Webquests by Celia Bartels

I know that a WebQuest is no new technology, but I feel that sometimes it is very understated… 

Image Retrieved From: www.webquests.ch/patricsday.html

Subject: Digital Technologies

Year Level: 3-4

Strand: Digital Technologies processes and production skills

Sub Strand: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

A WebQuest is an inquiry-based lesson format using information that comes from the web. These can be created using various programs, like PowerPoint or  a simple word processing document that includes links to websites.

Students can make their own WebQuests using algorithms and simple programming skills. This has such a wide cross-curricular possibility.  The aim could be History and the students can work in groups to program and design a digital WebQuest researching the History topics, all the while implementing valuable technology skills in creating these WebQuests. These can then be exchanged to other groups to explore.

Students will use the following skills:

  • Researching
  • Referencing
  • Digital Technologies
  • Design and Technologies
  • Along with an in depth understanding of the unit they are doing the WebQuest in, e.g. History or Geography

Image Retrieved From: www.webquests.ch/patricsday.html

 

Please see this video on how to make a WebQuest:

You can of course, let the students make a WebQuest (as mentioned above) in a PowerPoint with hyperlinks taking you straight to research material from the web. They can add diary notes and quizzes and even puzzles. This is a fun interactive way to learn 2 strands of the curriculum at the same time.

Interactive Water Wall by Celia

Learning through Playing: An interactive way to get pre-primary students to problem-solve and work collaboratively.

Image retrieved from: www.pinterest.com

These water walls are amazing fun for Foundation years to year 2.

Year:

  • F – Y2

Subject: Design and Technologies

Sub strand: Creating Design solutions by:

  • Investigating and defining
  • Designing
  • Producing and Implementing
  • Evaluating
  • Collaborating and managing

The teacher can make it as elaborate, involved and complex as they want or keep it very simple for the younger years.

All you need is:

  • a trellis and
  • some PVC pipes along with
  • funnels,
  • u-bends,
  • T-pieces and
  • other containers lying around. This is great for recycling.

The kids can just play with the water station, or the teacher can give explicit instruction like: “Make a path for the water to run from the top to the bottom with minimal splashing.”

You can have a measuring jug with a set amount of water and then the same measuring jug at the end of the zone. This way the students can plan and engineer a way to have the maximum amount of water return to the bottom measuring jug. This is an innovative and interactive activity for kids.

Image retrieved from: www.pinterest.com

Image retrieved from: www.pinterest.com

Here is a video link to a DIY kids water wall. Have a look how easy it is to make and at the same time recycle.

If you have more time and want to be more creative, check out the Better Homes & Garden video clip:

Ivers states that technology in the classroom encourages cooperative learning which then increases metacognition, motivation and performance. This will then lead to an overall positive attitude towards learning. She also proposes that using play in learning in young children will create collaborative skills that is imperative to learning (Ivers, 2009). When technology is introduced to young children though play-based activities, learning is enhanced since they are having fun. They do not even realise that they are learning.

Image result for metacognition

Image retrieved from: http://cbsd.org/Page/15473

 

Ivers, K. S. (2009). A Teacher’s Guide to using Technology in the Classroom (2nd ed.). Westport, Conn.: Libraries Unlimited.