1. How is the school technically equipped (classroom, computer lab, how many computers, internet access etc.)?
2. How are the students technically equipped? (PC and internet access at home?) It is important to keep in mind that not every student has a computer or internet connection available at home, which is especially important when it comes to homework assignments.
3. How many students are to be taught? (Some activities are better with small classes for other activities you need to have many students) Depending on the number of students, decide whether you want to organize group work, partner work or individual work
4. Which learner types are present (visual, auditory, tactile or read-write learners)?
5. What kind of skills do you, as a teacher, have? If you are using media support you need to have basic background knowledge about the medium you use. For example what is a podcast, what are valuable resources and how can they be produced?
6. What kind of skills do your students have? Do your students have prior knowledge/How much experience do your students have? Be aware of the fact that your students might have little or no experience in using the computer. Do not only have your students consume media, but let them create own media content. This way they can develop skills and competence in both consuming and producing media.
7. Make sure that the teaching method (teaching with new media) matches your teaching goals and that you do not use new media only for the sake of new media itself. Use media support but not just for the sake of it. Choose topics from the curriculum where it actually makes sense to use media support.
8. Do your students know how to critically evaluate information from the internet (if not give hints, for example use WebQuests where the learning process is guided, for further information see post about “WebQuests”)? Teach your students to analyze and evaluate media content critically.
9. Be prepared for technical problems. You always have to think of alternatives and set up a backup plan when using media in teaching. Familiarize yourself with basic troubleshooting skills. It is not always a technical problem.

Here are some useful hints to setup lesson plans including the new media:

If the lesson you are planning to give needs to be made up in a rush, you might consider using the following websites:

http://teachingtoday.glencoe.com/ – Provides secondary teachers with time-saving tips, free downloadable teaching materials, in-depth articles and many other educational features

http://www.breakingnewsenglish.com/ – English lesson plans: Free EFL/ESL lessons and online activities, handouts and podcast for teaching current events, speaking, listening, vocabulary, …

If you want to make sure your students  use the same software you might consider distributing the digital school bag in your class.

http://www.medienzentrum-kassel.de/kasseler-schulen-am-netz/digitale-schultasche

(for more information see post on the “digital schoolbag”)

Set up a list of pedagogically useful games students could use in their free time.

(see post on software analysis and learning vocabulary with “cobocards” and “quizlet”)

The Alfred-Wegener-Schule in Kirchhain was the “Medienschule des Monats“ in January 2009. The school is very well quipped, there are for example laptops and portable video projectors provided and wireless LAN is available in almost every part of the school (but not for students). The Alfred-Wegener-Schule puts a lot of emphasis on the new media. All pupils in grade 5 have an additional double lesson for 7 weeks in which they learn the fundamentals of media. Furthermore, the new media are integrated in the different subjects, for example Excel is used in maths or internet research in language classes, so that the students can apply their acquired knowledge. Apart from that, the work with computers is realized in many different projects. Because of financial reasons a separate subject exclusively for media cannot be established. A very positive aspect is that the school offers teacher tranings in order to support teachers who are not very computer literate.

There are three concepts represented in the school: conventional computer labs, a so called „Lernwerkstatt“ and the Oberstufenbücherei. All of the school computers are financed through the government’s Konjunkturpaket.

The computer labs can only be used by whole courses, there is no opportunity for individuals or single groups to use the computer labs without a teacher’s supervision. There are separate pc labs for the Sek I and the Sek II. There are approximately 30 computers in one lab. The teachers can control all the PCs over their screen so that the students do their work and do not visit inappropriate websites.

The “Lernwerkstatt” is a room with a very comfortable learning atmosphere. It is an open room with a computer area on a higher level. Downstairs there are bookshelves and a lounge where the students can research in books or just sit on a beanbag and read a book. Upstairs you can find the PC area which is only marked off through the higher level. Here, whole course work, group work or individual work can take place and if a student wants to retire from the group work he/she can go to the library area. Although it is an open place, the Lernwerkstatt has always a quiet atmosphere because the students are forced to be considerate of their fellow students.

