LESSON 8:

Higher Thinking Skills Through IT-Based Projects

In this lesson, we shall discuss four types of IT-based projects which can
effectively be used in order to engage students in activities of a higher plane
of thinking.
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 projects, containing the key elements of a
constructivist approach to instruction namely;
(a) the teacher creating the learning environment
(b) the teacher giving students the tools and facilities, and
(c) the teacher facilitating learning.
On the other hand, it is the students themselves who demonstrate higher
thinking skills and creativity through such avtivities searching for
information, organizing and synthesizing ideas, creating presentations, and
the like.
Now let us see four IT-based projects conducive to develop higher
thinking skills and creativity among learners.
I. Resource-based Project
In these projects, the teacher steps out of the traditional role of
being an content expert and information provider, and instead lets the
students find their own facts and information.The general flow of events in
resource-based projects are:
1. The teacher determines the topic for the examination of the class (e.g
the definition of man")
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.
Relating to finding information, the central principle is to help the
students go beyond the textbook and curriculum materials.Students are also

encouraged to go to the library, particularly to the modern extension of the

modern library, the internet.
Furthermore, the inquiry-based or discovery approach is given
importance in resource -based projects.This requires that the students,
individually or cooperatively with members of his group, relate gathered
information to the 'real world'.
Finally, the process is given more importance than the project
product.It doesn't matter for example, if each group comes up with a
different answer to the problem. What matters are the varied sources of
information, the line of thinking and the ability to argue in defense of their
answers.
The table below can provide the difference between the traditionl and
resource-based learning approach to instruction.
Traditional Learning Model

Resource-based Learning
Model

Teacher is expert and, information

provider
Textboom is key source of
information
Focus on facts
Information is packaged - in neat
parcels

Teacher is a guide and facilitator

Sources are varied (print, video,
Internet, etc.)
Focus on learning
inquiry/quest/discovery

The product is the be-all and endall of learning

Assessment is quantitative

Emphasis on process
Assessment is quantitative and
qualitative

II. SIMPLE CREATIONS

Students can also be assigned to create their software materials to
supplement the need for relevant and effective materials. Of course, there
are available software materials such as Creative Writer (by Microsoft) on

writing, KidWork Deluxe (by Davidson) on drawing and painting, and

MediaWeave (by Humanities software) on multimedia.
In developing software, creativity as an outcome should not be
equated with ingenuity or high intelligence. Creating is more consonant with
planning, making, assembling, designning, or building. Creativity is said to
combine three kind of skills/abilities:
*Analyzing - distinguishing similarities and differences/ seeing
the project as a problem to be solved.
*Synthesizing - making spontaneuos connections among
ideas, thus generating interesting or new ideas.
*Promoting - selling of new ideas to allow the public to test the
ideas themselves.
To develop creativity, the following five key tasks may be
recommended:
1. Define the task. Clarify the goal of the completed project to
the student.
2. Brainstorm. The students themselves will be allowed to
generate their own ideas on the project. Rather than shoot doen ideas, the
teacher encourages idea exchange.
3. Judge the ideas. The students themselves make a n
appraisal for or against any idea. Only when students are completely off
track should the teacher intervene.
4. Act. The students do their work with the teacher a facilitating
tator.
5. Adopt flexibility. The students should be allowed to shift
gears and not follow an action path rigidly.
III. GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached in
two different ways:
1. As a instructive tool, such as in the production by students
of a power-point presentation of a selected topic.

2. As a communication tool, such as when students do a

multimedia presentation (with text, graphs, photos, audio narration,
interviews, video clips, etc. to simulate a television news show).
IV. WEB-BASED PROJECTS
Students can be made to create and post webpages on a given
topic. But creating webpages, even single page webpages, may be too
sophisticated and time consuming for the average student.
It should be said, however, that posting of webpages in the Internet
allows the students (now the webpage creator) a wider audience. They can a
lso be linked with other related sites i the Internet. But as of now, this
creativity project may be to ambitious as a tool in the teaching-learning
process.

