Lesson 8 Higher Thinking Skills through IT-Based Projects

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 project.

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. 

1. Resource Based Projects

In these projects, the teacher steps out of the traditional role of being a content expert and information provider, and instead lets the students find their own facts and information.





 2. Simple Creations 

Students can also be assigned to create their software materials. Of course, there are available software materials such as Creative Writer (by Microsoft) on writing, Kid Work Deluxe (by Davidson) on drawing and painting, and Media Weave (by Humanities software) on multimedia).

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.

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 connections among ideas, does generating interesting or new ideas.

• Promoting- selling of a new ideas to allow the public to test the ideas themselves.

3 Guided Hypermedia Projects

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

• Such as in the production by students of a power-point presentation of a selective topic.
•  Such as when students do a multi- media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc.).

It can be approached in two different ways. First, As an Instructive tool, such as in the production by the students of a power point presentation. sections among ideas, does generating interesting or new ideas.

• Promoting- selling of a new ideas to allow the public to test the ideas themselves. And Second, as a communication tool when students do a multimedia presentation to stimulate a television news show. It is easy for the teacher to discuss about news or literature if they have tools like television or you can use your own video clips in order to present the topic they wanted.

4. 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 too sophisticated and time consuming for 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.

Lesson 7 Evaluation of Technology Learning

# Evaluation is used in Ed Tech and its means considering the merits of the material used. It entails about how to determine if the technology is appropriate and enhances the teaching and learning process.

# Its strength and weaknesses as a tool for learning.

# The student standard evaluation of learning must change

# Today, students are expected to be not only cognitive, but also flexible, analytical, and creative.

# Students must have six important fluencies that reflect process skills. (Solution fluency, information fluency, collaboration fluency, creative fluency, media fluency and digital citizenship.)

Mass amateurization refers to the capabilities that new forms of media have given to non-professionals and the ways in which those non-professionals have applied those capabilities to solve problems (e.g. create and distribute content) that compete with the solutions offered by larger, professional institutions.

@ The personal and group creative activities in school should aim at bridging the gap between amateur creators of outputs to professional creators of future outcomes and products in the real world.

@The process does not entail the end of traditional report and essay writing.

@ Relevance and engagement shall be carried both in the learning process.

Lsson 6 Developing Basic Digital Skills

As Teachers adjust their teaching to effectively match the new digital world of information technology (ICT), they must be clear on what basic knowledge, skills and values need to be developed by digital learners.

3 R’s:

Reading

Riting (Writing)

Rithmetic (Arithmetic)

Six Essentials to Equip Students for Success

Solution Fluency refers to the capacity and creativity n problem solving.

Information Fluency involves three subjects of skills:

a.       Ability to access information

b.      Ability to retrieve information

c.       Ability to reflect on, assess an rewrite for instructive packages

Collaboration Fluency refers to the teamwork with virtual or real partners in the online environment.

Media Fluency refers to channels of mass communication (radio, television, magazine, advertising, graphic arts) or Digital sources.

Creativity Fluency: templates for PowerPoint presentations and blogs, availability on the free access in the internet (Font, Color, and Pattern) are elements to creative fluency.

Digital Ethics are guided by the principles of leadership, global responsibility, environmental awareness, global citizens and personal accountability.

Lesson 5 Preference of the Technology Generation

What Old Generation likes may not be the same as what the New Generation prefers in Life, Work and Leisure. 
Much of the good things enjoyed by elders when they were students are no longer available to the new generation. 

Text vs. Visual

Our parents read book text, enrich by illustrations and photos. In order to research, they go to the school library, use the card catalogue for needed books and sign up to borrow books for home reading. 

The technology or digital generation has greater affinity to visuals (photo and video) compared with texts? In fact, they have been exposed since childhood to cable television and videos images especially cartoon characters and then to compute images, in such manner and their visual fluency or abilities have sharpened and enriched. 

Linear vs. Hyper Media

The past-30 year old generation obtained information in a linear, logical and sequential manner. On the positive side, this made them more logical, focused and reflective thinkers.

The new generation, however, follows a personal random access to hyperlinked digital information, less superior elders in focused and reflection. Thus, they appear to be more easily bored and distracted during class lectures.

Independent Learners vs. Social Learners

The traditional education system gives priority to independent learning, prior to participative work.

New learners, however, are already acquainted with digital tools that adapt to both personal and participative work. They take the opportunity for dozens of instantaneous ways to communicate with others mobile calls and text, Facebook, YouTube, twitter, and etc. experts describe this mode of digital learning as one that based on experimentation, discovery and intuition. 

Learning to do vs. To pass the test

Old teachers teach students in order to help them pass tests and complete the course requirement.

On the other hand, the new digital learners simply wish to acquire skills, knowledge and habits as windows of opportunity afford them to learn. Our parents have completed a course and have engaged in a permanent job for most of their lives. A different work situation awaits the digital generation with contractual, multitask and multi-career opportunities in a digital world ahead of them. 

Delayed rewards vs. Instant gratification

The traditional reward system in education consists in the grades, honor certificates/medals and diplomas. Including future jobs, the traditional rewards for the performance. 

