Understanding Hypermedia
Hypermedia is nothing but multimedia, but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment. Most educational IT applications are hypermedia and these include:
1. Tutorial software packages
2. Knowledge webpages
3. Simulation instructional games
4. Learning project management, and others
The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills.
The flight simulator used to train pilots is an example of a highly developed hypermedia program. Observe that it simulates an environment that allows student pilots to practice authentic (as is needed to be done in the real world) tasks while reducing the load of the cognitive mode of learning.
Characteristics of hypermedia applications
There are two important features that are outstanding—among other features – that characterize the hypermedia software:
1. Learner control.
This means the learner makes his own decisions on the path, flow or events of instruction.
2. Learner wide range of navigation routes.
The learner controls the sequence and pace of his path depending on his ability and motivation.
3. Variety of media.
Includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation.
In the use of hypermedia the following instructional events will prove useful to the teacher:
1. Get the learner’s attention
2. Recall prior learning
3. Inform learners of lesson objectives
4. Introduce the software and its distinctive features
5. Guide learning, eliciting performance
6. Provide learning feedback
7. Assess performance
8. Enhance retention and learning transfer
its us..!! the multi talented section..!! :))
Saturday, September 18, 2010
Lesson 14
THE SOFTWARE AS AN EDUCATIONAL RESOURCE
Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produce copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/stores data and is naturally an attention-getter.
There are two kinds of software:
1. The system software. This is the operating system that is found or bundled inside all computer machines.
2. The applications software. This contains the system that commands the particular task or solves a particular problem.
In turn the applications software may be:
(a) a custom software that is made for specific task often by large corporations, or
(b) a commercial software packaged for personal computers that helps with a variety of task such as writing papers, calculating numbers, drawing grapghs, playing games, and such more.
MICROSOFT WINDOWS
Also referred to as a program, Microsoft Windows or windows for short is an operating environmental between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.
The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is a software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides
• User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.
• A new look – fancy borders, smooth and streamlined text fonts.
• Information center – Windows puts all communications activities (e-mail, downloads, etc. in a single screen icon); adapts/configures the computer for the Internet.
• Plug and play – configures the computer with added components, such as for sounds and video.
INSTRUCTIONAL SOFTWARE
Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:
• Be extremely cautious in using CBIs and “free” internet materials.
• Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth.
• Teachers must evaluate these resources using sound pedagogical principles.
• Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)
• Clarity in the explanations and illustrations of concepts and principles.
• Accuracy, coherence, logic of information
• Their being current since data/statistics continually change
• Relevance/effectiveness in attaining learning objectives
• Absence of biased materials (e.g. gender bias or racial bias)
Whenever people think about computers, they are most likely thinking about the computer machine such as the television-like monitor screen, the keyboard to type on, the printer which produce copies of text-and-graphics material, and the computer housing called “the box” which contains the electronic parts and circuits (the central processing unit) that receives/stores data and is naturally an attention-getter.
There are two kinds of software:
1. The system software. This is the operating system that is found or bundled inside all computer machines.
2. The applications software. This contains the system that commands the particular task or solves a particular problem.
In turn the applications software may be:
(a) a custom software that is made for specific task often by large corporations, or
(b) a commercial software packaged for personal computers that helps with a variety of task such as writing papers, calculating numbers, drawing grapghs, playing games, and such more.
MICROSOFT WINDOWS
Also referred to as a program, Microsoft Windows or windows for short is an operating environmental between the user and the computer operating system. Also called a shell, it is a layer that creates the way the computer should work. Windows uses a colorful graphics interface (called GUI – pronounced “gooee”) that can be seen on the computer screen or monitor whenever the computer is turned on.
The user can work with on-screen pictures (icons) and suggestions (menus) to arrive at the desired software. Windows 95 (now improved with Windows 2003 and 2007) is a software designed for Microsoft Windows. Actually, Windows is in itself a self-contained operating system which provides
• User convenience – just click a file name to retrieve data or click from program to program as easy as changing channels in your TV screen.
• A new look – fancy borders, smooth and streamlined text fonts.
• Information center – Windows puts all communications activities (e-mail, downloads, etc. in a single screen icon); adapts/configures the computer for the Internet.
• Plug and play – configures the computer with added components, such as for sounds and video.
INSTRUCTIONAL SOFTWARE
Instructional software can be visited on the Internet or can be bought from software shops or dealers. The teacher through his school should decide on the best computer-based instructional (CBI) materials for the school resource collection. But beware since CBIs need much improvement, while web-based educational resources are either extremely good or what is complete garbage. In evaluating computer-based educational materials, the following can serve as guidelines:
• Be extremely cautious in using CBIs and “free” internet materials.