In the Oberstufenbücherei you can find group deks, the so called “Computerinseln”, and discussion desk where the students can debate after their work. Because of this room situation, ex-cathedra teaching is avoided. There are not only PCs in this room but also books and encyclopedias where the students have the opportunity to expand their research. Students are allowed to use this room without a teacher’s inspection.

I think that the Alfred-Wegner-Schule deserves to be called “Medienschule des Monats Januar 2009” because it puts a lot of emphasis on media. None of the different concepts is better than another one. I think it depends on the teaching situation which room should be used. For individual research, the conventional PC lab is appropriate, if group work takes place and the students have to communicate with each other, the Oberstufenbücherei is a better place. If the teacher has created a lesson including research on a certain topic, the Lernwerkstatt would be a good place. The school provides different learning environment adjusted to the different needs of students and teachers.

In the following post I will introduce two vocabulary training websites to you: www.quizlet.com & www.cobocards.com. I will  give you an overview of the pages and provide you with 5 arguments for and against using the websites.

WWW.QUIZLET.COM

Overview

Quizlet is an online trainer where you can study vocabulary and almost everything else. There is a language section (English, Spanish, French, Chinese, German), a math & science section, a history & geography section and many more. Quizlet provides 5 different exercise types for every set (of words): familiarize, learn, test, scatter and race. You can either use a monolingual or a bilingual way of learning vocabulary. Bilingual means that you have a 1-to-1 translation for example from German to English and monolingual means that for every English word you are provided with an English explanation, like in a monolingual dictionary.

The activity “familiarize” is to get to know the words. Here you are provided with an explanation (for example: to declare publicly or officially) and if you click on “show term” the matching word appears (here: to proclaim). This activity is controlled by the learner and can be repeated endlessly. The next activity is the “learn” section. Here the explanation appears and you have to enter the right word. There is a counter at the left side which tells you how many correct and wrong answers you gave. The “test” section simulates a vocabulary test. There are several sections for example one exercise where you are given an explanation and you have to enter the correct word, another exercise where you have to bring together the words with their right explanation, multiple choice and true and false questions. After answering all the questions you can check the answers and you get a corrected version of your test. The next activity is playing a scatter where you have to slide the words into the right explanations. When you did it correctly, the words and their explanations disappear. The goal is to play until nothing is left. There is also an activity called “voice scatter” which functions with voice recognition.The last activity is called “space race”. Here you have to kill the scrolling words by typing in their corresponding term and pressing enter.

Using Quizlet Pros and Cons

Pros:

-          The site is free and when you are registered there are many functions available

-          You can create sets according to your wishes or just use an already existing set

-          The site is very easy to handle (using and creating cards is simple)

-          Learning vocabulary is created in a varied way (different types of exercises, tests and games)

-          There are groups for discussions where users can communicate

Cons:

-          Quizlet  is exclusively in English and beginners could have their problems to get along with the page

-          In order to use the page you need not only a computer but also internet access which could be a problem for some students

-          To make use of the various functions provided you have to register with your personal data

-          Everyone can create his/her own set so you have to be very careful when you use already existing sets, because they could contain mistakes

-          If you do not want to use an already existing set as a teacher, you have to create your own set which means a lot of work

All in all, I think quizlet is a nice tool to learn vocabulary in a different way. It is maybe more motivating for students because they learn the vocabulary in a playful way and there are various exercises so that learning is fun. I would not use quizlet in my lessons because I think students would have problems to navigate the sites because it is all in English, furthermore the given sets may contain mistakes so that you have to create your own set as a teacher which means more work, but I would tell my students to have a look at the page and try it out at home as a different way of learning vocabulary. More advanced students in higher classes could create an own set and practice vocabulary at home themselves.

Here is a useful video which shows you further how to use quizlet.com and how you can create your own sets:

WWW.COBOCARDS.COM

Introduction

Overview

Cobocards is also an online vocabulary learning program where you can create flashcards including text and pictures. Of course you can also use already existing cards. As you heard in the video, you can learn together with others and interact in an easy way. As shown, there are many formats of the cards, for example vocabulary lists or flash cards which you can print out. In comparison to quizlet there are less options, for example there are no games, but the site is very well structured and easy to handle, especially because the page is in German.

