1. IN THE QUEST FOR
STUDENT ACHIEVEMENT:
DON’T UNDERESTIMATE THE WEBQUEST
P R E S E N T E D B Y:
K E R I J O H N S O N ( O V E R V I E W & R AT I O N A L E )
C H R I S T I E J O N E S ( I M P L E M E N TAT I O N P L A N )
B R I T TA N Y PAY N E ( S A M P L E U N I T S &
RESOURCES)

2. WHAT IS A WEBQUEST ANYWAY?
• A lesson centered
around inquiry.
• Most of the
information learned
will come from the .
Untitled image of WebQuest
web.

3. WHAT MAKES A GOOD WEBQUEST?
• A catchy introduction that sets the stage
• An interesting task
• Resources
• A clear process
• Guidance
• Conclusion
Ray, 2012.

4. WHY USE A WEBQUEST?
• WebQuest activities “develop and support students’
thinking at the levels of analysis, synthesis, and
evaluation” (Swindell, 2006).
• WebQuests have the potential to promote higher-order
learning and thinking (Allan & Street, 2007).
• WebQuests can offer differentiation and enrichment
(Hassanien, 2006).
• WebQuests can bridge the gap between concepts and
authentic , interconnected situations (March, 2004).

5. IMPLEMENTATION PLAN
• The Webquest Information Inquiry Plan
will be adopted by our middle school and
will receive the support of administrative
leadership to ensure that teachers use to
enhance instruction.
• Composition of Planning Team:
• Principal, Curriculum Coach, Team
Leaders, Building Technology
Coordinator, Library Media Specialist

6. • Webquests will be an integral part of the curriculum
during the 2013-2014 school year.
• May 2013 – Introduction of Webquests to the
faculty/staff during a faculty meeting
• May 2013 – All team leaders will have an after school
training on how to use Webquests and will have a
mentor. (Ex. 6th grade team lead will be mentored by
the LMS, 7th grade team lead will be mentored by the
Building Technology Coordinator, 8th grade team lead
will be mentored by the Curriculum Coach)
IMPLEMENTATION • June 2013 – Professional Development for the
upcoming school year. One day will be devoted to
TIMELINE teaching the Webquest Information Inquiry Process.
The morning will be devoted to teaching the process
2013-2014 School Year and the afternoon will be work time for teachers to
create one Webquest. (The Implementation Team will
be on hand for any questions/concerns.)
• 2013-2014 School Year – all teachers will provide
students with ample opportunities to use the Webquest
format for culminating projects at the end of a unit for
students to exhibit proficiency by acquiring knowledge
through discovery and evaluation of information and
formulation of their own meaning. (This will be
monitored by the curriculum coach when she reviews
weekly lesson plans.)
May 2013:
Introduce June 2013: Teacher
WebQuests PD
May 2013: May 2014: Evaluate
Introduce teachers Process
and assign mentors

7. RESPONSIBILITIES
OF PLANNING TEAM
• The media specialist and building technology teacher will
collaborate on best practices for Webquests and will select a
preferred method so all teachers will have a basic template to
start with
• The media specialist, building technology teacher, and
curriculum coach will build a model Webquest to use for
professional development purposes, as well as
instructions/templates for all teachers, which will be posted on
the school website
• The administration team will work to ensure that all educators
have access and training to support Webquests and will require
every teacher to include in their annual PGP
• Teachers will use Webquests to increase proficiency on
summative evaluations. Teachers will use the data from the
summative tests at the monthly administrative data team
meetings to review efficiency of Webquests. *If students are not
improving, the media specialist, curriculum coach and building
technology coordinator will work with the teacher to plan a
Webquest that will help students master the standards.

8. ROLES AND RESPONSIBILITIES
THROUGHOUT THE YEAR
• The library media specialist and the building technology
instructor will be considered mentors and will be able to
assist teachers during the year with the planning process
or creation process of Webquests.
• The principal will choose a“Webquest of the Month” to
highlight at faculty meetings
• Once a month, the media specialist will discuss tips/hints
for Webquests at a faculty meeting, mainly
demonstrating useful informational websites that would
be good resource links

9. LEARNING OUTCOMES
Using the Webquest Information Inquiry Process:
• Students will explore issues and find their own
answers for meaning
• Students will create and communicate their results
• Students will reflect and evaluate on their learning
The Webquest will help students master the Common
Core Standards in a way fun, engaging, digital way!