• Don’t be caught up by attractive graphics, sound, animation, pictures, video clips and music forgetting their instructional worth.
• Teachers must evaluate these resources using sound pedagogical principles.
• Among design and content elements to evaluate are: the text legibility, effective use of color schemes, attractive layout and design, and easy navigation from section-to-section (such as from game to tutorial to drill-and-practice section)
• Clarity in the explanations and illustrations of concepts and principles.
• Accuracy, coherence, logic of information
• Their being current since data/statistics continually change
• Relevance/effectiveness in attaining learning objectives
• Absence of biased materials (e.g. gender bias or racial bias)
Lesson 11
The Computer as the Teacher’s Tool
In the previous lesson, we saw how the computer can act as a tutor, particularly along with the behaviorist and cognitivist approach to learning. But we also saw how certain computer software programs have been developed to foster higher thinking skills and creativity.
In this lesson, we shall again look at the computer, but this time from another perspective the computer as the teacher’s handy-tool. It can in fact support the constructivist and social constructivist paradigms of constructivist learning.
Constructivism was introduced by Piaget (1981) and Bruner (1990). They gave stress to the knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have been suggested to foster knowledge discovery, among these, is making students engaged in gathering unorganized information from which they can induce ideas and principles. Students are also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be socially constructed. Social constructivism. This is an effort to show that the construction of knowledge is governed by social, historical and cultural contexts.
In effect, this is to say that the learner who interprets knowledge has a predetermined point of view according to the social perspectives of the community or society he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He therefore suggested the interactive process in learning. The more capable adult (teacher or parent) or classmate can aid or complement what the learner sees in a given class project. In addition, Dewy sees language as a medium for social coordination and adaptation. For Dewey human learning is really human languaging that occurs when students socially share, build and agree upon meanings and knowledge.
Learning framework --Constructivism --Social Constructivism
Assumption --Knowledge is constructed by the individual --Knowledge is constructed within a social context
Definition of learning --Students build their own learning --Students build knowledge influenced by the social context
Learning Strategies --Gather unorganized information to create new concept/principle --Exchange and share from ideas, stimulates thinking
General Orientation --Personal discovery of knowledge --Students discuss and discover meanings
Example --8*5 – 8 + 8 + 8 + 8 + 8 --Two alternative job offers Option 1 – 8 hrs./day for 6 days/week
Option 2 - 9hrs./ day for 5 days a week
The Computer’s Capabilities
Given its present-day speed, flexibility and sophistication, the computer can provide access to information, foster creative social knowledge-building, and enhance the communication of the achieved project package. Without the computer, today’s learners may still be assuming the tedious task of low-level information gathering, building and new knowledge packaging. But this is not so since the modern computer can help teacher-and-students to focus on more high level cognitive tasks.
Based on the two learning theories, the teacher can employ the computer as a/an:
• An information tool
• A communication tool
• A constructive too
• As co-constructive tool
• A situating tool
Lesson 9
Computer as Information and Communication Technology
In the Educational technology 1, the role of the computer was well discussed. 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 the libraries; and the third, the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education.
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 question or to computer commands. Again, much like writing, the learner can form messages using computer language or program.
Soon computer-assisted instruction (CAI) was introduced using the principle of individualized learning through positive climate that includes realism appeal with drill-exercises that uses color, music, and animation. The novelty of CAI has not waned to this especially in the basic education level as this is offered by computer-equipped private schools. But the evolving pace of innovation I 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 n educative information and communication.
The Personal Computer (PC) as ICT
Until the nineties, it was still possible to distinguish between instruction media and the educational communication media.
Instructional media consist of audio-visual aid that served to enhance and enriched 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 audience including learners using the print, film, radio, television on satellite means of communication. For example, distance learning was implemented using correspondence, radio, televisions on the computer satellite system.
Close to turn of the 21st century, however such a distinction merged during to the advent of the microprocessor, also known s the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him tool for both audio-visual creation and media communication.
To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:
• Microsoft Office- program for comparing 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 new service (print/video) educational software etc.
• Adobe Reader – Graphs/photo composition and editing.
• M.S.N.-Mail/chat messaging.
• Windows media player – CV, VCD, player.
• Cyber link power – DVD player.
• Game house – video games.
In the Educational technology 1, the role of the computer was well discussed. 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 the libraries; and the third, the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education.