Using Cobocards Pros and Cons

Pros:

-          The site is free and if you are registered there are many functions available (using flashcards, creating flashcards, communication with other learners)

-          The site is in German so that students can navigate it without problems

-          You can create sets according to your wishes or just use an already existing set

-          The site is very easy to handle (using and creating cards is simple)

-          The site helps you organizing your stuff, you just enter the words, terms and explanations and you can print out different formats like vocabulary lists of flashcards

Cons:

-          If you want to use already existing cards or create your own flashcards, you have to be registered

-          No variation for example games

-          In order to use the page you need not only a computer but also internet access which could be a problem for some students

-          Everyone can create his/her own set so you have to be very careful when you use already existing sets, because they could contain mistakes

-          If you do not want to use an already existing set as a teacher, you have to create your own set which means a lot of work

Summarized, quizlet and cobocards are (vocabulary) learning tools which both have similar advantages and disadvantages. The only big difference is that cobocards is in German and quizlet is in English wherefore I would prefer using cobocards in school. The advantage of quizlet however is the variety. Learning vocabulary with quizlet is fun because there are different games students can play. As I already mentioned, I would use cobocards rather than quizlet in school because of the language aspect but I would tell the more advanced students to have a look at quizlet too and create own sets if it is not too difficult for them.

Why using blogs in school?

One strength of using blogs in the classroom is that the learning becomes independent of time and space. Learners have time to reflect because blogs are asynchronous. Students learn to reflect and to express their reflectations. Blogs are demand-oriented and learner-centred, so that the pupils become active themselves. The students publish their own texts which encourages the development and improvement of writing and reading competencies, especially in language classes. Furthermore, they encourage collaboration and (open blogs) involve external people from outside the classroom.

Weaknesses of using blogs in school

One of the negative aspects is that the information postes may not always be reliable and accurate. Another weakness is that some learners prefer classic one-way teaching and not everyone likes to share knowledge or is extroverted and open as demanded by blog discussions.

When using blogs in school you have to pay attention to some important aspects, for example not to put personal information on the blog, to be careful about what you publish and that the blog should be used for school purposes only.

Examples

1. A personal blog

A personal blog can be very beneficial for students. It could look like a creative writing diary or used for entry posting homework. The entries could be commented by the teacher so that the pupils receive a constant feedback. The entries are editable so that the pupil is able to change the entries after reflecting them or aftersuggestions for improvement by the teacher. Additionally, students take personal blogs more seriously because they are the only responsible.

2. A class blog

In a class blog, students write entries and comments on the blog. Here, the teacher has a rather passive role. During the lesson, a different students could for example have the task to write a blog entry of the lesson and the other students could comment on that post.

3. A school newspaper or magazine

The students could create an online version of a newspaper. They could build an editorial staff where each member takes the role of a journalist, which is very motivating for every group member. Besides, the audience of an online newspaper is larger than an ordinary school newspaper and the pupils can choose the topics freely.

If you would like to learn more about that topic, you could visit the site Classroom Blogs and Wikis, a site that provides information for using blogs in the classroom.

I am not sure if I would use a blog in school because this way of working is only possible if every pupil has a computer at home. Nowadays almost everybody has a computer at home but there are always exceptions and I would not like to embarrass someone or discriminate a pupil who has no computer at home. All in all, I prefer the form of personal blogs where the pupils can post their homework becaue as mentioned above, the pupils take these more seriously because they are the only responsible.

Why E-Mail projects in school?

E-Mail projects can realize the following learning objectives: language competence (communication, language awareness, language learning awareness), intercultural competence (e.g. writing about cultural specific questions), method and media competence (handling the computer, e-mail programs, search engines etc.) and social competence (group work, social empathy).

E-Mail projects allow authentic communication. The pupils leave the “safe” field of school vocabulary and develop a wish for correct language because someone other than the teacher really reads it. Furthermore the students have the chance to get in touch with students from other countries.