LESSON 9
Computers as Information and Communication Technology

It was pointed out that the advent of the computer is recognized as

the third revolution in education. The first was the invention of the printing
press, the second, the introduction of libraries; and the third, the inventiom
of the computer, especially so with the advent of the microcomputer in 1975.
Through computer technology, educators saw the amplification of
learning along computer literacy. Much like reading, the modern student can
now interact with computer messages, even respond to questions or to
computer commands.
Soon computer-assisted instruction (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.
The novelty of CAI has not waned to this day especially in the basic
education level as this is offered by computer-equipped private schools. But
the evolving pace of innovation in today's Information Age is so dynamic that
within the first decade of the 21st century, computer technology in education

has matured to transform into an educative information and communication

technology (ICT) in education.

THE PERSONAL COMPUTER (PC) AS ICT

Until the ninetiese, it was still possible to distingiush between
instructional media and the educational communication media.
Instructional media consist of audio-visual aids that served to
enhance and enrich the teaching-learning process. Examples are the
blackboard, photo, film and video.
On the other hand, educational communication media comprise the
media of communication to audiences including learners using the print,
film, radio, television or satellite means of communication.
To illustrate, let's examine the programs (capabilities) normally
installed in an ordinary modern PC:
Microsoft Office - program for composing text, graphics, photos into
letters, articles, reports, etc.
Power-point - for preparing lecture presentations.
Excel - for spreadsheets and similar graphic sheets.
Internet Explorer - Access to the internet.
Yahoo or Google - Websites; e-mail, chat rooms, Blog sites, news
service (print/video) educational softwares etc.
Adobe Reader - Graphs/photo composition and editingi.
MSN - Mail/chat messaging.
Windows media player - CD, VCD player.
Cyberlink Power - DVD player.
Windows media player - Editing film/video.

 GameHouse -Video games.

Criteria in Evaluating Websites

These six criteria deal with the content of Web sites rather than the graphics
or site design.
Apply these criteria when you research on the internet.
1. AUTHORITY
Authority reveals that the person, institution or agency responsible for a site
has the
qualifications and knowledge to do so. Evaluating a web site for authority:
Authorship: It should be clear who developed the site.
Contact information should be clearly provided: e-mail address, snail mail
address,
phone number, and fax number.

 Credentials: the author should state qualifications, credentials, or personal

background
that gives them authority to present information.
Check to see if the site supported by an organization or a commercial
body
2. PURPOSE
The purpose of the information presented in the site should be clear. Some
sites are meant to
inform, persuade, state an opinion, entertain, or parody something or
someone. Evaluating a
web site for purpose:
Does the content support the purpose of the site?
Is the information geared to a specific audience (students, scholars,
general reader)?
Is the site organized and focused?
Are the outside links appropriate for the site?
Does the site evaluate the links?
Check the domain of the site. The URL may indicate its purpose.

3. COVERAGE
It is difficult to assess the extent of coverage since depth in a site, through
the use of links, can
be infinite. One author may claim comprehensive coverage of a topic while
another may cover
just one aspect of a topic. Evaluating a web site for coverage:
Does the site claim to be selective or comprehensive?

 Are the topics explored in depth?

Compare the value of the sites information compared to other similar
sites.
Do the links go to outside sites rather than its own?
Does the site provide information with no relevant outside links?
4. CURRENCY
Currency of the site refers to: 1) how current the information presented is,
and 2) how often
the site is updated or maintained. It is important to know when a site was
created, when it was
last updated, and if all of the links are current. Evaluating a web site for
currency involves
finding the date information was:
first written
placed on the web
last revised
Then ask if:
Links are up-to-date
Links provided should be reliable. Dead links or references to sites that
have moved are
not useful.
Information provided so trend related that its usefulness is limited to a
certain time
period?
the site been under construction for some time?
5. OBJECTIVITY

Objectivity of the site should be clear. Beware of sites that contain bias or do
not admit its bias
freely. Objective sites present information with a minimum of bias. Evaluating
a web site for
objectivity:
Is the information presented with a particular bias?
Does the information try to sway the audience?
Does site advertising conflict with the content?
Is the site trying to explain, inform, persuade, or sell something?
6. ACCURACY
There are few standards to verify the accuracy of information on the web. It
is the responsibility
of the reader to assess the information presented. Evaluating a web site for
accuracy:
Reliability: Is the author affiliated with a known, respectable institution?
References: do statistics and other factual information receive proper
references as to
their origin?
Does the reading you have already done on the subject make the
information seem
accurate?
Is the information comparable to other sites on the same topic?
Does the text follow basic rules of grammar, spelling and composition?
Is a bibliography or reference list included?