in action! 
From the group activity of creating WebQuest, there were some comments in the forum about their scope, their obstacles, their potential ...
As We read and discussed, all selection and use of resources must be supported by an educational use in connection with the purposes of teaching programming and not by the properties of the resource itself.
This particular activity starts to take relevant from the need to find teaching strategies that lead students to search, interpretation and validation of information on the Internet. And in turn, can offer a pleasurable activity routines breaking traditional educational practices and developing the autonomy and cooperation in relation to the process of knowledge construction.
WQ Recall that allows students to surf the Internet with a particular proposal and guided (previously selected and designed by the teacher)
Thus, its use in the educational offers several possibilities:
· Facilitate the integration of the Internet as a resource in the classroom.
· Promote the work for projects including ICT.
• Allow the interrelation of areas.
Promote cooperative and collaborative learning.
· Making effective use of time.
• Promoting the development of skills such as compare, identify, classify, infer, analyze.
· to encourage constructive learning, because students performed search and selection processes of information, analysis, synthesis and evaluation.
The webquest enables us to invent new ways of teaching and learning, using ICT as tools for motivating transform traditional practices and use the potential offered to create learning projects that promote learning, thinking and creativity of students in the construction of new processes.
course we must not neglect "the soul of the WebQuest since, as stated Jarbas Novelino Cheap " ... the absence or presence of mind depends on the educator. Depends on the conviction, creativity, values. The WebQuest is not a technical solution that can be used without the commitment of the educator. The WebQuest reflects certain world views and education. In return old values \u200b\u200bsuch as beauty. Engage is an education- anchored in real proposals. Require much imagination. Care less about the extent of content and more depth studies. Veiled criticism formalist pedagogy. Implies, in short, major changes in the attitude of the educator. And almost always a simple reading of a WebQuest, can make us feel the absence or presence of mind because the works are the tangible result of the beliefs of their authors. It's good to be aware of the presence or absence of soul in thousands of Internet WebQuest currently present.
The use of works with soul certainly enrich education. The use of works without soul will result in a commitment to education without common knowledge, and pleasure to learn deeply involved with the objective of the studies, the adventure of developing skills that give meaning to our lives every day. "
"... the need is not a unique soul of good WebQuest, Software, or educational games. Any other purposes instructional materials must have a soul. Without it the products of educational technology may be technically correct but not conquered the hearts and minds of students. This is not a new discovery.
soul Requiring educational events and products is part of the tacit knowledge of any experienced teacher.
not easy, revealing where is the soul of the material or specific education proposals. A judge nevertheless worthwhile to consider this matter. "
I invite you to continue thinking about the WQ from reading this text " The Soul of WebQuest .
Forming the "digital city" 
The relationship between society and technology
We consider, in principle, in the history of mankind, man always incorporated different technological advances and became friends with them.
To understand the true magnitude of the network society and to establish relationships between technology and social use, let us understand the technology as "the use of scientific knowledge to specify ways of doing things in a reproducible manner." [1]
Undeniably, any element that is unknown, the man shows with each new tool, rejection, denial or distrust. But the user (that primitive man as the XXI century) is the one who gives meaning to the technology, making it practical, appropriating its use (sometimes very far from utopian concepts and their creators) and understanding what it is, why and how to use, always within a specific context that makes the user part of a process generating a whole new ecology of ideas.
However, technological convergence, defined as the triad of digitization, computers and telecommunications, opens the way to the so-called "new technologies of information and communication" and broadens the notion of relationship between technological and social processes.
In this regard, the Internet is currently the material and technological base of the "Network Society "And is presented as the infrastructure that enables the development of new forms of social relationship.
Speaking of concepts such as networking, cooperation and communication not just referring to the current condition, but are central to social life since its inception.
McLuhan said that every new medium transforms our ways of thinking and communicating.
