogs, wikis, and in digital media sharing sites (online photo galleries, podcast sites, video sharing etc.) </li></ul><ul><ul><li>Without some cursory knowledge, the project would only be appropriate for a technology course because the learning curve would be prohibitive </li></ul></ul><ul><li>Students have access to a computer with internet capabilities </li></ul>
  6. 6. Sample Webquest <ul><li>Science Fiction - http://www.freewebs.com/jcarl64/INDEX.HTML </li></ul>
  7. 7. Background for Earth Day Webquest <ul><li>Context: 8 th Grade (appropriate for middle school to adult) </li></ul><ul><li>Proficiency: High intermediate, Advanced (appropriate for intermediate and beyond) </li></ul><ul><li>Objectives: </li></ul><ul><ul><li>Students will collaborate and negotiate until a consensus is reached </li></ul></ul><ul><ul><li>Students will be able to use their newly acquired knowledge to persuade a listener and speak publicly </li></ul></ul><ul><ul><li>Students will be able to use their 21 st Century skills to research and share their work in an authentic context. </li></ul></ul>
  8. 8. Topic and Content <ul><li>Earth Day 2009 </li></ul><ul><li>Recycling </li></ul><ul><li>Cost effectiveness </li></ul><ul><li>Compare and Contrast </li></ul><ul><li>Elements of persuasion </li></ul>
  9. 9. Purpose for Using Technology <ul><li>Cross-sectional collaboration </li></ul><ul><li>Promotion of Digital Literacy </li></ul><ul><li>Empowering timid students (ELLs in mainstream classroom.) </li></ul><ul><li>Differentiating Instruction </li></ul><ul><li>Motivation –predominately they enjoy using computers </li></ul><ul><li>Promotes independence </li></ul>
  10. 10. Students <ul><li>Ousmane </li></ul><ul><ul><li>Guinnea </li></ul></ul><ul><li>Tseyonawit </li></ul><ul><ul><li>Ethiopia </li></ul></ul><ul><li>Bethelem </li></ul><ul><ul><li>Ethiopia </li></ul></ul>
  11. 11. Students’ Instructions <ul><li>http://misslorch.webs.com </li></ul>
  12. 12. Where do we start? Outside Links <ul><li>The WebQuest site - http://webquest.org/index.php </li></ul><ul><li>WebQuests for ELLs – http://www.world-english.org/webquests.htm http://www.soundsofenglish.org/sharon/WebQuests/cuneiform/index.html </li></ul><ul><li>Exploring, Using, Adapting, and Creating WebQuests – http://eduscapes.com/sessions/travel/index.htm </li></ul><ul><li>WebQuest Resource Page – http://academics.smcvt.edu/cbauer-ramazani/Links/webquests.htm </li></ul><ul><li>ESL Podcasts – </li></ul><ul><li> http://www.eslpod.com/website/ </li></ul><ul><li>Simple English Wikipedia – </li></ul><ul><li> http://simple.wikipedia.org/wiki/Wikipedia:Simple_English_Wikipedia </li></ul>
  13. 13. Communication <ul><li>Class Website </li></ul><ul><li>E-mail </li></ul><ul><li>Social Networking sites </li></ul><ul><li>Blackboard </li></ul>
  14. 14. Special Considerations <ul><li>Make sure to take L2 proficiency into account when choosing sites (follow your searches with the words “ESL” or “kids” in order to find simplified language options. </li></ul><ul><li>Survey students to find out their level of digital literacy (Be specific). </li></ul><ul><li>Be cautious about sending young students to sites that may include adult content (YouTube and Google images) </li></ul><ul><li>Keep it simple at first! Add technologies as you are able to establish students’ familiarity. </li></ul>
  15. 15. Now What? <ul><li>Use your objectives and goals to decide what you want students to be able to do or learn from the webquest </li></ul><ul><li>Search for websites on your topic that you think your ELLS can comprehended </li></ul><ul><li>Keep track of your research using a site like Diigo which offers special services for teachers </li></ul><ul><ul><li>It is highly recommended to educate students about this service as it has many authentic uses – particularly in higher education </li></ul></ul>
  16. 16. Something for Everyone <ul><li>Video- create, find, use, share </li></ul><ul><li>Audio- create, find, use, share </li></ul><ul><li>Reading- skim, scan, interpret, analyze </li></ul><ul><li>Speaking and Listening- evaluate, repeat, interpret, share, negotiate, debate </li></ul><ul><li>Proofreading- discern, edit, correct </li></ul><ul><li>Games/Puzzles- play, compete, solve </li></ul><ul><li>Research- collaborate, learn, teach, </li></ul><ul><li>Present – publish, speak publically </li></ul>
  17. 17. Suggested Topics <ul><li>Holidays and Special Occasions </li></ul><ul><li>Topics students are studying in content-area classes </li></ul><ul><li>Their home countries </li></ul><ul><li>Hobbies </li></ul><ul><li>Pop Culture </li></ul><ul><li>News and Politics </li></ul><ul><li>Social Customs </li></ul><ul><li>The options are endless! </li></ul>