Higher Thinking Skills Through IT-Based Projects

1. Higher Thinking Skills Through IT-Based Projects

2. It is to be understood that these projects do not address all of the thinking
skills shown previously in the Thinking Skills Framework. But these projects
represent constructivist project.
3. Key Elements of a constructivist approach: a) The teacher creating the
learning environment. b) The teacher giving students the tool and facilities. c)
The teacher facilitating learning.
4. RESOURCE-BASED PROJECTS
5. 1. The teacher determines the topic for the examination of class. 2. The
teacher presents the problem to the class. 3. The students find information on
the problem/questions. 4. Students organize their information in response to
the problem/questions.
6. Relating to finding information, the central principle is to make the
students Students are encouraged to go to the , particularly to the modern
extension of the modern library, .
7. Furthermore, the inquiry-based or discovery approach is given importance
in resource-based projects. Finally, the process is given more importance than
the project product.
8. Traditional learning model Resource-based learning model 1. Teacher is
expert and information provides 1. Teacher is a guide and facilitator 2.
Textbook is key source of information 2. Sources are varied(print, video.
Internet, etc.) 3. Focus on facts Information is packaged In neat parcels 3.
Focus on learning inquiry, quest, or discovery 4. The product is the be-all and
end-all of learning 4. Emphasis on process 5. Assessment is quantitative 5.
Assessment is quantitative and qualitative.
9. In developing software, creativity as an outcome should not be equated
with ingenuity or high intelligence.
10. Analyzing- distinguishing similarities and differences/ seeing the project
as a problem to be solved. Synthesizing- making spontaneous connections
among ideas, does generating interesting or new ideas. Promoting- selling
of a new ideas to allow the public to test the ideas themselves.

11. Define the task- clarify the goal of the completed project to the student.
Brainstorm- the students themselves will be allowed to generate their own
ideas on the project. Rather than shoot down ideas, the teacher encourages
ideas exchange. Judge the ideas- the students themselves make an
appraisal for or against any idea. Only when students are completely off check
should the teacher intervene. Act- the students do their work with the
teacher a facilitator. Adopt flexibility- the students should be allowed to
shift gears and not follow an action path rigidly.
12. III. GUIDED HYPERMEDIA PROJECTS The production of self-made
multimedia projects can be approached into different ways:
13. - such as in the production by students of a power-point presentation of a
selective topic.
14. - such as when students do a multi- media presentation (with text, graphs,
photos, audio narration, interviews, video clips, etc. ).
15. IV. WEB-BASED PROJECTS Students can be made to create and post web
pages on a given topic. But creating new pages, even single page web pages,
maybe tool sophisticated and time consuming for the average student. IV.
WEB-BASED PROJECTS
16. It should be said, however, that posting of web pages in the Internet
allows the students (now the web page creator) a wider audience. They can
also be linked with other related sites in the

Lesson 9: computer as information in communication

technology
1. Lesson 9: Computer as Information in Communication Technology Rinzell
Acosta Julie Anne Manares John Saluta Jr. BSED III-C
2. At the end of the lesson, the students will be able to: To identify the role
of computers in education To determine how computer technology transform
into an educative information and communication technology (ICT) in
education To apply the computer-based technology in teaching pedagogy
Objectives:
3. Introduction: Through computer technology: 1. Educators saw the
amplification of learning along computer literacy. 2. Much like reading, the
modern student can now interact with computer messages; even respond to
questions or to computer commands. 3. Like writing, the learner can form
messages using computer language or program.
4. Soon computer-assisted instructed (CAI) was introduced using the principle
of individualized learning through a positive climate that includes realism and
appeal with drill exercises that uses color, music and animation.

