An Overview of my Learning Experiences with ICT - Module 6

This module was mostly challenging to me. However, the further along I came in the module, the more I understand about project based learning and webquest and how to go about creating such for learning purposes. The posts and responses from my colleagues and tutor were very helpful, I was able to use the feedback to develop my learning.

I am more knowledgeable about questioning and the types of questions that encourages critical thinking and develop 21^st century skills – communicating, evaluation, collaboration, critical thinking.

I understand the value of PBL and the contribution nto all stakeholders – teachers, students, parents.

Overall, although the module was difficult, I stuck to it and now I am better foor it. Now for some well deserved rest and relaxation.

Module 6: activity 12 (Students’ support documents)

I changed my webquest for the assignment because I wasn’t finding enough relevant “online artifacts” to do it justice. That being said, I did not have any problem getting thiis activity done. The gained experiences of the previous activities have prepared my, but my shining moment comes from assignment two.

Module 6: activity 9 - Engaging Roles- Engaged Students

The following is a reflection of what is on the group community page.In my opinion the best two webQuest are ‘A Stitch in Time’ and ‘Our Sun – sational Star’

I believe that they are very well detailed and easy for students to follow while at the same time presenting a challenge that is comprehensive and fun. Students are aware of what is expected of them throughout the tasks.

Directives for team and individual are clearly and logically stated and the rubric gives further guidance to enhance the team performance. The five main aspects of a webquest – introduction, task, process, evaluation and conclusion – are presented. The introduction is captivating and you will want to have an active role in the tasks ahead. Internet resources are presented to help students stay on task and not having to sort through a lot of unnecessary reading, hence saving time. The tasks are achievable and demand much learner involvement and accountability and calls for higher order thinking and technological skills.

Students will be able to demonstrate their understanding of each task.

I agree with my group partner – Erica – that the two worst elementary webquest are “North Carolina zoo break out” and “meet the immigrants” because they both were too long winded for young students and they did not required the effective use of technology.

Module 6: activity 8 - Creating webquests

This was challenging but fun for me. I learnt about piquing the students interest with a dynamic introduction. Using a scenario that that is fun and students can relate to, making the process as clear as possible so students know their roles and what is expected of them, ensuring students know what you are looking for in a rubric for assessment.   It is important that the links used are relevant, current, correct and without ambiguity.

Module 6: Activity 7 WebQuest

From what we have been doing, I understand a webquest to be a websearch but one where all the relevant information is right there. I have likened it to the use of a dictionary – when reading a passage, there may be clues that will hint to the meaning of a word. You have to figure which information is useful and which are not. Whereas with a dictionary, the meaning is right there – as with a webquest, there is no sorting through the tangled web of the internet to get to the information, the relevant links would have been provided.

I believe that this is a very good strategy as it helps the students remain on task and it is less time consuming than if they had to do the search on their own. The information of a good webquest should be appropriate to the students level and should be relevant to the topic of study. 

For me, I see one problem… students may just copy the information without actually learning the content.

Module 6: Activity 6 - Projects

The idea of projects holds s many benefits for teacher, students and even parents. I like the idea of projects.  When students are involved in what they are learning not only do they remember, but they also understand and  they make the connection to the real world as they develop a sense of ownership which promotes motivation. All students have the opportunity to make contribution.The teacher do not have to do the talking, she / he is now the guide on the side. Some projects may require help from parents.  When students are involved in a take home projects gives parents the opportunity to see first hand what children are learning. Also an involved parent is always encouraged as the students are then encouraged.   Twenty-first century skills are an important element of the education of learners.  Projects help to develop these in the learners – co operation, analysis initiative and self-direction, communication,etc. 

I have done a few small projects with my students but I want to use what I have been learning to pave the way. 

Module 6: Activity 5 - Framing Questions

This one was a tricky one for me. I had to understand the different types of questions before I can frame my own. My tutor was of great help and feedback and posts from my colleagues helped also. I now have a better understanding of the types of questions.

Essential Questions:

                The essential questions generally spark curiosity and allow students to be engaged in meaningful discussions. They also require higher order thinking skills. E.G what makes a plant a plant? Do we really need plants?

Unit Questions:

                 The unit questions assist in answering essential questions. They help the students to construct their own meaning from the information gathered. This in turn requires higher order thinking skills. The questions used are generally based on the objectives of the project.

how do plants grow?

Content Questions:

                The content questions answer the definition and deals with identification and generally record of information that was gathered. These questions also assist in answering the unit questions which are generally base on facts.

Will plants still be able to grow when we take away certain condition?

Module 6: Activity 4 – Project Details

This activity was fun. I had done this lesson of how plants grow with a previous group of students – all I had to do was iron out the kinks, get some new ideas and develop the old ones.  I was able to view a similar project that was posted and I incorporated some of the ideas, the students had fun with this project and I must say they learnt a lot.