The WebQuest creation process: A case study of preservice teachers working individualistically and collaboratively

This study focused on preservice teachers creation of a WebQuest working in either an individualistic or collaborative work configuration. The theories constructivism, adult learning theory, and collaborative learning, with technology integration in preservice teacher education were examined and provided the framework for this study. Through case study research methodology four research questions were examined throughout this study: (a) Why do preservice teacher candidates choose to work in an individualistic or a collaborative work configuration to use Macromedia Dreamweaver to create a WebQuest? (b) How is the process of creating a WebQuest different for preservice teachers in a collaborative work configuration and those working in an individualistic configuration? Why? (c) How do WebQuest products differ between those created in an individualistic work configuration and those created in a collaborative work configuration? Why? (d) How does the role of technology influence the WebQuest creation process and product?; Seven study participants, four working in a collaborative work configuration and three working individualistically, provided evidence that mechanisms of collaboration occur in both configurations, in some instances benefiting, and in some instances impeding the WebQuest creation process and product. All seven participants considered prior experience in an introductory technology course a benefit to the WebQuest creation process and resulting product. The factors that emerged as themes within this study were: (a) individualistic configuration for control; (b) collaborative configuration for mutual engagement; (c) mechanisms of collaboration in collaborative and individualistic work configurations; (d) prior experience from an introductory technology course; and (e) supported autonomy vs. collaboration.; Based on findings of this study, additional research is indicated within the areas of working configurations in the larger context of learning communities, and the impact this has on technology related project. A new theory of "supported autonomy" stemming from this study also requires further investigation. To reveal the impact of preservice teacher experiences with technology imbedded in authentic tasks in methods courses on teaching practices in their own K--6 classrooms, a long-term investigation is necessary.