Sandra’s ICT Blog

WebQuest 1- Freaky Frogs. I rated this WebQuest a 37/50, 74%. If my class were specifically studying science, with a focus on frog mutation, I would definitely use this WebQuest. In terms of overall aesthetics I found that the WebQuest was lacking visual stimulation for the students that this would be targeted at. As there was no immediate stimulation I feel that students would make little connection to the immediate concepts and ideas that this WebQuest deals with. Though in regards to navigating the WebQuest the links were simple allowing the student easy access to the task at hand. Yet, the external links were problematic as many were not able to be accessed. On a brighter note, the introduction was intriguing, setting the tone for a fun WebQuest to undertake, having the students envisage themselves coming across the mutated frogs, compelling them to find out more to fulfil their curiosity. The ‘task’ section did not clearly connect with the process when expressing what was expected within the teacher’s marking evaluation. Consequently, I believe students would underestimate the importance of this WebQuest task based on the three brief points listed, resulting in students treating the task as more chore-like than a critical analysis. The ‘process’ section was impeccable, with all steps easily understood by students with little scope for confusion. The build up of tasks in the process challenged the students to go beyond and build up a strong knowledge base of frog deformity, even though separate roles weren’t really assigned. I was not impressed by the resources on this WebQuest, even though students had 3 weeks to complete the tasks, I feel there were too many repetitive sites to investigate with some links out of date as well. I thought the accompanying criteria for teachers was well integrated with the tasks, providing a clear marking rubric that students would be able to understand easily, therefore completing the tasks to an exemplary standard. These students will surely have the skills to make “a difference in the life of freaky frogs.”

WebQuest 2- Shocking Sharks. I rated this WebQuest a 33.5/50, 67%. If a class was studying sharks I’m not sure if this would be the most suitable WebQuest. In terms of overall aesthetics, I found this WebQuest lacking visually, with basic shark images failing to promote a relationship with the task described. With little visual stimulation and images that emphasise ‘shocking sharks’, students would be underestimating the WebQuest. In regards to navigating the WebQuest, with the amount of links on the one page, I felt younger students would possibly lose their train of thought. Further, there were also problematic external links unable to be accessed, proving troublesome for the student working through the WebQuest. I felt that the introduction was lacking, with no elements of intrigue with a rather lame approach at motivating the student as to the task. Further, the introduction was far too brief, and not eye catching at all, doing little to outline what was to come in the task, not being clear cut enough to have the students reflect on their prior knowledge of ‘shocking sharks’.  The ‘task’ on this WebQuest was clear and concise, connecting to what was expected of the student within the marking rubric. There was little scope for wrong interpretation of the task, with students excited at the prospect of creating their own shark commercial or adventure story, going beyond a simple rote type task. The ‘process’ section was clear, with steps categorised into research and writing components via specific images (pencils and sharks). Process activities were able to elicit further understanding with checks in place where students were to share and contrast their research, even though individual roles weren’t really assigned. The resources connected to the WebQuest were terrible, with the few able to be accessed containing repetitive information.  Students would be better to find their own websites regarding sharks. The accompanying rubric for teachers was well incorporated with the tasks, with a marking rubric that students could go by to complete their tasks on ‘shocking sharks’ at an exemplary level.  These students will be even more terrified of ‘shocking sharks’ after all they’ve found!