5. But the evolving pace of innovation in todays information age is so

dynamic that within the first decade of the 21st century, computer technology
in education has matured to transform in to an educative information and
communication technology (ICT) in education.
6. The Rise of Personal Computer (PC) With a computer in the classroom,
teachers are able to: 1. Demonstrate a new lesson, present new material 2.
Illustrate how to use new programs 3. Show new websites
7. Instructional media Educational communication media consist of audiovisual aids Examples are the blackboard, photo, film and video. comprise
the media of communication using the print, film, radio television or
satellite means of communication
8. The programs (capabilities) normally installed in an ordinary modern PC
are: 1. Microsoft Office program for composing text, graphics, photos into
letters, articles, report, etc. Power point for preparing lecture presentations.
Excel for spreadsheets and similar graphic sheets. 2. Internet Explorer
access to the internet. 3. Yahoo or Google websites; e-mail, chat rooms, blog
sites, news service (print/video) educational software etc.
9. 4. Adobe Reader graphs/photo composition and editing. 5. MSN mail/chat
messaging. 6. Windows media player CD, VCD player. 7. Cyber Power DVD
player 8. Windows media player editing film/video.
10. ICT is an acronym that stands for Information Communications Technology.
What is ICT
11. Information and Communications Technology -ICT covers any product that
will store, retrieve, manipulate, transmit or receive information electronically
in a digital form -diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and manage information.
-include computers, the Internet, broadcasting technologies (radio and
television), and telephony.
12. How can ICTs help expand access to education? 1. ICTs make possible
asynchronous learning, or learning characterized by a time lag between the
delivery of instruction and its reception by learners. Online course materials,
for example, may be accessed 24 hours a day, 7 days a week
13. 2. Teachers and learners no longer have to rely solely on printed books
and other materials in physical media housed in libraries (and available in
limited quantities) for their educational needs. 3. ICTs also facilitate access to
resource personsmentors, experts, researchers, professionals, business
leaders, and peersall over the world.

14. How can the use of ICTs help improve the quality of education? 1.
Motivating to learn -ICTs such as videos, television and multimedia computer
software that combine text, sound, and colorful, moving images can be used
to provide challenging and authentic content that will engage the student in
the learning process.
15. 2. Collaborative learning. -ICT-supported learning encourages interaction
and cooperation among students, teachers, and experts regardless of where
they are. 3. Creative Learning. - ICT-supported learning promotes the
manipulation of existing information and the creation of real-world products
rather than the regurgitation of received information.
16. 4. Integrative learning. -ICT- enhanced learning promotes a thematic,
integrative approach to teaching and learning. This approach eliminates the
artificial separation between the different disciplines and between theory and
practice that characterizes the traditional classroom approach.
17. 5. Evaluative learning. -ICT-enhanced learning is student- directed and
diagnostic. Unlike static, text- or print-based educational technologies, ICTenhanced learning recognizes that there are many different learning
pathways and many different articulations of knowledge. ICTs allow learners
to explore and discover rather than merely listen and remember.
18. The Uses of ICTs in Education
19. Each of the different ICTs print, audio/video cassettes, radio and TV
broadcasts, computers or the internetmay be used for presentation and
demonstration, the most basic of the five levels.
20. How have radio and TV broadcasting been used in education? There are
three general approaches to the use of radio and TV broadcasting in
education: 1) Direct class teaching, where broadcast programming substitutes
for teachers on a temporary basis; 2) School broadcasting, where broadcast
programming provides complementary teaching and learning resources not
otherwise available; and 3.) General educational programming over
community, national and international stations which provide general and
informal educational opportunities.
21. How have computers and the Internet been used for teaching and
learning? 3 General Approaches to the instructional use of computers and the
Internet Learning about computers and the Internet, in which technological
literacy is the end goal; Learning with computers and the Internet, in which
the technology facilitates learning across the curriculum; and Learning
through computers and the Internet, integrating technological skills
development with curriculum applications

Hypermedia combines the concepts of hypertext and multimedia to allow

rich interaction between the user and the material. 3. Two different
approaches in the production ofself-made multimedia project: 1. As an
instructive tool, such as in the production by the students of a power-point
presentation of a selected topic.Feb 1, 2012