Individual Factors
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- Category: English
- Date Submitted: 03/23/2014 10:49 AM
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The usefulness of Web-quests
I choose this issue because I had the opportunity to work with them in an institution. Web-quests foster the cooperative and collaborative work. It exposes to the learners to authentic material and motivates them since it integrates not only a specific topic but also other internet resources. According to Martin (2002) Web-quests are “the most structured, accessible and promising application of constructivist in the field of online education”
With reference to the classroom management, Web-quests promote an active environment since the work in collaborative groups allow to the learners to be more independent, so they are exposed to create their own rules. Even though, clear grouping strategies are needed in order to draw an appropriate behavior for an effective environment where students can learn at high level and are held accountable for their work.
Web-quests will involve teachers in researching. Thus, technology becomes more available in classrooms so it is necessary that teachers integrate more effectively new technologies because computers in the classroom provide new opportunities for creative teaching.
To sum up, the teacher role must change where he/she becomes the facilitator of learning and guide the Ss in their process of knowledge acquisition. Web-quests allow that teaching and learning evolves positively in line with time. On the other hand, Ss will have a more active attitude towards their processes, enhancing their skills through a collaborative and cooperative work. Web-quests promote the use of ICT’s and they fit in the school’s curriculum but our schools must have the possibility to adapt them in contexts in which PCs, tablets and laptops are consider as luxury.
Martin, W. (1999). Using WebQuests for Constructivist Learning. Retrieved November 30, 2002,
from the page: http://members.tripod.com/drwilliampmartin/introduction.html
I choose this issue because I had the opportunity to work with them in an institution. Web-quests foster the cooperative and collaborative work. It exposes to the learners to authentic material and motivates them since it integrates not only a specific topic but also other internet resources. According to Martin (2002) Web-quests are “the most structured, accessible and promising application of constructivist in the field of online education”
With reference to the classroom management, Web-quests promote an active environment since the work in collaborative groups allow to the learners to be more independent, so they are exposed to create their own rules. Even though, clear grouping strategies are needed in order to draw an appropriate behavior for an effective environment where students can learn at high level and are held accountable for their work.
Web-quests will involve teachers in researching. Thus, technology becomes more available in classrooms so it is necessary that teachers integrate more effectively new technologies because computers in the classroom provide new opportunities for creative teaching.
To sum up, the teacher role must change where he/she becomes the facilitator of learning and guide the Ss in their process of knowledge acquisition. Web-quests allow that teaching and learning evolves positively in line with time. On the other hand, Ss will have a more active attitude towards their processes, enhancing their skills through a collaborative and cooperative work. Web-quests promote the use of ICT’s and they fit in the school’s curriculum but our schools must have the possibility to adapt them in contexts in which PCs, tablets and laptops are consider as luxury.
Martin, W. (1999). Using WebQuests for Constructivist Learning. Retrieved November 30, 2002,
from the page: http://members.tripod.com/drwilliampmartin/introduction.html