Organization

1. Find a suitable partner group (for example on epals, etwinning, baseportal)

2. Create a concept/find a project (for example “Introducing your pets to the other group”, prepare a power point presentation about your favorite pet and send it per e-mail to the other group)

3. Acquire necessary skills (for example create an e-mail account)

4. Acquire special language skills (here: pet/animal vocabulary)

When organizing an e-mail project with another group there are certain points which have to be agreed on, for example the mode of communication, the frequency of e-mail contacts, the objective of the project, the general length of the project and how the teachers can keep track of the e-mails. Furthermore it is impoertant to agree on a final result or product because this helps to stay focus. The output could be for example a poster, commonly designed newspaper, an interview etc.

Example

see email project

If you would like to organize an e-mail project you could use the following scheme as a structuring help:

E-Mail projects are a good way to get your students become active, communicate with native speakers and gain media competence. I would do e-mail projects with my pupils if the right circumstances were given, for example a computer lab in school, pupils who are able to work independently etc. Of course, organizing such a project means a lot of work and takes a lot of time but if the school provides the required technical equipment and the pupils are open to such way of learning, then I would definitely include such projects in my lesson plans.

Web 2.0 refers to a perceived second generation of web-based communities and services which facilitate collaboration and sharing of information between users. It is no big technological revolution but it includes a higher degree of socialization and collaboration through a new combination of existing technology. Examples for web 2.0 are blogs, forums, instant messaging or internet telephony. Of course there are not only advantages but also problems connected to web 2.0.

In the follwing the general pros and cons of web 2.0 are explained and the questions which features make web 2.0 services interesting for teachers is discussed, furthermore an example of a lesson plan including web 2.0 is given.

Pros & Cons

One of the positive aspects of web 2.0 is the easy and fast publishing on blogs, Wikis, and other content management systems which allowa users to publish their own journals, articles and websites without in depth knowledge of the technical side of the WWW. A further advantage is the sharing of content. You can share your rescources with users all over the world and use information services like media shring tools, such as YouTube and many more. Besides, users can use online applications as a substitute for desktop applications. The advantage of these services is also that data can be accessed from anywhere which means that users are not dependent on a specific computer anymore.

Besides the advantages and the possibilites that Web 2.0 applications offer, there are also some risks, for example the storage of personal data and information that can be misuse. This is mainly risky with children because often they cannot estimate the dangers of revealing personal data. This risk is linked with the problem of identity theft (e.g. credit card fraud, commodity and service fraud). Another negative aspect is that resource limits can decrease the information of the network. Furthermore there is the risk of a lack of control over the quality of what has been published and a lack of expertise, since virtually everyone can publish on anything.

Which features make web 2.0 services interesting for teachers?

Firstly, web 2.0 services foster collaborative learning. Students are work independently and are responsible for everything they publish because they have a real audience for their texts not only the teacher. In group work the responsibility is shared. Nobody is completely responsible. But if the pupils publish their own texts, they are the only one responsible.

In group work there is the risk that some group member are very dominant and others rather reserved so that only a few members contribute and the others do nothing. With web 2.0 everybody has the chance to contribute at the same time.

Another advantage is that the results are always available for all members, for example at googledocs where you can upload your paper and share it with others, so that everybody of the grouphas the same information.

Web 2.0 services allow that the pupils can contribute their own thoughts. Normally the teacher creates the session but here, the pupils have the possibility to contribute their own ideas.

Further advantages are that the pupils gain media competence (computer/media literacy), web 2.0 services activate several channels and the different learner types are included.

An example of a lesson plan including web 2.0

Time duration: individual lesson (45 min.)

Grade: 12th Leistungskurs

Topic: Extreme situations (->racism)

Material: Poem “Racism has a human heart” by John G. Nelson

Introduction

• show your pupils word cloud (2 min.)

Getting into the topic

• task: Try to think about a situation the poem could be describing (5 min.)
• discussion about a possible situation the poem is describing (10 min.)
• task: let pupils write a poem using the words of the word cloud (15 min.)
• let pupils read out their poems, comparison (10 min.)

In my opinion web 2.0 in schools brings many advantages for the teacher as well as the students. You can use online applications like wordle without installing them on your computer, save and share educational data on the Internet, socialize, collaborate and communicate using the Internet as a platform. I would use web 2.0 services with my class in order to diversify my methods and provide my pupils something new in order to motivate them and to encourage the pupils to work independently and to take responsibility for their doings.

