Last semester I was introduced to, and spent time navigating, WebQuests- so I decided to explore the world of ThinkQuests. Also, after watching the Dr. Donald Leu's informative videos I was left slightly confused regarding the difference between a WebQuest and ThinkQuest. And furthermore, why a teacher would choose to use one technology over the other. Using the ThinkQuest website as my main resource I searched through various categories within the library database. Since our final project needs to incorporate social justice- I searched primiarly within the social sciences and culture categories. I was surprised by the multitude of intriguing and original topics students choose to develop for a ThinkQuest. As pursued different topics I started to realize the difference between the two technologies. While a WebQuest requires students to engage in a specific process to complete a task and create a final product (Sox, 2009), a ThinkQuest provides a space for students to collect/explore information on a certain topic. I choose to further investigate a ThinkQuest called "Forget Me Not," designed to inform audiences and raise awareness about issues regarding the elderly. The colorful site provides various multimedia, links to pages within the site, and digital stories. Easy to navigate, the interact site challenges students' critical thinking skills as they gather and synthesize the vast amount of information provided.
A great aspect of ThinkQuests, from this site, they are created by students for students. Therefore, student learners gain higher levels of access through relatable language. A huge benefit for ELLs or LDs in the classroom that possess difficulty with reading comprehension
Although meant for WebQuests, authors Sox and Rubinstein-Avila's affirmation that "one should avoid using flowery and convoluted language, opting instead for short sentences, simple tenses, and direct commands" applies to all web-based inquiry projects (Sox, 41, 2009). Modifications such as clear and concise directions benefit all learners within the classroom- and especially provide high support to students with LDs or ELLs. Also, sites such as ThinkQuests and WebQuests allow students to activate their 21st century literacies within a structured environment (Skylar 2007). The structure and support through multimedia, study guides and organizers allows student learners, that need certain modifications, the opportunity to engage in the an activity that demands higher level thinking- and achieve success (Skylar 2007). Within a classroom these web-based inquiry task allow students the opportunity to become the expert, within a topic and as a web navigator, while the teacher's role transforms into the guide (Leu, 106, 2004). Such activities promote student centered learning within a constructivist context.
Plus, they really are super fun and way more interesting to explore than a encyclopedia. Even as an adult- I found several of the ThinkQuests extremely interesting and informative!
Insightful post, thank you!
ReplyDeleteHi Cady,
ReplyDeleteThis was a really great post- thank you for your information! For this week's topic I had chosen to study WebQuests so it was really helpful to take a look at your research on ThinkQuests and how they're different. Based on the ThinkQuest you provided I actually think I would prefer to use and have students create a ThinkQuest on a unit of study instead of a WebQuest because it seems like a more authentic web experience. Instead of just step by step doing what the WebQuest requires- ThinkQuests (at least the example that you found) require the students to practice navigating the site by themselves simply to gather information. Thanks for sharing!
Kailyn
Kailyn,
ReplyDeleteThe ThinkQuest website is great. I really like WebQuests, but find that most of them aren't very valuable. With the ThinkQuests, at least most on the ThinkQuest, really push students to explore all the information in one area. I really enjoyed them.