And Web 2.0 came
In the last 3 years there is a new term: Web 2.0 and with it a new practice in the use of Internet applications that are not limited to the notion use of a tool, but is configured as a new way of acting on the digital network, which remains a simple showcase of multimedia content to become an open platform, built on an architecture based on user participation .
Expressions such as blogs, wikis, folksonomy, tags, rss, widget ... and many others, begin to be part of the current vocabulary. And those who have been "users" of Internet, seeking information and communicating via email, soon we were surprised to be able to condense our "favorites" on del.icio.us, sharing photos, music and videos with friends and known igoogle news to position ... all without the need to store large volumes of information on the hard drive of your PC and access them from anywhere. But even more amazed when we can create a blog with lots of items (without being designers or web developers), then turn our ideas, thoughts, preferences, and share with others, get their values \u200b\u200band beginning to build this new social fabric, should be clarified, not invent the collaboration between people from their applications, but begins to offer endless possibilities to facilitate the exchange and cooperation between individuals.
Jorge Luis Borges wrote: "... The Garden of Forking Paths is an incomplete picture, but not false, of the universe as conceived Pên Tsui. Unlike Newton and Schopenhauer, your ancestor did not believe in a uniform, absolute. Believed in an infinite series of times, in a growing, dizzying net of divergent, convergent and parallel. This network of times which approached one another, forked, broke off, or ignored for centuries, embraces all possibilities. "
could ensure that this new experience is like along this" Garden of Forking Paths " imagined by Borges. A garden with diverse futures and times that intersect and weave the social network from which they derive six big ideas that Paul Anderson [2] analyzed to reach a wider and more real understanding of the role of Web 2.0 and its impact on education.
These ideas are based on concepts originally outlined by Tim O'Reilly in his letter "What is Web 2.0?" And they are:
1 - Individual production and user-generated content.
2 - Harnessing the Power gives the masses.
3 - Data on an epic scale.
4 - Architecture of participation.
5 - Effects of the Network
6 - Opening.
The fact is in sight and this article which is part of a task of the Diploma, he shows how we generate content (single output) and interacting with others in this space, build new knowledge.
course simply "hang" a Web content is not synonymous with development and production of knowledge. You have to validate, criticize, confront (harnessing the power of the masses)
To achieve this production, we read and compared various texts and we have even looked for other (data on an epic scale) and to share, we have created a "blogfolio" learning to use the resources we offer "Blogger," making him a personal touch that shows how we are, our likes, links, ideologies ... (architecture of participation)
But not all students had the same opportunities, the same background, same connection speed bandwidth and therefore many of us may have experienced frustration when using the structure (network effects)
remember that while these tools do not themselves produce changes in society, economic circumstances, political, ethical and philosophical which are used and developed, open or close different cultural and social opportunities. The We could look through the comments in the forums ...
So can we say that the use of these Web 2.0 applications has made us more competent?
Unquestionably, no.
What has enabled our production has been the contextualization of these applications in a situation of teaching and learning with clear objectives and instances which enable group reflection let us not be blinded by them because, beyond its potential for dialogue and collective construction of meaning, have some setbacks.
Castells notes an aspect that can serve as a conclusion: "It is the ability educational and cultural benefit to using the Internet. That is, we speak of learning to differentiate between knowledge that is encoded in the network, and the skills to manage it. The difference between access to information and access to knowledge. This is an issue whose consequences are directly linked to the sensitivity of governments to prepare their citizens in the acceptance of new technologies of information and communication. " [3]
therefore if we understand the Internet as a "common good" is urgent to train digital citizens with rights and obligations, can not adapt to technology but to modify and recreate them after use, giving them meaning.
is where our commitment as educators takes on special importance because equal opportunities and rights, social responsibility and discretion are concepts that we take into account when thinking about education using the possibilities offered by Internet and architecture of participation through the use of the software group.
From the group activity of creating WebQuest, there were some comments in the forum about their scope, their obstacles, their potential ... 
