National Art Education Association

Webquests: Utilizing Technology in a Constructivist Manner to Facilitate Meaningful Preservice

Learning
Author(s): Rina Kundu and Christina Bain
Source: Art Education, Vol. 59, No. 2 (Mar., 2006), pp. 6-11
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/27696130
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Webquests:
Utilizing

in

Technology
fefacilitate

BY RI?A

AND

tend to emulate the teaching styles

or
methods
theywere exposed to both a?f
Teachers
students and as preservice educators (Carter &
Sottile, 2002; Johnson, 1991). One of the more
challenging aspects of teaching preservice
students at the university level is not only
providing these students with the most
;^?
current pedagogical theories, but also demon
strating how these various theories translate
into actual practice in the art classroom, li^
forms of teaching,
such as lecturing, certainly
a body of knowledge
an instructor
to disseminate
enable
fairly
and efficiently, they do not necessarily
stude?
engage
quickly
in the learning process.
most
Cur?|?|t
effectively or authentically
While

educational

traditional

theory

2002;

(Hanson,

Manery,

2003; Wilkinson,

McNutt, & Friedman, 2003) holds thatmeaningful learning

in
to interact with new
information
learners
requires
wt^'p?SS^
to
should have opportunities
active
enable
inquiry. Students
their owa
and to develop
construct
their own knowledge
with

meaning
connecting
concepts
making?
cognitive maps,
to
As students
learning,
they can move
actively engage with
that involve applying,
levels of cognition
synthesizing,
higher
and evaluating
knowledge.
Teachers
traditional

can

to eliminate

design webquests
to art-based
obstacles

some

of the

the types
learning, expanding
in classes
and enabling

of inquiry that can be undertaken

to master materials
students
through

problem

and
solving
we
are interested

BAIN

CHRISTINA

Passive Learning
Jfest

have

teachers

pet

at least one

experienced

art history

&ot$se^ Jb&dlyremembered as "art in the dark,"during their

For decades,
this single teaching method
coursework.
college
the teaching
of
lecture, has dominated
ot?gfl a slide-illustrated
at the university. The methodology
art history
often encourages
rote memorization
and passive
students.
among
learning
are moved
use
with
the
slides
and the format
Students
of
along

sense of participation or exploration. Looking at

<4lfe|?s little
through reproductionswhere art and
presented
irn|||?s
are

artifacts

This

out

situated

of context

differences

collapses

art forms.

berreen

particular

of teaching

methodology

then gets practiced

secondary schools. Art educators often use slides and

;$wi|||b

to students, discussing
artists' intent and
information
social
life of things,
of
and
artifacts.The
images
qualities
vifejHal
use art and artifacts, disappears.
At best,
is how people
l|SB
to
exercises
that
them
know
the
condi
require
they explore
tm8||nit

the use

? ?toDj^ that mediate

?^i?icting

?pllits,

a visual

;jS|j^ernet
? l?iff

and

principles,
and

comparing

including
contrasting

and little is done in examining objects within contexts

and finding

gSHIces.

of various

analysis

own

interrelationships
resources,

however,

between
can

Students can talk to people

to discover

environments

objects

connect

and

cultures.

art to its social

in communities beyond
alternative

ways

of

knowing. Through virtual field trips they can look at objects

within
be

an

contexts

important

Such field trips can

they are used.
a spatial under
tool for facilitating
a linear understanding
of objects. Webquests
and

see how

educational

standing versus
resources
Internet
using

student

the production
of knowledge
enable
instruction
Furthermore,
change
through
inquiry.
webquests
in the social practices
of art.The
and involve
students

nature

instructor

works

authority

figure

thinking. As teachers
in examining
how webquests

and

critical

can

researchers,
nurture
authentic

forms

of

is to elucidate
the
of this article
learning. The purpose
and why our program
how
of webquests,
explain
art teacher
and provide
them in preservice
utilizes
education,
can
on how classroom
students
information
engage
practice
actively

Meaningful

ii
l?il?n
i^S&^i tiM??gnimitf

KUNDU

in facilitating

meaning

ART EDUCATION /MARCH

as "a guide on the side" instead of the

in front of the classroom.

standing

making.

2006

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Preservice

Learning

is a Webquest?