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 question or to computer commands. Again, much like writing, the learner can form messages using computer language or program.
Soon computer-assisted instruction (CAI) was introduced using the principle of individualized learning through positive climate that includes realism appeal with drill-exercises that uses color, music, and animation. The novelty of CAI has not waned to this especially in the basic education level as this is offered by computer-equipped private schools. But the evolving pace of innovation I 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 n educative information and communication.
The Personal Computer (PC) as ICT
Until the nineties, it was still possible to distinguish between instruction media and the educational communication media.
Instructional media consist of audio-visual aid that served to enhance and enriched 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 audience including learners using the print, film, radio, television on satellite means of communication. For example, distance learning was implemented using correspondence, radio, televisions on the computer satellite system.
Close to turn of the 21st century, however such a distinction merged during to the advent of the microprocessor, also known s the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him tool for both audio-visual creation and media communication.
To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:
• Microsoft Office- program for comparing 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 new service (print/video) educational software etc.
• Adobe Reader – Graphs/photo composition and editing.
• M.S.N.-Mail/chat messaging.
• Windows media player – CV, VCD, player.
• Cyber link power – DVD player.
• Game house – video games.
Lesson 8
Higher Thinking Skills Through IT-Based Projects
A college freshman once thought of taking a rest in a library after
classes by casually taking reference books off the shelf and browsing over their
contents. Being a Liberal Arts student, he lifted a book of St. Thomas Aquinas,
the famous proponent of Scholastic Philosophy. The written words of the Doctor
of Philosophy didn’t come easy in the understanding of the student, but he
nonetheless mulled over each word and phrase, reflecting over ideas leisurely.
After a few minutes, the student felt awakened to the fact that he was engaged
in a very pleasant activity, such that he exclaimed to himself, “Wow, I’m
thinking!”
The story didn’t end there because since that day, reflective study
became the student’s pleasurable and most profitable activity. Unwittingly, he
made an opening for exercising higher thinking skills. As a reward, the student
carried himself through college with the highest honor and achievements.
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. To be noted is the fact that these projects differ on
the specific process and skills employed, also in the ultimate activity or
platform used to communicate completed products to others.
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 activities 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 Projects
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. Only when necessary for the active learning
process does the teacher steps in to supply data or information. The general
flows of events in resource-based projects are:
1. The teacher determines the topic for the examination of the 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 the problem/questions.
Relating to finding information, the central principle is to make the student go
beyond the textbook and curriculum materials. Students are also encouraged to go
to the library, particularly 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 then the project product. It
doesn’t matter for example, if each group comes up with the 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 traditional and
resource-based learning approach to instruction.
Traditional Learning Model
Resource-based Learning Model
Teacher is expert and information provider
Teacher is a guide and facilitator
Textbook is key source of information
Sources are varied
Focus on facts information is package in neat parcels
Focus on learning inquiry/quest/discovery
The product the be-all and end-all of learning
Emphasis on process
Assessment is quantitative
Assessment is quantitative and qualitative
II. Simple Creation
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 us Creative Writer on writing, KidWork Deluxe on drawing
and painting, and MediaWeave on multimedia.
In developing software, creativity is an outcome should not be
equated with ingenuity or high intelligence. Creating is more consonant with
planning, making, assembling, designing or building. Creativity is said to
combine three kinds of skills/abilities:
• Analyzing – distinguishing similarities and differences/seeing the
project as a problem to be solved
• Synthesizing – making spontaneous connection 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. Clarity the goal of the completed project to the students
2. Brainstorm. The students themselves will be allowed to generate their own
ideas on the project. Rather than shoot down ideas, the teacher encourages idea
exchange.
3. Judge the ideas. The students themselves make an appraisal for or against
any idea. Only when students are completely off track should the teacher
intervene
4. Act. The students to do their work the teacher a facilitator.
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 approach into
different ways:
1. As an instructive tool, such as in the production by the students of a
power-point presentation of a selected topic.
2. As a constructivist tool, such as when student do a multimedia
presentation to stimulate a television news show.
IV. Web-Based Projects
Students can be made to create and post webpages on a given topic. But creating
a 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 a wider audience. They can also be linked with other related sites
in the Internet. But as of now, this creativity project may be too ambitious as
a tool in the teaching-learning process.
A college freshman once thought of taking a rest in a library after
classes by casually taking reference books off the shelf and browsing over their
contents. Being a Liberal Arts student, he lifted a book of St. Thomas Aquinas,
the famous proponent of Scholastic Philosophy. The written words of the Doctor
of Philosophy didn’t come easy in the understanding of the student, but he
nonetheless mulled over each word and phrase, reflecting over ideas leisurely.
