logo

A WebQuest for Teachers

Introduction | Essential Question | Performance Task | Process | Evaluation/Standards | Conclusion | Resources

Evaluation/Standards

  1. Teachers demonstrate a sound understanding of technology operations and concepts.
  2. Teachers plan and design effective learning environments and experiences supported by technology.
  3. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.
  4. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
  5. Teachers use technology to enhance their productivity and professional practice.
  6. Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

Step 1-Threaded Discussion Response

#1-Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Response to threaded discussion question includes:

  1. three ways that you would use the technology in your classroom
  2. rationale for your choices
  3. an explanation of the learning that would need to take place by your as the teacher as well as by your students

After responding to the question read responses from your classmates and respond to a minimum of one posting of your choice.

Step 2-Knowledge Hunt and e-mail response

  • e-mail message with answers to questions on knowledge hunt

 

#1 Teachers:
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

#4 Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.

E-mail message indicates what group you worked with and contains answers to all the main questions showing that you understand the models that you read about. Use the rubric below to self-assess your participation in this part of the WebQuest.

Rubric
beginning
medium
expert
Exploration No real exploration. Some exploration of designated sites. Enthusiastic exploration of designated sites.
Depth of Connection No personal connection. Going through the motions of completing the assignment Positive connection demonstrated through sharing comments during group discussion. Strong personal connection with topic is evident through sharing and discussion.
Final Product Little evidence of participation in activity or discussion afterwards. Shares information with other group members during discussion. Enthusiastic about sharing information and incorporating into group final presentation.

based on the Web-and-Flow rubric model by Melissa Fu
http://www.web-and-flow.com/members/mfu/folder2/sampler.htm

Step 3-Subject Sampler

  • e-mail self assessment based on rubric
  • answer questions for 3 of the web activities

#1 Teachers:
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

#4 Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.

Performance Task Sampler rubric:

Rubric
beginning
medium
expert
Engagement with activities I visited one of the suggested sites and looked at the questions I visited two-three of the sites and tried to answer the questions. I visited three or more of the sites and answered all the questions at each of the three sites.
Understanding of what Performance Tasks are I would need help to write a Performance task. I can write a performance task without help. I can help others write quality performance tasks.
Relation to standards I don't know how the task relates to the standards. I am beginning to understand how performance tasks relate to standards. I can see a direct connection between the standards that I am teaching and the performance tasks that I ask my students to do.

E-mail self assessment to instructor and answer questions for three of the web activities.
Step 3-Subject Sampler
 Assessment Sampler Rubric:
Rubric
beginning
medium
expert
Engagement with activities I visited one of the suggested sites and looked at the questions I visited two-three of the sites and tried to answer the questions. I visited three or more of the sites and answered all the questions at each of the three sites.
Understanding of what Assessment tools are available to teachers I would need help to design an authentic assessment tool. I can design authentic assessment tools without help. I can help others develop and use quality authentic assessment tools.
Relation to standards I don't know how assessment relates to the standards. I am beginning to understand how assessment relates to standards. I can see a direct connection between the standards that I am teaching and the assessment tools that I use.

E-mail self assessment to instructor and answer questions for three of the web activities.

top
Step 3-Subject Sampler

Essential Question Sampler Rubric:

Rubric
beginning
medium
expert
Engagement with activities I visited one of the suggested sites and looked at the questions I visited two-three of the sites and tried to answer the questions. I visited three or more of the sites and answered all the questions at each of the three sites.
Understanding of what Essential Questions are I would need help to write an Essential Question. I can write an Essential Question without help. I can help others write quality Essential Questions.
Relation to standards I don't know how Essential Questions relate to the standards. I am beginning to understand how Essential Questions relate to standards. I can see a direct connection between the standards that I am teaching and the Essential Questions that I'm asking my students to answer.

E-mail self assessment to instructor and answer questions for three of the web activities.