What

First, let us clear up some possible

regarding
misconceptions
the nature of webquests.
Although
they exist in an on-line
from other forms of educa
environment,
they are quite distinct
are
For example,
tional technology.
PowerPoint
presentations
treasure
linear in direction;
on-line
and mainly
sheet or finding
the "right"
require
filling out an answer
and surfing the web may not have an educational
answer;
to be
students
often find solving webquests
purpose.
Although
is neither
for competi
their purpose
fun, unlike on-line games,
teacher-centered

hunts

tion or entertainment.

access
students
Furthermore,
although
are
a
to
on-line
directed
selection
of
resources,
they
specific
resources
that will enable
them to use their time wisely
and
efficiently.
To be more

are online,
interactive
specific, webquests
to be involved
in inquiry-oriented
that allow
students
can be thought of as a microworld,
where
learning. A webquest
an issue in a learning environment
students
that is
explore

modules

both

an in-depth examina
contextual.Through
students
gather and synthesize
in collaboration
to solve a
with
their peers

cooperative
tion of web-based
information

problem.
interact

and

resources,

as a group, students who

a webquest
undertake
While,
and work
carries out a
together, each group member
role. Webquest
roles could
include
such
meaningful

specific,
varied
jobs

as art historian,
and
sociologist,
anthropologist,
to carry out their
Each role enables
students
archeologist.
research
from a particular
then
perspective.
Group members
their respective
research
findings, bring their newly
pool
to bear on an issue, formulate
a response
knowledge
acquired
a reflective
to a complex,
and propose
open-ended
problem,
and critical
solution. Unlike
traditional
there
activities,
learning
can be multiple
to the problem
in a webquest.
solutions
Because
collaborative

of a webquest
involves
and
cooperative
the negotiation
of authentic
resources,
learning,

the work

of researched
and the
knowledge,
application
to an open-ended
of a solution
it is a
construction
problem,
is quite
constructivist
this type of learning
effort.Therefore,
or web
treasure
different from learning with PowerPoint
the active

While, as a group, students who

interact and work
undertake a webquest
together, each group member carries out
a specific, meaningful
roles
role.Webquest
could include such varied jobs as art
historian,

sociologist,

and

anthropologist,

archeologist
hunts. Although
PowerPoint
into
the classroom
technology
actively,

they reinforce

learning?transmitting
fying and recalling

and

traditional

of which

hunts

integrate
to work

students

enable

of teaching

methods

and memorizing
in isolation
specifics

involves
however,
Understanding,
of facts, information,
and knowledge
diverse viewpoints,
and
Complexity,
understanding?all
within
proposed

treasure

and web

and

and
information,
from a context.

identi

the meaningful
application
a context.
within
critical

are enabled

characterize

insights
through

a webquest.

problems

History and Structure ofWebquests

The history of the webquest

is relatively
short. Bernie Dodge
and Tom March
the original
in 1995 at San
concept
developed
a webquest
to Dodge
State University. According
(1997)
Diego
some or all of the
is "an inquiry-oriented
activity in which
information
on

that learners

the Internet,

encing"
webquests:

(p.

interact with

1). Dodge
short-term

supplemented
delineates
(1997)

comes
with

optionally

from resources
videoconfer

two different

types

of

more

and

long-term.The
commonly
can be completed
in one to
short-term webquest
practiced
on the acquisition
and focuses
and synthesis
three class periods
to
of knowledge.The
students
long-term webquest
requires
on the problem
to one month
and allows
spend one week

an understanding
to demonstrate
of the material
by
a product,
either on-line or off-line. TheWebQuest
Page
at http://webquest.sdsu.edu/,
located
receives
1998),
(Dodge,
more
than 1,700 hits a day and is proof
that educational
learners

creating

interest

concerning

webquests

is growing.

MARCH

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2006 /ART EDUCATION 7

Typically,

contain

webquests

several

of the same

;nts.Dodge (1997) contends thatwebquests

e following:
some
process,
1. An

an

a task, information
introduction,
a
and
conclusion.
guidance,

3. A

that sets

introduction

the stage

sources,

and provides

some

information.

background
2. A task

compo

should include

that is doable

via
available
documents,
experts
on the
searchable
databases
conferencing,

might
or real-time

e-mail

Internet,

and books

web

and

other

documents

available

physically
to resources

in the learner's

setting. Because
pointers
the learner is not left to wander

included,

are

through webspace

adrift.

completely

4. A description
of the process
in accomplishing
the task.The
into clearly

described

the learners
process

should

should

go through
out
be broken

on how

guidance

6. A conclusion
learners
them

to the quest, reminds

the
learned, and perhaps
encourages
the experience
into other domains
(Dodge,

that brings

about what

to extend

1997, p. 1).

closure

they've

Dodge (2001), in collaboration with the San Diego City

Schools

Education

the inclusion

Technology
Department,
of a teacher page which
would

further

advocates

contain

informa

tion regarding
for
standards,
learners, and suggestions
targeted
not every webquest
the unit. Although
the
includes
teaching
same components,
exact
they indeed have a similar structure.