]]> http://sofia087eportfolio.wordpress.com/2010/01/10/web-2-0-in-school/feed/ 0 sofia087 web2.0 http://sofia087eportfolio.wordpress.com/2010/01/09/software-and-software-analysis/ http://sofia087eportfolio.wordpress.com/2010/01/09/software-and-software-analysis/#comments Sat, 09 Jan 2010 17:02:33 +0000 sofia087 http://sofia087eportfolio.wordpress.com/2010/01/09/software-and-software-analysis/ ]]> Educational software has its benefits and problems. In the following the pros and cons of educational software are discussed and the term “edutainment” is explained. Furthermore a list of factors that need to be considered when evaluating software will be provided and finally there will be an evaluation of some online learning games.

Advantages and Disadvantages

Using educational software in the classroom can be very fun and motivation for the pupils, although there are not only benefits but also negative aspects.

The benefits of using educational software are that the contents and the certification can be standardized, that the learning can be done in a very flexible way (individual time, place, pace), that the new media can visualize complex issues, for example scientific phenomena and that they evoke new and intensive research processes where pupils have to use search engines for example, or download papers etc.

One of the problems of using educational software is the risk of getting lost in the hyperspace which means that the students could get lost between links, content and sought of information. Other negative aspects are the given information overflow, the existence of outdated information, the problem that not every source is trustable, language barriers (most information on the internet is in English), possible costs and that students can easily be distracted in the internet.

“Edutainment”

The neologism “Edutainment” is a combination of the words education and entertainment which offers young learners the opportunity to enjoy learning English. You can find various learning games for the English classroom online.

Software Analysis

There are many educational games for the English classroom on the web but before I evaluate some of them, there are some key aspects that are relevant when evaluating educational software.

1. The learning games should be available for all pupils of a class, which includes that they should be free.

2. The design should be clearly laid out, the navigation should be easy to handle for both, teachers and pupils, and the software should be motivating for the pupils at first sight.

3. The website should be well-structured in order to be adaptable to all different age groups and learner levels, so that every pupil can work at his/her own pace and the topics and levels can be chosen according to the individual needs of the pupils, so that it is possible to start at higher levels for example.

4. If you consider including computer games into the program you have to make sure that skill and knowledge training is offered and learning has to be ensured.

5. The quality of the content should be appropriate for the classroom. It should be related to the content that is dealt with in class, the topics should be chosen according to the curriculum.

6. It is important that the learner can follow his progress and compare it to others. The teacher and the parents should also be able to check their pupil’s/child’s development.

7. It is also important that there are no distractions like popups or any dangerous material. The focus should lie on the learning content and there should not be other information around.

Evaluation

1. Irregular Verbs

This online learning games is designed to practice all forms of irregular verbs. One positive aspect is that it is free and can be accessed by everyone. There are different ways of learning irregular verbs, for example connecting the right forms (do=infinitive, grew=past simple), putting the infinitive form into the past simple or past participle, fill in gaps, translate verbs into the past simple or past participle (from German) and find verbs in past simple in a letter puzzle.

There are positve and negative aspects about the form of the game. The design of the program is clearly laid out but not very stirring. It is very simple and rather boring, especially for children and therefore not really motivating but it is very easy to handle. Unfortunately the whole design and the types of exercices are not motivating for young learners. Besides, there is no necessity of using the computer for this kind of excerices because copies would fulfill the same effect.

The difficulty level is increasing throughout the program but there is no possibility to start at a higher level, therefore it is not adaptable to all different age groups and learner levels. After every round the game gives you a very short feedback, for example “perfect” which is not very detailed but activities like that give no potential for more detailed feedback. The content is obviously appropriate for the English classroom and suits the curriculum. One positive aspect is that there is no distractions like popups or any dangerous material around.

In my optinion it is very difficult to create interesting and motivating exercices for irregular verbs because the pupils have to learn them by heart and there are not many possibilities to become creative and active yourself. I would not advise against this game completely because here you really learn the irregular verbs by heart, but in my own lessons I would rather choose communicative activities where the pupils become active themselves for example dialogues which contain irregular verbs or other activities of that kind.

2. BBC- CBBC- Games

CBBC is a platform especially for children which offers us a large game collection. It is a highly reliable source with authentic language material because it is provided by the British Broadcasting Corporation. All games are free and accessible for everyone.