Top
Step 3-Subject Sampler

Designing Standards-based Curriculum Sampler Rubric:

Rubric
beginning
medium
expert
Engagement with activities I visited one of the suggested sites and looked at the questions I visited two-three of the sites and tried to answer the questions. I visited three or more of the sites and answered all the questions at each of the three sites.
Understanding of Standards-based curriculum design I would need help explaining what standards-based curriculum design is. I can explain the differences between standards-based curriculum and aligning the standards to curriculum. I can design standards-based curriculum.
Relation to standards I don't know how the task relates to the standards. I am beginning to understand how my curriculum relate to standards. I can see a direct connection between the standards that my students are expected to master and the curriculum that I have developed..

E-mail self assessment to instructor and answer questions for three of the web activities.

Top
Step 3-Subject Sampler

Transformational Learning Sampler Rubric:

Rubric
beginning
medium
expert
Engagement with activities I visited one of the suggested sites and looked at the questions I visited two-three of the sites and tried to answer the questions. I visited three or more of the sites and answered all the questions at each of the three sites.
Understanding of what Transformational Learning is I would need help to explain transformational learning. I can design activities that promote transformational learning. I can help others understand how to design lessons that promote transformational learning.
Relation to standards I don't know how the transformational learning relates to the standards. I am beginning to understand how transformational learning relates to standards. I can see a direct connection between the standards that I am teaching and the transformational learning opportunities that my students are involved in.

E-mail self assessment to instructor and answer questions for three of the web activities.

Top

Step 4-Synthesize and Plan

#2 Teachers:
B. apply current research on teaching and learning with technology when planning learning environments and experiences.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

 

Group work details:

Your group correspondent needs to send an e-mail message to your instructor indicating:

  • the presentation format you'll be using
  • group roles and responsibilities
  • group action plan
  • examples that each person will create

Step 5-Create examples and presentation

#2.Teachers:
A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

B. apply current research on teaching and learning with technology when planning learning environments and experiences.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

#4 Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.

Creation Process Details: No formal assessment for this section as groups will be working independently and as small groups to implement plan created in step 5.

Be sure that you're addressing the questions:

  • Can using technology actually enhance and support standards-based curriculum or is it just a passing fad?
  • What skills does a classroom teacher need to have if he/she wants to use the technology to support curriculum?
  • Are the results worth the time invested by the teacher and the students?
  • What considerations need to be made if a teacher chooses to use technology in the classroom?

 

Step 6-Present and answer essential question

#3 Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.

B. use technology to support learner-centered strategies that address the diverse needs of students.

C. apply technology to develop students' higher order skills and creativity.

#4 Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.

Sharing of Presentation:

Rubric
meets objectives
getting there
unsatisfactory
Questions addressed All required questions are answered in this presentation. A couple of the questions are answered inthis presentation. Only one question was addressed in this presentation.
Examples supporting group position on whether or not technology can enhance and support standards-based curriculum. All examples support group position. Some of the examples support the group position. Examples don't relate to the group position.

Incorporation of research into presentation.

Presentation incorporates current research regarding how children think and learn, and demonstrates an understanding of how the learning process can be positively and negatively affected by the use of technology.

 Presentation demonstrates how the learning process can be positively and negatively affected by the use of technology and includes minimal reference to the research regarding how children think and learn. There is no connection made between examples shared in the presentation and current research regarding how children think and learn.

Step 7-Reflect

#4 Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

C. apply technology to increase productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Reflection Details:

Reflection is e-mailed to instructor and answers the following question(s):

Can technology really enhance and support standards-based curriculum or is it just a passing fad?

If your answer is yes:,

  • what skills will you and your students need to possess in order to make effective use of the technology?
  • Do you think the results will be worth the time invested by students and teachers?
  • What considerations will you need to make to implement use of technology in your classroom?

If your answer is no:

  • what do you think will happen if schools are pushed to implement the use of technology?
  • What do you think will happen if you choose not to use technology in your classroom?
  • How do you think technology should be used in the classroom?

Introduction | Essential Question | Performance Task | Process | Evaluation/Standards | Conclusion | Resources

last updated: 10/14/01
website maintained by: Debi Tisdell
(debi_tisdell@notes.k12.hi.us)