10. EXAMPLE OF WEBQUEST LESSONS
• Math
Prepare for an Adventure (Grades 6-8) by Alice Gabbard . The big questions in this webquest are: Why does our
number system have place value? How does place value work?
Team Approach
BECOME A TEAM: Share your new knowledge with your group;
CREATE A NEW NUMBER SYSTEM: Create a base 4 number system with your group (using original symbols and
names) to launch the technological development of the Zony tribe;
TEACH THE ZONIES: As a team, present your new number system to the Zony Tribal Council using your choice of
visual aids: a poster, book, Power Point, or Excel spreadsheet.
21st Century Learning Standards
Standard 1: Inquire, think critically, and gain knowledge
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society
KY Academic Expectations
1.5: Students use mathematical ideas and procedures to communicate, reason, and solve problems.
2.7: Students understand number concepts and use numbers appropriately and accurately.
KY Program of Studies
M-6-NC-4: Students will develop place value of large and small numbers.
M-6-NC-5: Students will explore exponents.
KY Core Content for Assessment
MA-M-1.1.4: Students will describe properties of, define, give examples of, and/or apply to both real-world and
mathematical situations: Place value of whole numbers and decimals
MA-M-1.1.5: Students will describe properties of, define, give examples of, and/or apply to both real-world and
mathematical situations: Positive whole number exponents

11. INFORMATION INQUIRY PROGRAMS
• Still unsure about incorporating Webquests into the
classroom? It’s up to you. Get involved!
• Your task: Complete the Webquest about Webquests by
Bernie Dodge, Ed Tech Department, San Diego State
University
• In order to know everything about a Webquest, you must
complete one!
• Are you up for the challenge?

12. PATHFINDER
Print Resources
Allan, J. & Street, M. (2007). The quest for deeper learning: An investigation
into the impact of a knowledge-pooling WebQuest in primary initial teacher
training. British Journal of Educational Technology, 38(6), 1102-1112.
• Resource supports webquests as knowledge tools in the classroom.
Hassanien, A. (2006). An evaluation of the webquest as a computer-based
learning tool. Research in Post-Compulsory Education, 11(2), 235-250.
• Resource provides research proving webquests are important information-
inquiry tools.
March, T. (2004). The learning power of WebQuests: A well-designed
WebQuest combines research-supported theories with effective use of the
internet to promote dependable instructional practices. Educational
Leadership, 42-47.
• Resource supports the use of webquests in an educational setting.

13. PATHFINDER
Electronic Databases
Swindell, J. W. (2006). A case study of the use of an inquiry-based
instructional strategy with rural minority at-risk, middle grade
students. (Doctoral dissertation). Retrieved from ProQuest Information
and Learning Company. (3211247).
• Resource provides a case study showing the results of using a webquest
strategy with at-risk students.
Webquests. (n.d.). http://scholar.google.com/. Retrieved March
6, 2013, from www2.ic.edu/IT/pdf/Webquests.pdf
• Resource provides information about why webquests are important, what
webquests do for students, how to create a webquest, and what important
components are included in one.

14. PATHFINDER
Search Engines
Gabbard, A. (n.d.). Prepare for an Adventure!. Northern Kentucky University.
Retrieved March 7, 2013, from
http://studenthome.nku.edu/~webquest/gabbard/index.htm
• Resource provides an example of a math webquest for grades 6-8.
Silva, L. (1999). Math, Who Needs It? WebQuest. Internet Master's of
Educational Technology (iMET) -Sacramento State University. Retrieved
March 7, 2013, from
http://imet.csus.edu/imet10/portfolio/Silva_L/284/WebQuest/CareerMath.ht
m
• Resource provides an example of a math webquest for grades 6-8.
[Untitled image of WebQuest]. Retrieved March 5, 2013 from
http://webpages.shepherd.edu/DREED01/WebQuest%20Reviews.html
• Resource provides an example of a webquest for 4th and 5th grades learning
about the human skeletal system.

15. PATHFINDER
Information Inquiry Web Sites
Dodge, B. (2007). Research about webquests. Retrieved February 25, 2013
from http://webquest.org/
• Resource provides information about finding webquests, creating
webquests, sharing webquests, and explaining webquests.
ILILE, Institute for Library and Information Literacy Education. (n.d.).
ILILE, Institute for Library and Information Literacy Education. Retrieved
March 7, 2013, from http://www.ilile.org/
• Resource provides links to instructional resources, initiatives, events, and web
resources related to informational literacy.
Ray, M. (2012). [Untitled image of webquest design]. Retrieved March 3, 2013
from http://ectechbuzz.blogspot.com/2012/08/webquests-letting-students-
take-charge.html
• Resource provides information about designing a webquest.