As von Glaserfeld (1996)

explains...
is not a collection of
Knowledge
facts but a mapping
of actions
that become viable
operations
learner's
becomes
must

and
to a

experience. Learning thus

an activity that students

carry

courses:ART 3170: Computers inArt and ART 4830: Technology

Arts. The
on the production
first course
focuses
of
the computer, while
on how
the latter focuses
technology
has changed
the nature of teaching
and learning. Our
students
examine
in the second
course
and work
as
webquests1
together
one. Usually,
teams to design
students
take about
3 to 4 weeks
to collaboratively
construct
the webquest,
using a web
such as Dreamweaver
or Composer
.The students
an introduction,
a task, a process,
an evaluation
rubric,
in their webquests.
for participants
to play,

conclusion
roles

conduct

the research,

We

have

section

process
resources
Internet

and questions

to focus

teaching

goals

in mind

editor
include
a

and

includes

to be used

to

the participants'
we

when

the

present

project.

wish

our

to motivate

to the complexity

speak

to create

students
of art-based

lessons

that

Lessons

learning.

should

not be obsessed with learning art skillsbut must speak to

art enables

how

to living
2. We

want

the production

of knowledge

in relationship

in society.

to understand
to integrate
how
technology
can enhance
learning and how
technology
learning and create different types of learning opportunities.
are the pros and cons of constructivist
What
learning? Or
students

into art-based

with
some

using technology
of the problems

in a constructivist
students

will

manner?

3. We

want

needs

our

students

of diverse

to understand

learners

through

how

to address

technology.

We

to design

students

are

What

in assessing

face

that is supported by technology?

learning
the

want

our

activities

that
cognitive
specific
to produce
from different perspec
knowledge
tives and that utilize different ways
of learning. Activities
should be meaningful
to not only to preservice
teachers
but

preservice
allow
students

also
4. We

their future
wish

students,

relating

back

to their worldviews.

to enable

to develop
students
their
preservice
future art educators,
this is essential. One
thinking skills.As
our preservice
students
criticized
this project
because
she
was
given "too many
communication,
options"
(personal
April, 2004).Teaching
up to our students
and

5. We

our

art, however,
requires
to make
the best choices

their future

encourage
want

personal

several

webquest

collaboratively.
a team?and

out.

The

attention.

1. We

steps.

to organize
the information
can take the form of guiding
or
acquired.This
questions,
to complete
as
directions
frameworks
such
organizational
or cause-and-effect
timelines, concept
maps,
diagrams.

5. Some

our program
(UNT),
requires
to complete
two technology

art on

interesting.

sources
to complete
needed
the task.
not necessarily
are
all) of the resources
Many
(though
in theWebquest
embedded
document
itself as anchors
on theWorld Wide Web.
to information
Information
pointing
include

At the University
of North Texas
art education
students
preservice
in the Visual

and

set of information

sources

How and Why Does Our Program Integrate

into Preservice Learning?
Webquests

students

students

to learn how

to do

and it is
choices,
for themselves
the same.

to negotiate
As art teachers
they will be part
it is important
for them to practice

skills.

ART EDUCATION /MARCH 2006

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of

working
of a school?
inter

?O?

index

Print Mail
RefreshHome
.htm
I
/monument
/index
loealhost
file://
/Users
/rinakund
/Desktop

:8

[Jj|

The Monument
Makers
Figure 1. Introduction page for webquest
by students Andrea
Catherine Cave, Bill Close, Rebecca Crake, and Kara Shotwell, 2004.

An Example of a Webquest
by Preservice Students

Designed

our preservice
students have designed
many
Although
one entitled The
innovative webquests,
here we
describe
Monument
Makers
for teams of high
(see Figure
1). Designed
a particular
school
this webquest
students,
begins with
scenario:

tidal wave

A freak

the Statue of Liberty

damaged
is a need
for a new public monument.
has

repair and there

beyond
to create a proposal
for
The webquest
then challenges
students
a new public monument
to a
for New York City in response
statue.
held by the city to replace
the well-known
competition
The monument

must

to New York City's past, present,

speak
as the nation
at large. Participants
and future, as well
take on
different roles such as art historian,
director,
sociologist,
project

to study the history of the monument

that of the Statue of Liberty, the values
of
building, particularly
at the site, fundraising
initiatives
to
the communities
existing
and

site organizer

the monument,

build
and

the materials

the environmental

needed

to construct

conditions

of the site,

the monument.

