Integration of Computer-Based Instructional Objects

When it comes to integrating computer-based instructional objects into the classroom, there are several factors that need to be considered. First, it is important to think about the relevancy of the instructional object. Integration of technology should only be done with a purpose other than simply to integrate technology. Does the content fit with current curriculum standards? If not, implementation might not be the best idea. Other factors to consider:

* Is the content understandable by the stated audience? The other day, while I was looking for a WebQuest to evaluate, I came across WebQuests that were supposed to be designed for specific grade levels, but the reading levels seemed far too advanced for independent work. Specifically, I found a Kindergarten WebQuest that was designed to help students identify colors. While the content was appropriate for Kindergarten students, the vocabulary was far too advanced. There was no way that an average Kindergartner would be able to work through the WebQuest without an enormous amount of adult support. Here is the site: http://www.rblewis.net/technology/EDU506/WebQuests/learncolor/colormekinder.html#Introduction

* Is the material presented in a way that is logical and organized for ease of use? Many of the WebQuests that I've browsed have been difficult for me to even want to look at, so I can imagine as a student that I would be overwhelmed with the presentation of the content. Pages were long, and I needed to scroll way down the screen to view the entire WebQuest. Links seemed to take me down paths indefinitely, without links back to the main pages. It is important when organizing the instructional objects to put oneself in the students' places, making sure that things flow in a logical way to minimize frustration.

* Are the fonts, sounds, and backgrounds aethetically pleasing? Some of the WebQuests as well as StAIR projects that I've seen have been unattractive and somewhat annoying, to be honest. Everyone has different tastes, so I just think that keeping the instructional objects simple will be best suited to all different types of students.

* Does it appeal to different learning styles? If the material is primarily words, visual learners may have a difficult time staying focused and constructing meaning from the instructional object. By combining words, diagrams, pictures, even audio or video (if possible), one is able to engage all different styles of learning.

* When implementing the instructional objects, it is important to consider the technology that is available to learners and when it is available. If a classroom only has two or three computers, and classes have to use a shared computer lab, what is the best way to incorporate those instructional objects into the class setting?

There are so many other considerations to make when implementing computer-based instructional objects; I really only skimmed the surface. All of those factors are important, however, to ensuring students' success in this area.

Here are a few WebQuests that I found during my search for one to evaluate:
1) Come Visit Saskatchewan! Land of the Living Skies
http://olc.spsd.sk.ca/DE/webquests/saskwq/index.html
What specifically appealed to me about this WebQuest was the idea of creating a WebQuest that would explore someplace new, where students have maybe never been before. I also really liked the approach that the author took with taking on different roles during their explorations. This WebQuest didn't grab my attention because I was necessarily interested in using it in a classroom, but I liked the idea of it and I would be interested in further exploration of similar sites.
2) Kids Court: Finding Justice in Fairy Tales
http://projects.edtech.sandi.net/chavez/fairy/index.htm
Wow, I immediately fell in love with the concept of this WebQuest! I think that it would totally engage learners' imaginations and keep them excited about what they are doing. It also integrates government concepts with Language Arts, and can be implemented in several different grade levels. I like that it builds on prior knowledge of fairy tales to teach concepts of the democratic judicial system.
3) Penguins Are Cool!
http://warrensburg.k12.mo.us/webquest/penguins/index.htm
This is a great WebQuest for early elementary students. It is attractive, and it makes good use of scaffolding strategies as it teaches students all about penguins. There are a few broken links, but that seems to be a common theme throughout most of the WebQuests that I've been researching. It is well-organized and thorough, and I think that it would do well at keeping students engaged.

I would like to add that I was slightly frustrated after hours of searching WebQuests led me to so many different sites with bad links and sites that had not been updated in years. All of the WebQuests that I referred to above have broken links, but because that was so common, I chose to still include them if I thought that they were great WebQuests. In my opinion, these still contain a good amount of valuable information and/or I believe that there are easily accessible alternatives to the sites where the links were bad.