Lesson 8: Higher Thinking Skills through IT-Based Projects

         The four types of IT-based projects are effectively used in order to engage students in activities of a higher plane of thinking. To be noted is the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others. 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.

THE FOUR IT-BASED PROJECTS ARE:

I.   RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

• The general flows of events in resource-based projects are:

a.The teacher determines the topic for the examination of class.

b.The teacher presents the problem to the class.

c.The students find information on the problem/questions.

d.Students organize their information in response to the problem/questions.

II.   SIMPLE CREATIONS

Three kinds of skills/abilities:

·        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.

III.  GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached into different ways:

Instructive tools- such as in the production by students of a power point presentation of a selective topic.

Constructive tools- such as when students do a multi-media 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 web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming fort the average student.

            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 Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.

Lesson 7: Evaluation of Technology Learning

 In this lesson, it emphasizes the role of digital instructions in the modern times especially in evaluating student outputs. The student standard evaluation of learning must change As efforts are exerted to go digital in instruction, we need to also go digital in learning. Today, students are expected to be not only cognitive, but also flexible, analytical, and creative. Students must have the six important fluencies that reflect process skills.

        This topic talks about how we are going to evaluate or judge technology as a whole or specific. According to the topic that we had, we should have Mass Amateurization. It means that we should be also good enough for the changes that our environment has. We, as a future teacher should be good enough on the things that we must be improve. We should remember always and do not forget that the goal of this is to bridge the gap between the amateur individual to those professional ones. We should not let our student have even a single leaner to be amateur in using this technology. We should adapt to the change that is happening to our environment, this would include on how we are going to evaluate our students in doing their activity. we should remember that the evaluation we are applying to the activity that our student have done should be in line with the assessment/ activity have undergone. This evaluation should not just be good enough to make them feel the instant reward that they expecting but also should cater not just their skills but also their logical and critical thinking skills.

Mass amateurization is the change of evaluation approach, from the amateur creator of outputs to professional creator of outcomes and products. It gives an impression to the teachers and learners that high technologies are very essential for the learning and evaluating process.

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand,   the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

      

Lesson 6: Developing Basic Digital Skills

           This lesson talks about developing basic digital skills with the integration of technology in education. We, digital learners, must acquire the 6 digital skills.

          Teacher adjust their teaching to effectively match the new digital world of information and communication. technology they must on what basic knowledge and values need to developed by digital learners. These basic literacy’s will not replace the 3 R’S; 

but they will be complemented by Six Essential Skills to equip students they call them literacy skills referred to fluency skills  these are:

1. SOLUTION FLUENCY – refer to capacity and creativity in problem solving .
2. INFORMATION FLUENCY – involves 3 submits skills which is ability to access, retrieve and reflect information.
3. COLLABORATION FLUENCY – refers to teamwork with virtual or real partners in online environment.
4. MEDIA FLUENCY – refers to channel of mass communication.
5. CREATIVITY FLUENCY – which is artistic proficiency adds meaning by way of design, art and storytelling to package a message.
6. DIGITAL ETHICS – is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and personal accountability.

      HIGHER THINKING SKILLS

      Bloom’s Taxonomy serves as a general framework of skills that requires information processing, idea creation and real-world problem-solving skills. The following taxonomy may be proposed:

1. Remembering-recall information
2. Understanding-explain ideas
3. Applying-use information in a new way
4. Analyzing-distinguish different parts
5. Evaluating-justify stand or position
6. Creating-new product/point of view

      

      The structured problem solving-process known as 4D’s also exemplifies the instructional shift in digital learning:

ü  Define the problem

ü  Design the solution

ü  Do the work

ü  Debrief on the outcome

      

     

     

                                                                                                                                               










 

      We can apply this topic in future teaching since our students are digital learner and a visual learner they can understand things through visual presentations not just a picture but more on video’s shown to them. Some of the student are already expose to computer they might be more knowledgeable than you but at least you may not be left behind you’re not going to compete with your student but you should be within their leanings and with their interest also.