I love webquests, but agree that they need to be modified for individual classes or our standards. The ones that currently exist give a great starting point for teachers to use as they design their own. Perhaps we could divide and conquer across the district by assigning specific topics to schools and they would create webquests for SUSD that could be loaded onto a wiki or some other networking homepage. If we started with 5th grade and then worked down as more computers are deployed (fingers crossed), then we would have things ready to go!
At our school we have struggled with some connectivity issues and had to make adjustments. Some of our classes are using spreadsheets to create semantic organizers around topics, the kids use the internet to research all areas of a topic placed in the organizer, then select a specific topic to research in greater depth. They create a product, such as a powerpoint or brochure and present the product to their class or other audience. For example, I created a semantic organizer about the planets of the Solar System - along one axis are the names of each planet. Along the other axis are the specific pieces of information students must research about each planet (ie., meaning/orgin of name, distance from the Sun, atmospheric content, etc.). All students fill out the organizer completely using resources on the internet and then select the planet that they find most interesting to research deeper. This means that they have made an informed choice to self direct their learning. The teacher provides a rubric for their completed "product" and presentation, giving them guidelines for their efforts. Once students know how to fill in the organizer the same "routine" can be used to whet their appetite before any deeper study. You can give them a semantic organizer for Civil Rights leaders and after learning a little bit about all of the ones you want them to, students get to select one to focus on and become an expert!
The kids really like it and now the teacher is free to work with small groups instead of focusing on whole group, direct instruction the entire Literacy block. The kids know the expectations and are excited to direct their learning (within limits a standard), while the teacher is focused on teaching the specific reading skills that individual or small groups of students need.