Although
their
tasks, they must pool
carry out different research
in order to create
the proposal.
Their
final proposal
knowledge
must
include a PowerPoint
and a design plan
presentation
and a three-dimensional
that includes
two-dimensional
sketches
students

model.
decides
most

are then presented

to an audience
proposals
be most valuable
which
of the projects would
viable.
The

who
and

Asburn,

What Do We Want to Teach Our Students

Using Constructivist Methods?

construc
theories
the cognitive
available,
Among
learning
an
to creating
tivism and situated
significant
learning are most
idea
that
Constructivism
the
active art classroom.
promotes
As von Glaserfeld
(1996)
knowledge.
sets constructivism
apart from other
learning
is not
in other words,
is its epistemology;
knowledge

learners

construct

explains,
theories

what

collection

of facts but

a mapping

of actions

to a learner's
experience.
an activity that students must
constructivism
includes
(1996),

become

viable

becomes
Fosnot

that

such

as

characteristics

in realistic,
investigations
open-ended
to generate
students
their own
allowing
as possibilities.
our preservice
We want
and models

challenging,

meaningful

contexts,

hypotheses
students

a classroom

facilitate

where

their students

them.

webquests
In developing

construct
students
mates,

a problem
to present

for feedback

Situated

learning

the assessment

and

tasks contained

to

to

engage

atmosphere
as they communicate
and defend
in activity and reflection,
is used
their ideas. Such an understanding
of constructivism

create

operations
thus
Learning
carry out. According

and

to

within

students
their webquests,
preservice
and allows
solutions
that enables multiple
to an audience,

these
and

such

as their class

evaluation.

asserts

that enculturation

leads

to learning.

Brown, Collins, and Duguid (1996) explain that knowledge is

MARCH

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2006 /ART EDUCATION 9

Table 1
Differences Between Traditional and Constructivist Learning
inwhich
of the activity, context,
and culture
situated, a product
it is used. Most
situated
theorists
advocate
for
learning
content within
context.
authentic
which
practices,
place

Traditional Methods

Constructivist Methods

Knowledge

Knowledge isestablished by others

and given to learners.

ideas about
learning has it roots in LevVygotsky's
notes
that understanding
(1997)
development.
Vygotsky
is social;
the relationship
between
and a social
the individual

Knowledge is created by
learners and shaped by their
cultures and values.

Learning

Is easily measurable, given inbits

and pieces. Enables memorization,
identification,and recall.

Is an organic process;
meaningful learning occurs
through reflection and
resolution of cognitive

Situated
social

context

is dynamic.To
be human
life space
inwhich

we

it. So

leads

is to be

historical.The
we

who

produce

learning

situated
and
socially
live is inseparable
from

conflict.

development.

As noted

and Holzman
(1996),
by Newman
understanding
must be seen as a relational
to
do not respond
activity. We
and useful
stimuli, acquire
skills, and adapt
socially determined
to an environment.
We
transform
the circumstances
continually
of our

it. For example,

as
a speaker
of
becoming

jointly with

environment,
working
and Holzman
Newman
(1996)
is not

language

transformative,

the mere
opening

explain,
of a skill or behavior.
acquisition
for the child.
up new possibilities

is related

she
only

facilitates

not

located

and

transforms

experience.

students participate
webquests,
preservice
in the context
of production.
is thus
Learning
an

within

individual

but

is placed

in the context

the social. This

the concept
from social
environment

situated
thus goes beyond
learning experience
of learning by doing, and is considered
inseparable
a virtual
In the context
of webquests,
practice.
situates
interaction
and participa
learning. Social

is the key to learning within

to stimulate
ties are used
students
tion

and

critical

thinking.

Students

facilitate

understanding,
address
concepts
the differences
between

use

art, and

teaching

Active

Is a transmitterof knowledge,
an authority.

Is a facilitator,a collaborator,
and/or a participant.