Most of the games offered are educational games involving explorative and multi-channel learning. There are numerous categories like music&art, activities & puzzle, animals & nature etc. which are very well structured. The design of the whole page is very pleasant. It is very colourful and catches your attention directly. The navigation of the website and the games is very user-friendly and easy to handle.

One negative aspect is that the content of the site is not completely adaptable for school work. There are for example games, where you just have to remember signs in a certain order which has nothing to do with the curriculum. Another negative aspect is that there could emerge language barriers because the site is primarily designed for native speakers and less for learners of English as a second language.

All in all I would say that the page is designed very well. It is very colourful and motivating for pupils. As a teacher you have to look closely at the games and choose one which includes appropriate contentso that learning can be ensured. I like the page because it offers a lot of games and your work as a teacher is to find the most suitable one for your class.

3. Learn English Free

At this website you can find many different English wordgames, for example crosswords, battleships etc. The games are free and accessible to everyone. The site is very well structured and easy to handle but the design is not very motivating because it is rather colourless. The crosswords for example are subdivided into certain topics like animals, food, jobs etc. So the teacher can choose a suitable topic which fits the learing content and is adjusted to the different age groups and learner levels of the pupils. As a teacher it is your job to choose the right game becaue there are no references to the age groups.

One disadvantage of the games of this site is that no feedback is provided. If you choose something wrong not even the right answer is provided.

I would include games of this website into my lessons because I think that there are many games which fit to the curriculum. As I said before, it is the job of the teacher to find a game with the right learning content.

In summary I would say that you can find a lot of very interesting learning games online but you have to be careful because not every educational game online is appropriate for school. In my opinion these online platforms are never designed for just copying the games but the teacher has to find something appropriate and optionally has to adjust the activities to the age group and learner level of his pupils. Without reflecting the games and thinking about the results you want to achieve the use of such games in lessons makes no sense.

]]> http://sofia087eportfolio.wordpress.com/2010/01/09/software-and-software-analysis/feed/ 0 sofia087 397249-main_full1 irregular-verbs bbc free http://sofia087eportfolio.wordpress.com/2009/11/16/scoyo-de-germanys-no-1-learning-platform/ http://sofia087eportfolio.wordpress.com/2009/11/16/scoyo-de-germanys-no-1-learning-platform/#comments Mon, 16 Nov 2009 13:05:39 +0000 sofia087 http://sofia087eportfolio.wordpress.com/?p=121 ]]>

Scoyo.de is an online learning platform for the 1st to the 7th grade. At scoyo.de pupils can create an own profile where their learning development is represented. There are a children’s, a parent’s and a teacher’s page which provide different information. The page for parents for example, informs about the learning success of the children, the learning content, prices etc. The subjects German and maths are offered for the grades 1 to 4. Amongst other subjects, English is offered from the 5^th to the 7^th grade.

There are pros and cons using scoyo.de which I try to illustrate in the following.

Pros:

- the online learning environment is secure: only verified users have access to the learning platform and all content on the site is appropriate for children

-learning with scoyo is fun: there are a lot of story-based adventures focused on the different subjects and many exciting worlds to explore which allow contextual learning

-students work individually: they set their own pace and get personal feedback in order to improve their skills

-the learning content meets the current curriculum

-insight for parents: parents can inform themselves about their child’s performance

Cons:

-untransparency: the costs are not represented very well ( at first sight it seems that you pay 14,99€ for 6 months and 19,99€ for 3 months, but the stated price refers to one month only)

-low choice: there are only three fields for the subject English (pronunciation, vocabulary, grammar), there are no tasks for listening comprehension, communication or writing texts but too many multiple choice tasks

-expensiveness: if you consider the low offering and the above mentioned prices per month, scoyo is too expensive, if you need help you can call a hotline, but it costs 0,14 €/min.

All in all, I think an online learning platform where children can learn playfully is a good idea but I would not recommend it in its present state because I think the tasks are too one-sided. Expecially for the subject English as a foreign language communicative tasks are preferable. There are no communication, listening comprehension or text creating tasks which is very important for learning a second language. I would recommend scoyo.de to my pupils, if tasks of such kind would be added to the platform.

