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.