After a few minutes, the student felt awakened to the fact that he was engaged
in a very pleasant activity, such that he exclaimed to himself, “Wow, I’m
thinking!”
The story didn’t end there because since that day, reflective study
became the student’s pleasurable and most profitable activity. Unwittingly, he
made an opening for exercising higher thinking skills. As a reward, the student
carried himself through college with the highest honor and achievements.
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. To be noted is the fact that these projects differ on
the specific process and skills employed, also in the ultimate activity or
platform used to communicate completed products to others.
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 activities 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 Projects
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. Only when necessary for the active learning
process does the teacher steps in to supply data or information. The general
flows of events in resource-based projects are:
1. The teacher determines the topic for the examination of the 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 the problem/questions.
Relating to finding information, the central principle is to make the student go
beyond the textbook and curriculum materials. Students are also encouraged to go
to the library, particularly 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 then the project product. It
doesn’t matter for example, if each group comes up with the 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 traditional and
resource-based learning approach to instruction.
Traditional Learning Model
Resource-based Learning Model
Teacher is expert and information provider
Teacher is a guide and facilitator
Textbook is key source of information
Sources are varied
Focus on facts information is package in neat parcels
Focus on learning inquiry/quest/discovery
The product the be-all and end-all of learning
Emphasis on process
Assessment is quantitative
Assessment is quantitative and qualitative
II. Simple Creation
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 us Creative Writer on writing, KidWork Deluxe on drawing
and painting, and MediaWeave on multimedia.
In developing software, creativity is an outcome should not be
equated with ingenuity or high intelligence. Creating is more consonant with
planning, making, assembling, designing or building. Creativity is said to
combine three kinds of skills/abilities:
• Analyzing – distinguishing similarities and differences/seeing the
project as a problem to be solved
• Synthesizing – making spontaneous connection 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. Clarity the goal of the completed project to the students
2. Brainstorm. The students themselves will be allowed to generate their own
ideas on the project. Rather than shoot down ideas, the teacher encourages idea
exchange.
3. Judge the ideas. The students themselves make an appraisal for or against
any idea. Only when students are completely off track should the teacher
intervene
4. Act. The students to do their work the teacher a facilitator.
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 approach into
different ways:
1. As an instructive tool, such as in the production by the students of a
power-point presentation of a selected topic.
2. As a constructivist tool, such as when student do a multimedia
presentation to stimulate a television news show.
IV. Web-Based Projects
Students can be made to create and post webpages on a given topic. But creating
a 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 a wider audience. They can also be linked with other related sites
in the Internet. But as of now, this creativity project may be too ambitious as
a tool in the teaching-learning process.
Lesson 7
Higher Level Learning Outcomes
To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for teacher’s effort to understand the learner’s higher learning process.
Complex Thinking Skills Sub-skills
Focusing -- Defining the problem, goal/objective-setting, brainstorming
Information gathering -- Selection, recording of data of information
Remembering -- Associating, relating new data with old
Analyzing -- Identifying idea constructs, patterns
Generating -- Deducing, inducting, elaborating
Organizing -- Classifying, relating
Imagining -- Visualizing, predicting
Designing -- Planning, formulating
Integration -- Summarizing, abstracting
Evaluating -- Setting criteria, testing idea, verifying outcomes, revising
Figure 4 – THINKING SKILLS FRAMEWORK
The Upgraded Project-Method
Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond the ordinary benchmark of the student’s passing, even excelling achievement tests. Given the fact that the ordinary classroom is awfully lacking in instructional toolkits to bring students to the higher domains of learning and achieving, the project method is suggested.
To explain, the project method for higher learning outcomes consists in having the students work on projects with dept, complexity, duration and relevance to the real world. Improving on the Dewey project method, this new method involves students in the active creation of information, such that there is sustained reflective thinking on topics that have a real-world quality to them.
In this revised project method, there is a tighter link between the uses of projects for simply coming up with products to having the students undergo the process of complex/higher thinking under the framework of the constructivist paradigm. Under this framework, the students, not the teacher, make decisions about what to put into the project, how to organize information, how to package the outcomes for presentation, and the like. Meanwhile, the teacher, without staying away from the project endeavor, guides and facilitates the learning process.
The Process
The process of project implementation takes the students to the steps, efforts, and experiences in project completion. Meanwhile, thus principle to be borne in mind is that:
THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.