Teaching
Activities

Require demonstrations, lectures,

and the reinforcementof habits

Require problem-solving
activities that enable more
than one correct answer,

during independent practice.

this context.
toward

collaborate,
ideas central

and

issues

traditional

Authentic

activi

solving
problem
do activities
that

to the discipline
of
in life.Table
1 summarizes

and

constructivist

methods:

of

Conclusion
As
time

to seriously
examine
researchers
begin
to better understand
for art educators

should

them into their preservice

integrating
that while
believe
theory,
they learn pedogogical
to use it to be fully
students must
also be required
preservice
a reason
to learn, students will
learn. As they
Given
engaged.
sense out of ideas and communicate
to
make
this synthesis
We

they are

others,

involved

in both

critical

thinking

activities

are used

stimulate

students

toward problem

to

solving and critical thinking.

Students collaborate, do activities
thatfacilitate

understanding,
ideas central to the discipline

art, and address

concepts and

issues in life.

ART EDUCATION /MARCH

use
of

and problem

solving.
At various
make

new

in the development
of a webquest,
stages
that enrich
their production
connections

students
and

their

to integrate
of how
into the art
understanding
technology
manner.
in a constructivist
classroom
Furthermore,
webquests
are authentic.
and
themselves
work
Participants
cooperatively
to produce
knowledge.They
collaboratively
in relationship
from a particular
perspective,
knowledge,
reading
ability, and mastery.The

Authentic

it is
webquests,
how and why
they

consider

programs.

knowledge
it furthers
because

carry out
to prior

research

researched

to their group
bring
the understanding
of others.

individuals

10

reflective thinking,and
authentic connections to
lifeand living.

child

to as a speaker.
but also reshapes

In developing
their peers
with

Passive

It is

as a speaker
even
if she does not
a speaker
becomes
because
not
Any tool, including
technology,

to the child
People
respond
have all the credentials.The

Student
Teacher's role

back

is of value

own

has been
of using webquests
rewarding.
practice
has engaged
their
report that constructing
webquests
skills, and has
solving
thinking, and problem
creativity, critical
in the
of technology
them to re-examine
the usefulness
enabled
art classroom.
As student Elizabeth
noted,
Smalling
Our

Students

While

a Power

Point

a webquest
instruction,
students
engage
activity,

may complement
presentation
it. In a webquest
truly redefines

in constructivist
learning by role
as
and performing
tasks. By working
independent
playing
a team with
the same goal yet individual
tasks, children
it is in a real work
with
how
place?people,
experience
toward one goal,
jobs, working
December
10, 2004)
communication,

differing

2006

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All use subject to JSTOR Terms and Conditions

(personal

Furthermore,

as student Alesia

Shaw

Thompson

also

explains,

in the form of webquest

allows
opportunities
Technology
to consume
and evaluate multiple
students
representations,
Students
images, and inputs found in their Internet searches.

enter a community
in a diverse
of thinkers
of
ecology
of ideas can occur with
real
where
discussion
participation
of their schoolmates
and teachers
outside
(Looi,
people
of ideas and informa
the changing
2000). With
organization
tion that theWeb
teacher

not want

Internet

communication,

(personal

any
provide, why would
to this community?
students
December
13, 2004)

Kundu

of constructivism.

In C.T.

1934.)
Cambridge, MA: MIT Press. (Original work published
Wilkinson, P.F, McNutt, M.A., & Friedman, E.S. (2003). Practical
teaching
methods K-6: Sparking
theflame
Oaks, CA:
of learning.Thousand
Press, Inc.

EWDN?TE
and

at

members

psychology: A cultural
human
life.Westport,

and practice
Fosnot, (Ed.), Constructivism:
Theory, perspectives,
College, Columbia University.
(pp. 3-7). New York:Teachers
(A. Kozulin,Trans.).
Vygotsky, L. (1997). Thought and language.

Corwin

indeed.

Why
Rina

and

to expose

F.,& Holzman, L. (1996). Unscientific

to understanding
approach
performatory
CT: Praeger Publishers,
von Glaserfeld, E. (1996). Introduction: Aspects

Newman,

Christina

the University

E-mail:Kundu@unt.edu

Bain

are

art

Texas,
of North
or bain@unt.edu

education

*Before
a webquest,
students have engaged with a number of
producing
issues in relationship to teaching and learning with technology,
including information literacy, the ability to identify, locate, evaluate, and
use information for a problem at hand. Because
the Internet is leveled,

faculty

Dent?n.

REFERENCES
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students investigate how to find trustworthy resources and they build

resources from those
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guidelines
that are less complex. Students have listed such criteria as information
in their evaluation of
retrieval, interactivity, and publishing capabilities
"good" websites. As users, they want a voice in the learning process as
well as control over their pace through a site.

Carter,W. &

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2006 /ART EDUCATION 11