1. HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
An introduction
In this lesson, we shall discuss the 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 represents constructivists projects
containing key elements of a constructivist approach to instructions, namely:
The teacher creating the learning environment
The teacher giving students tools and facilities and
The teacher facilitating learning
The four types of IT-based projects
1. Resource-based projects
In these, the teacher steps out of the traditional role of being a content expert and
information provider and lets students find their own knowledge .The general
flow of events in this type of projects are:
The teacher determines the topic to for the examination of the class.
The teacher presents the problem to the class
The students finds information on the problems
Students organize their information in response to the problem
Regarding the seek of information, students go beyond the textbook. The use of
the internet is also encouraged.Furthermore; the inquiry-based/discovery
approach is also given importance in resource-based projects. This requires
students, individually or cooperatively, share knowledge with the members of his
group and relates gathered information into the real world.
The table below can provide the difference between traditional and resource-
based learning approach to instruction.
Traditional learning model Resource-based learning model
Teacher is an expert and information Teacher is a guide and facilitator
provider
Textbook is the key source of Sources are varied.
information.
Focus on facts Focus on learning/inquiry
2. Information is packaged in neat parcels quest/discovery
The product is the be-all and end-all of Emphasis on process
learning
Assessment is qualitative Assessment is qualitative and
quantitative.
Web quest
Developed by the San Diego State University as an Internet approach to
support resource-based projects. It is an inquiry-oriented activity which
most or all of the information used by learners are drawn from the web.
2. Simple creations
Students can also be assigned to create their software materials to supplement the
need for relevant and effective materials. In developing software, creativity as an
outcome shouldn’t be equated to ingenuinity or higher intelligence.
Creativity is said to combine three kinds of skills and abilities which are:
Analyzing-distinguishing similarities/differences/seeing the project as a
problem to be solved.
Synthesizing-making spontaneous connections among ideas, thus
generating interesting and 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:
Define the tasks
Brainstorm
Judge the ideas
Act
Adopt flexibility
3. Guided Hypermedia projects
The production of self-made multimedia projects can be approached in two ways:
As an instructive tool, such as in the production by students of a power
point presentation for a selected topic.
As a communication tool, such as when students do a multi-media
presentation to simulate a television news show.
4. Web-based projects
3. Students can be made to create and post web pages, even single paged web pages
may be too sophisticated and time consuming for the average student.
It should be said that posting web pages in the internet allows the students a wider
audience. But as of now, this project is too ambitious too be used as a tool for the
teaching-learning process.
