In 1995, Bernie Dodge at San Diego University developed the WebQuest model. According to WebQuest.org, Dodge intended for the WebQuest to be "an inquiry-oriented lesson format model in which all or most of the information that learners work with comes from the web." He received help from others on this project, including Tom March, a San Diego University/Pacific Bell Fellow; participants from Teach the Teachers Consortium; and the Educational Technology staff at the San Diego Unified School District. Since then, tens of thousands of teachers around the world have used this model in the classroom.
Students can engage in short (one to three days) or long-term (three days or more) WebQuests. Regardless of length, all WebQuests have five vital parts. The student must be introduced to the subject and then given the task that he is to complete. Resources are made available, and then students undertake the actual process of completing the task. Evaluations of the work completed and an overall conclusion wrap up the projects.
Students who participate in WebQuests are introduced to Internet tools and resources, which are certain to have a continuing role in the workforce. Furthermore, they learn to streamline a multitude of information, which the Internet produces, and determine what is most important and relevant. On the other hand, if students need to learn factual information and/or definitions, WebQuests do not really provide those opportunities. Therefore, they may not help prepare students for statewide examinations, for example.
Searching for WebQuests specifically tailored to your specific subject area or grade level is most appropriate. For example, the WebQuest website offers a search engine, so you can narrow down your results. Consult the Global Nomads Group for a number of WebQuests targeting diverse areas such as faith and society, and conflict and human rights. For a plethora of WebQuests about careers, arts and music, science and so forth, visit the Tech Trekers WebQuest database.