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This Web Quest was designed to meet these 4 main objectives
1) To allow students to familiarize and improve their cultural and historical knowledge of countries in relation to the text
2) To develop student’s creativity and imaginative skills while designing travel guides
3) To allow students to interact and develop their critical and analytical skills while responding to each other’s proposals and contrasting the differences between the two countries
4) To inculcate a sense of understanding and empathy with relation to situations such as the one faced by the protagonist in the text
While the story of The Man who was afraid of ATMs may be an enjoyable read, it is important for the students to understand the theme behind the short story. Wena Poon’s story reflects the hardships one man faced when having forced to adjust to life in another country. While some may be able to do it easily and even to the extent of embracing it, others such as Chang are unable to do so as they still feel a sense of belonging to their homeland. This short story also questions the idea of identity as to whether our culture and history should always be a part of us and not change despite where we choose to go. What makes a Singaporean a Singaporean? It also touches upon the idea of one’s culture and heritage always being ingrained in oneself despite one’s progress in the increasingly- globalized world.
Thus for this web quest, we are getting students to be able to put themselves in the shoes of Chang by trying to interpret on the cultural and historical context that one encounters while living abroad in a foreign land. The creation of a travel guide not only facilitates creative thinking but allows students to do and compile extensive research on their country’s knowledge to give them a better understanding on foreign life. Once the students are able to relate, they will be able to focus on the differences and thus making them better understand and perhaps even empathize with Chang’s situation. While it is impossible to fully understand the text through the eyes of the protagonist, this web quest allows students to be able to relate the text to their knowledge and experiences faced in the world. This is best said by Freire
“Reading the world always precedes reading the word, and reading the word implies continually reading the world…. [T]his movement from the word to the world is always present; even the spoken word flows from our reading of the world. In a way, however, we can go further and say that reading the word is not preceded merely by reading the world, but by a certain form of writing it or rewriting it, that is, of transforming it by means of conscious, practical work. For me, this dynamic movement is central to the literacy process.” Friere and Macedo (1987, p. 25)
As such, by being able to relate the text to their external contextual knowledge, students are able to grasp the message behind the short story much more effectively. They are now being able to relate themselves to the situation and issues in the text. By doing so, we are now exposing students to real issues that may be relevant to them in the near future. This web quest serves not only to explain and understand the themes of the short story but also to allow students to think on similar issues they may face in reality and to reflect on themselves when faced with such issues that questions one’s identity in a cultural and historical context.
Topics taught in preparing Webquest
I have designed this web quest for students whom have already read and completed this short story on Wena Poon. No prior knowledge on the author or on any other reading is required for this web quest. Students would had to have basic IT skills which will allow them to use IT tools and post responses on the Internet effectively.
Context
- Students understand that although the writer is Singaporean, the story itself is situated in Canada. While the setting itself may be Canadian, the lens used in the text is through a Singaporean perspective and must be seen as such. More information on these two countries would have been provided through both the Singaporean and Canadian tourist websites as well as several sample travel guides as well.
- Videos are also provided for them to gain a visual understanding of the two countries.
Characterization
- Students would be introduced to Chang and the other secondary characters which have been discussed in a classroom discussion. One needs to pay attention to that of Chang’s family which includes his son, daughter in law as well as his granddaughter all of whom are arguably the opposite of Chang himself in which all three secondary characters embrace and adapt to life much more easily. In fact Chang’s daughter in law has been regarded as a “chameleon” in the text due to her nature to be able to adapt to the present socio-cultural context while dismissing former cultural and historical identities.
Theme of identity
- This is discuss extensively by students in class. The theme of identity can be linked to many of the other themes of the short story such as the loss of cultural heritage with Chang’s granddaughter dismissing the need to read Chinese literature. It also serves as an enduring understanding for students to be able to relate on what makes their own cultural identity.
Perspective
- As mentioned earlier this text is seen through the eyes of a Singaporean. While one may be able to relate to Chang’s plight, it is important that one is able to do so by seeing it through his point of view. This may not only be restricted to Chang and students can also be encourage to look at it through many other point of views from the other characters as well. By doing so students may be able to fully understand the issues and situation faced within the short story.
