Introduction
Amazing pieces of technology keep hitting the stores every day, and it is difficult to keep up. Some people believe technology only refers to electronic gadgets that have access to internet and allow children to chat and disconnect from the world, but... how much do we really know about technology?
In this webquest, you will explore your ideas about technology, compare them to real, updated information, discuss implications of the integration of technology to dfferent areas of our lives, and come up with a conclusion about the issue.
Image taken from http://nocamels.com/wp-content/uploads/2013/08/bigstock-Eye-viewing-dig…
Task
- Divide yourselves into groups of three or four students.
- Visit the proposed resources for each one of the activities.
- Print the graphic organizers on the topic of your choice from the wiki to help you take notes on the articles and videos you read.
Take part of the discussion threads in the wiki about the technology selected by your group.
- Organize your ideas as a group and create a collaborative PowerPoint for each one of the tasks, to present to the rest of your class. Use Google Drive to create the Collaborative file, and share it with the members of your group.
If you need help to create a Google Drive file, click here for an explanatory video.
If you need help to share a Google Drive file, click here to see an explanatory video.
To have complete access to the exercises in the wiki, use the following information:
Username: techfairsampless
Password: techfairsampless
This Webquest will present you with three tasks:
1. You will explore an area in which new technologies are being implemented. In groups of three or four students, explore the links and complete the graphic organizers given to take notes.
2. Participate in a discussion about the topic your group selects, stating the possible uses, dangers and possibilities this new technology has to offer.
3. Organize and hold a Technology Fair in which you present the results of your research and your discussion to your local academic community.
Process
1. Reading and Listening comprehension: For this activity, you will explore your preferences in technology as a group, and you will do some research about the topic of your choice, trying to establish its current state of development of the devices that are being used in that area.
Conduct your research and hold your discussions based on the wiki, clicking here.
2. Discussion: For this activity you will dig deeper into an online discussion about the implementation of the technologies discussed in the first part. In this discussion the group will tackle some questions about the topic they explored. They need to address the questions and put together a Presentation in Google Drive, which they will upload in the "Projects" section of the wiki. Go to the discussions here.
3. Techno Fair: After discussing with your partners, and using the information you have collected from the previous tasks, you will organize a fair with the whole group, in which each smaller group will prepare a stand in which you will act as experts in the topic you selected, and present it to some guests. Look at some ideas to organize the fair here.
To have complete access to the exercises in the wiki, use the following information:
Username: techfairsampless
Password: techfairsampless
Evaluation
Evaluation Rubrics
(Click here for a printable version of the rubrics)
|
Below Average 10 |
Good 20 |
Very Good 30 |
Excellent 40 |
Score |
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|
Cooperation |
The group is not effective in sharing responsibility. |
The group sometimes shares responsibility effectively. |
The group shares responsibility effectively most of the time. |
The group shares responsibility effectively all the time. |
|
|
Class Discussion |
Did not participate accordingly. |
Provided little input and showed limited understanding. |
Participated in class discussion and showed understanding. |
Actively participated and showed thorough understanding. |
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Presentation |
Assignment is incomplete, monotone and disorganized. |
Assignment is partially complete and plain looking. Not very organized. |
Assignment is complete but not necessarily eye catching. Looks organized. |
Assignment is complete and captures attention. Looks well organized. |
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|
Accuracy |
Information in the assignment is poor with many mistakes. |
Information in the assignment is partially right with few too many mistakes. |
Information in the assignment is mostly right with minimal mistakes. |
Information in the assignment is accurate and reflects clear understanding. |
Conclusion
Once you complete all your tasks and present all your works, you will have:
- Practiced all your previous English knowledge.
- Used comparatives and superlatives to compare and discuss new technologies.
- Practiced skimming and scanning.
- Practiced your listening skills.
- Developed Critical Thinking skills.
- Worked together in a cooperative and collaborative environment.
- Accepted people as your equals in order to reach a common goal.
Credits
The Webquest and wiki, and the tasks and ideas, were designed and created by Master Degree candidates Juan Rafael Miranda and Ana Maria Palermo.
Teacher Page
Over the years, teachers have realized that students have facts and figures at their fingertips since technology is ubiquitous in the students’ world, information is all around and access to it is increasingly easy. As internet reaches universal levels in schools, and most children can operate their social media account, we strongly believe that there is no reason why schools should not profit from these technologies as an integral part of their learning process. Using these web tools, teachers will be able to create video-based reviews, webquests, wikis, blogs, quizzes and many other tools around topics studied during the school year. The important aspect about these tools is that almost all of them allow for instant feedback, which means that learners will be able to reflect on how they performed on that specific activity, meet standards focused on critical thinking and analysis skills, and teachers as facilitators, support learners with their own personal and specific needs.
The downside of over-using technology is that it could lead to the loss of essential skills such as handwriting, spelling, or reading books as a reliable source of information, etc. Thus, it is vital that technology be introduced to students as an alternative resource for expanding classroom opportunities, having all learners engaged in their learning process, and assert that they are not using technology to be absent from the classroom, play games or randomly surf on the internet. Therefore, teachers should ask themselves these questions: Is technology benefiting the students the way I expected? Is technology enhancing the achievement of the learning goals? If not, think carefully about the kind of implementation you as a teacher are making of it. The way teachers plan, assess and follow tasks involving technology should greatly improve and enrich the presentation and access to the content and the competences of an area. Teachers generally agree that integrating technology for technology’s sake is counterproductive. Nevertheless, used appropriately, technology is a huge asset in making the learning process more attractive and collaborative, and thereby boosting further the enthusiasm and motivation to learn and the necessity of shifting to the world of technology.