The process refers to the thinking /affective/psycho-motor process that occurs on the part of the learner. This comprises the journey that actualizes learning.
The product is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-based product. This is the destination which should be rewarding, but as the teacher seeks to develop in students’ higher level thinking skills and creativity, he/she should give more focus and attention to the journey.
In the succeeding lessons, we shall examine examples of IT-based projects. These are:
Resource-based projects
Simple creations
Guided hyper-media projects
Web-based projects
But for now, let’s recap: LET’S TAKE THE JOURNEY TO HIGHER/COMPLEX THINKING SKILLS AND CREATIVITY for teaching-and-learning in an information age.
To define higher level thinking skills and creativity, we may adopt a framework that is a helpful synthesis of many models and definitions on the subject matter. The framework is not exhaustive but a helpful guide for teacher’s effort to understand the learner’s higher learning process.
Complex Thinking Skills Sub-skills
Focusing -- Defining the problem, goal/objective-setting, brainstorming
Information gathering -- Selection, recording of data of information
Remembering -- Associating, relating new data with old
Analyzing -- Identifying idea constructs, patterns
Generating -- Deducing, inducting, elaborating
Organizing -- Classifying, relating
Imagining -- Visualizing, predicting
Designing -- Planning, formulating
Integration -- Summarizing, abstracting
Evaluating -- Setting criteria, testing idea, verifying outcomes, revising
Figure 4 – THINKING SKILLS FRAMEWORK
The Upgraded Project-Method
Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond the ordinary benchmark of the student’s passing, even excelling achievement tests. Given the fact that the ordinary classroom is awfully lacking in instructional toolkits to bring students to the higher domains of learning and achieving, the project method is suggested.
To explain, the project method for higher learning outcomes consists in having the students work on projects with dept, complexity, duration and relevance to the real world. Improving on the Dewey project method, this new method involves students in the active creation of information, such that there is sustained reflective thinking on topics that have a real-world quality to them.
In this revised project method, there is a tighter link between the uses of projects for simply coming up with products to having the students undergo the process of complex/higher thinking under the framework of the constructivist paradigm. Under this framework, the students, not the teacher, make decisions about what to put into the project, how to organize information, how to package the outcomes for presentation, and the like. Meanwhile, the teacher, without staying away from the project endeavor, guides and facilitates the learning process.
The Process
The process of project implementation takes the students to the steps, efforts, and experiences in project completion. Meanwhile, thus principle to be borne in mind is that:
THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.
The process refers to the thinking /affective/psycho-motor process that occurs on the part of the learner. This comprises the journey that actualizes learning.
The product is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation, or an IT-based product. This is the destination which should be rewarding, but as the teacher seeks to develop in students’ higher level thinking skills and creativity, he/she should give more focus and attention to the journey.
In the succeeding lessons, we shall examine examples of IT-based projects. These are:
Resource-based projects
Simple creations
Guided hyper-media projects
Web-based projects
But for now, let’s recap: LET’S TAKE THE JOURNEY TO HIGHER/COMPLEX THINKING SKILLS AND CREATIVITY for teaching-and-learning in an information age.
Lesson 2
An Overview of Educational Technology 2
- Is concerned with “Integrating Technology into Teaching and Learning”.
- Involves a deeper understanding of the computer as well as hands-on application of computer skills.
Objectives:
• To provide education in the use of technology in instruction by providing knowledge and skills in technology integration – in – instruction in learners.
• To impart learning experiences in instructional technology- supported instructional planning.
• To acquaint students on information technology or I.T related learning theories with the computer as a tutor.
• To learn to use and evaluate computer – based educational resources.
• To engage learners on practical- technology integration issues including managing I.T classrooms, use of the internet for learning, cooperative learning through the use of information technology.
• To inculcate higher – level thinking and creativity among students while providing them knowledge of I.T related learning theories.
- Is concerned with “Integrating Technology into Teaching and Learning”.
- Involves a deeper understanding of the computer as well as hands-on application of computer skills.
Objectives:
• To provide education in the use of technology in instruction by providing knowledge and skills in technology integration – in – instruction in learners.
• To impart learning experiences in instructional technology- supported instructional planning.
• To acquaint students on information technology or I.T related learning theories with the computer as a tutor.
• To learn to use and evaluate computer – based educational resources.
• To engage learners on practical- technology integration issues including managing I.T classrooms, use of the internet for learning, cooperative learning through the use of information technology.
• To inculcate higher – level thinking and creativity among students while providing them knowledge of I.T related learning theories.
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