The digital schoolbag contains an office program, an image editing program, a digital sound studio, tools for mind mapping and for creating an own learn software, a wiki, an internet browser, a mail client and many more. The software is free and may be used at school and at home. All you need is a pen drive, a computer with windows and internet access.

The digital schoolbag contributes to a more flexible teaching structure. The software for example is free and you do not have to provide money anymore. Besides, you do not have any problems with licences. The programs do not have to be installed which simplifies the software distribution and the updating. Teachers and learners work with the same software and data like in school and there is no need of another memory location because all data are in the digital schoolbag.

The Medienzentrum Kassel provides its schools with CDs which contain the software. In order to pack your schoolbag you need a USB stick with at least one GigaByte.

Besides the many advantages mentioned above, I think the digital schoolbag contributes to more social equity because the software is free and every pupil is provided with the same software, regardless of the social background the children come from. All you need is a pen drive which you can get for about 8 Euros. If there are pupils who do not have internet access or even a computer at home, schools and (most) public libraries provide a computer with free internet access.

Definition:“A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.”[1]

Have a look at the video below of “Palm Breeze Café” (a webshow which presents instructional tools for educators) which provides you with information on www.webquest.org or visit the homepage directly to discover the opportunities WebQuests provide. On this homepage you can find a collection of WebQuests created by other teachers, create an own WebQuest and share it with others and a lot more.

Structure:

The most important elements of a webquest are: 1. The introduction which raises the students’ attention, motivates them and introduces the central questions, 2. The task which is the most important element and normally should require thinking and creating, 3. The process which presents the steps the students have to follow in order to complete the task, 4. The evaluation where the results and the working process will be evaluated and which forces the teacher to think about what he expects from his students, 5. The conclusion which summarises what the students have learned (facts, new ways to find information, certain skills, a new opinion about something etc.) and 6. The teacher page which includes everything that other teachers need to know before they use the webquest.

The following links lead you to some examples on how WebQuests could look like.

A webquest about a day in the life of Harry Potter

A webquest about creating a travel brochure

A webquest about Conrad’s Heart of Darkness

A webquest about Romeo and Juliet

If you enter “WebQuest” into the search box of wordpress.com, you will also find information on WebQuests and a lot of examples.

Of course there are also webquests about webquests, for example:

WebQuest about WebQuests for teachers

German version of the WebQuest

If you are looking for more webquests then visit:

WebQuest Wizard

It is also possible to create your own webquest, for example if you do not find a webquest about your favoured topic or if you just want to become creative yourself. If you enter “webquest generator” into the google search box you will provided with over 85000 websites. It takes much time to find a good webquest generator, that’s why I would recommend the webquest HTML generator 1, 2, 3 Your WebQuest For Free. Everything you have to do there is to enter the title and texts of your webquest and choose a fitting design. It is adviseble to create a good task and the other pages first and afterwards choose the design because the most important part of a webquest is the task and creating a design can take a long time and keep you away from the more important things.

Advantages and Disadvanatges of WebQuests

Pros:

You can improve your in-class lessons with webquests because they are not teacher-centred, so the learners become active themselves and become motivated to work on their own. The amount of help can be according to the class level decided by the teacher. Webquests allow that students with different learner types or more advanced and slower learners can efficiently work together on one project. A constructivist way of learning is permitted. For the teacher, webquests help to save time and there are databases and link lists so that you do not have to create a webquest on your own.

Cons:

Webquests take a lot of time. As a teacher you have to acquire knowledge on how to use webquests in class correctly and test the task before it is really waterproof. Furthermore it takes a lot of time to find suitable resoucres on the internet. Doing a webquest with you students requires access to a number of computers. Of course there are always risks when you work with the internet, for example that in your lab it is down completely so you always have to prepare an alternative lesson plan.

In my opinion webquests are a good method to get your students become active themselves. If I had the opportunity (computer lab in school, enough computers, internet access and enough time slots in the school’s computer lab), I would integrate webquests in my English lessons. Of course webquests should not be used constantly but if it is possible to work on a topic with a webquest, it is a good way to provide your students something new and encourage them to become creative.