On the other hand. Digital learners on their own experience or more immediate gratification through immediate scores from games, enjoyable conversation from web-cam calls, excitement from email chats and inviting comments from their Facebook accounts.

Rote memory vs. Fun learning

Teachers feel too obliged to delivering content-based courses, the learning of which is measurable by standard tests.

Digital learners and not surprisingly there is much fun in the digital world outside the school

Lesson 4 Bridging the Generation Gap

The older generation often feels there is a generation gap between them and the younger generation. This is apparent in simple things like the manner of dressing, socializing, more intimate relationship like friendship and etc. Still, some old things are difficult to overcome, as there are still the caste system in India, pre-arranged marriage in China, female circumcision in Africa, and theocratic or religion-rule societies in the Middle East. Even in education, traditional schooling has hardly changed even with the clear evidence of a digital world. Reflect on how some teachers confine their teaching to the board talk-test method.

In the field of education, a huge generation gap also exists and it will continue to widen unless some changes are adopted at the proper time. In peasant third world countries where schools don't have technology facilities, it is understandable that the transition to digital education may take time. But given the rapid emergence of digital technology, at times referred to as information and communication technology (ICT), there is the need to prepare for bridging the digital gap in society.

First, we need to understand the potentials of ICT:

The new network of instantaneous communication is global, overcoming borders between countries and continents.

Much of what elders believe may not be applicable anymore to the new generation, especially along matters of traditional value system.

Given the speed and power of ICT for change, growth, innovation, it becomes critical that teachers understand the gap that may be perceived between them and the new generation of learners. Much of the old technology such as tube radio, platter records, cassette tapes, celluloid movies, antenna television, landline phones, have vanished or are quickly vanishing today. Even in communication, sending a written letter has become tedious with the advent of emailing and web-camera face-to-face communication. As sophisticated technology advances at a dizzying pace, the complacency of educators to stick to traditional education system and approaches become futile, if not retrogressive.  Since the new generations are expected to face a future professional challenge of a digital world ahead of them, technology-supported skills need to be taught in schools today, or else schools will become a white elephant. If schools fail to respond to emergent changes and needs, new learners may lose appreciation of the educational system, and drop out of schools, as surveys show an increasing drop-out rate every year. Learning at home and availing digital learning systems like the Open Universities may save the day, but the situation remains bleak for schools stolidly adhering to the old educational system.

Lesson 3 Understanding Technology Learners

This lesson involves on how to understand the digital learners and what are their benefits in engaging this kind of learners in technology based instructional medias. Scientists said that, there are positive benefits derived from the use of information technology or digital resources and these counterbalance possible negative effects of technology on children. In addition, daily exposure to high technology-personal computers, video game gadgets, cellphones, and internet search sites-stimulates the brain by strengthening and creating neural circuits. Furthermore, this current technological revolution is creating an intellectual revolution, faster and better than ever before.

Lesson 2 An overview of EdTech 2

-concerned with integrating technology into teaching and learning.

For Learners: To introduce, reinforce, supplement and extend knowledge and skills so that they can become exemplary users of Educational Technology.

For Student Teachers and Professional Teachers: to update their knowledge of Educational Technology

Educational Technology 2

-involved a deeper understanding of the computer as well as hands-on application of computer skills.

-aims to infuse technology in the student teachers training, helping them to adapt and meet rapid and continuing technological changes, particularly in the global ICT environment.

-used information technology to improved not only instruction but the school management program and curriculum.

Learning Objectives of EdTech 2

1. To provide education in the use of technology in instruction.
2. To impart learning experiences in instructional technology-supported instructional planning.
3. To acquaint students on IT related learning theories with the computer as a tutor.
4. To learn to use and evaluate computer-based educational resources.
5. To engage learners on practical technology integration issues.
6. To inculcate higher-level thinking and creativity among students while providing them knowledge of IT-related learning theories.

Basic concepts on integrating technology in instruction.

The use of Computer does not mean technology has already been integrated in instruction. There is a need, therefore, to produce learning on how educational technology can be applied and integrated into the teaching-learning process.

Integrating with technology means it is the use of learning technologies to introduce, reinforce, supplement and extend skills.

No Integrative process means if the teacher makes students play computer games to give them a rest period during classes. It also means if the teacher merely teaches students computer skills, in the first place, teacher of general subjects are not computer teacher.

Manifestations of Technology Integration into Instruction

1. There's a change in the way classes are traditionally conducted.
2. The quality of instruction is improved to a higher-level in such a way that could not have been achieved without Educational Technology.
3. There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process.
4. The teacher sets instructional strategies to address specific instructional issues/problems.
5. The use of technology provides the opening of opportunities to respond to these instructional issues/problems.
6. Technology occupies a position in the instructional process.

Levels of Integration

1. Simple/Basic Integration - Technology helps but it does not play a pivotal role.
2. Middle Level Integration - There is purposeful use of technology to support key learning areas.
3. High Level Integration - Technology is the central instructional tool.