Artifacts - Gender Equity WebQuest

Gender Equity WebQuest

Artifact: Let the Fairy Tales begin.
Students use online literature to learn about gender equity and bias.

Report:
Designs for Online Learning IT5650
Summer 2003

Problem Statement
Students experience gender inequities in their daily lives, in the various learning materials they encounter, and in their computer use. Not only do they need to be able to understand and recognize these inequalities, but students also need to learn how to confront them. In a recent study conducted by the American Association of University Women Educational Foundation Commission on Technology, Gender, and Teacher Education, they found that the majority of high school girls had no interest in technology education. The report also stated that fewer women than ever were choosing to enter technology fields. (Education World, 2002) To help close this divide, various measures of legislation have been passed providing money to establish community technology centers. Nonprofit organizations are also doing their part by working at refurbishing computers for distribution in schools of need. (Education World, 2002)

Gender bias and inequity are just one component of the “Digital Divide.” This can be a higher-level, sometimes abstract concept. This can make it a difficult idea to teach to elementary-aged students. I needed to create a lesson that would address the idea of gender inequity as related to the Digital Divide. While creating this lesson plan, I also needed to find a familiar subject with the students that would easily allow me to integrate the topic of gender bias.

Situation Analysis
I began searching the Internet for any type of lesson or activity that I could use to address the Digital Divide. I quickly discovered there were a limited amount of resources for elementary students and teachers. I realized that I would need to create a resource on my own.

Due to the fact that I teach my students in all subject areas, it will be easy for me to create a type of resource that allows me to integrate various aspects of the curriculum. I would also be able to focus on the Digital Divide in my classroom using our five Macintosh computers. The set up of the computers will allow me to rotate individuals or groups through the activity I decided to use. Last year in 4th grade, my students participated in the Colorful Colorado WebQuest that I created, so they will have the background knowledge and technology skills needed to navigate this WebQuest.

Rationale
The lack of resources found on the Internet led me to design and create my own activity. I decided to create a WebQuest. I chose a WebQuest because of the previous experience I had in creating this type of online learning strategy. I also felt that the structure of a WebQuest would be the best format for student learning, reflection, application, and extension. Going back to my original thought of the difficulty in addressing gender inequity, I decided that I would have to focus the subject of the WebQuest around a topic that was familiar to my students.

Results
I searched the Internet for lessons or activities that were specific to gender inequity, while utilizing a familiar topic. I discovered a lesson plan that used fairy tales to investigate gender inequity. The original lesson plan did not contain any technology aspects, but had great potential. I decided to use the lesson plan as an outline for the WebQuest. I integrated the main lesson components and built-in additional activities, some of which were technology related.

The Gender Equity WebQuest that I created has students working for the Brothers Grimm. They are to read online fairy tales and while working in a group, evaluate the fairy tales and decide whether or not they do include some type of gender bias. They are then charged with the task of rewriting the fairy tale, eliminating any gender inequity or bias. The final portion of the WebQuest offers students, as well as teachers, additional resources that address the Digital Divide. This allows for the teacher to integrate this subject as needed for her class.

Evidence of the value or usefulness of the product.
I have not had the opportunity to use the Gender Equity WebQuest in my classroom. I do believe that this WebQuest will prove to be useful. Teachers can use it to simply address gender bias and inequality, or to also address the issue of the Digital Divide on a larger scale. The site does contain a Teacher Page for each corresponding Student Page. This provides teachers with additional information and resources.

In order to actually assess the value and usefulness of the basis behind the WebQuest, gender equity, I would need to establish a long-range plan. This plan could include collecting data on student behavior and interaction. Creating role-playing or “mock” situations that focus on gender interactions could be one way to go. These situations would provide students the opportunity to either be equitable or inequitable in the interactions with the opposite sex. Anecdotal notes on classroom observations could also be an assessment tool. Observing how students of the opposite sex interact with each other in situations such as: computer use, problem solving, and group projects could demonstrate whether or not they are applying the skills and knowledge they acquired during the WebQuest.

Reflections on lessons learned as they relate to your professional goals, next steps, and guidelines for use of your work.
The next step with this project would be to actually use the WebQuest in my classroom. While using the Gender Equity WebQuest I would like to keep anecdotal notes on the entire process. I would also plan to interview students during and after the completion of the WebQuest. These notes and interviews would provide me with valuable feedback that in turn would be used to improve the quality of the WebQuest. I would also be able to evaluate the lesson’s overall effectiveness.

I also plan on submitting my Gender Equity WebQuest to the Bernie Dodge Web site, as well as to the Douglas County School District. I feel that it could be a valuable tool for other teachers.

Demonstration of Responsibilities
Responsibility #2: Designs instruction or human performance strategy to meet the needs of learners.
While designing the Gender Equity WebQuest, I used the components of “What do you think?” and “What did you learn?” These two components are not a part of most WebQuests, but were shared with us by Dave Young. I feel that these two aspects of WebQuest design are essential. They build on what teachers practice in their classroom everyday: prior knowledge and application.

Responsibility #3: Uses a variety of media to deliver instruction to students and to engage students in learning.
As I previously mentioned, the use of a WebQuest seemed to be the best approach to broaching this subject matter, the Digital Divide, with students. I came to this conclusion after researching the Digital Divide and learning what key points were associated with it. I also felt that a technology related subject needed to be addressed through technology.

Responsibility #4: Understands how to capitalize on the capacities and abilities of each learner.
The WebQuest format lends nicely to addressing individual student needs. Each student takes on a specific role through the entire learning process. Not only does this allow students to capitalize on their current knowledge and skills, but it also allows them to take on new responsibilities and take advantage of a group dynamic. Various aspects of the WebQuest allow teachers to individualize and/or modify for specific student needs.