lesson 7 of educational technology 2
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reporters: Fatima B. Sarmiento ( Introduction) Kaila Vitug ( higher level Learning outcomes) Sheen Manalo ( the upgraded project method ) jeffry Sibug ( The process is more important than the product)
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Lesson 7: IT for Higher Order Thinking Skill & Creativity
This document discusses using technology to encourage higher-order thinking skills and creativity in students. It proposes using computer-based technologies to support complex thinking skills like focusing, information gathering, analyzing, organizing, and evaluating. The modern goal for teachers is to help students develop these skills through projects that are in-depth, complex, sustained, and relevant to the real world. These projects involve students actively creating information and reflecting on topics with real-world applications. The most important part of projects is the thinking process, not just the final output or product.
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
It for higher thinking skills and creativity
The document proposes using compute-based technologies and revised project methods to support higher-order thinking skills. It discusses focusing, analyzing, generating, organizing, and integrating complex ideas. Students actively create information by working on in-depth, complex, long-term projects relevant to the real world. The teacher guides rather than directs the learning process, allowing students to make decisions about organizing information and presenting outcomes. The goal is for students to undergo higher-level thinking through project experiences, emphasizing that the process is more important than the product.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Agripo, alberca, alinsub
This document discusses using IT and project-based learning to develop students' higher-order thinking skills and creativity. It proposes that traditional teaching focuses on lower-level objectives like knowledge and comprehension, but students now need to think more critically and creatively. The document recommends using computer-based projects to move beyond routine classroom instruction and encourage complex skills like analyzing, generating ideas, and designing. It outlines a framework for higher-level thinking and describes four types of IT-based projects that can help students construct their own knowledge and develop important processing skills.
IT for Higher Order Thinking Skills and Creativity (Educational Technology 2)
The document discusses the shift from traditional teaching models to a constructivist paradigm focused on project-based learning. In the traditional model, teachers present information and students demonstrate knowledge, comprehension, and application. However, modern education aims to develop higher-level thinking skills through complex, real-world projects. Under this framework, students make decisions about projects while teachers facilitate learning. The document emphasizes that the learning process undertaken during projects is more important than the finished product or output.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITY
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
It for higher thinking....
The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
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Lesson 7: IT for Higher Order Thinking Skill & Creativity
This document discusses using technology to encourage higher-order thinking skills and creativity in students. It proposes using computer-based technologies to support complex thinking skills like focusing, information gathering, analyzing, organizing, and evaluating. The modern goal for teachers is to help students develop these skills through projects that are in-depth, complex, sustained, and relevant to the real world. These projects involve students actively creating information and reflecting on topics with real-world applications. The most important part of projects is the thinking process, not just the final output or product.
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
It for higher thinking skills and creativity
The document proposes using compute-based technologies and revised project methods to support higher-order thinking skills. It discusses focusing, analyzing, generating, organizing, and integrating complex ideas. Students actively create information by working on in-depth, complex, long-term projects relevant to the real world. The teacher guides rather than directs the learning process, allowing students to make decisions about organizing information and presenting outcomes. The goal is for students to undergo higher-level thinking through project experiences, emphasizing that the process is more important than the product.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Agripo, alberca, alinsub
This document discusses using IT and project-based learning to develop students' higher-order thinking skills and creativity. It proposes that traditional teaching focuses on lower-level objectives like knowledge and comprehension, but students now need to think more critically and creatively. The document recommends using computer-based projects to move beyond routine classroom instruction and encourage complex skills like analyzing, generating ideas, and designing. It outlines a framework for higher-level thinking and describes four types of IT-based projects that can help students construct their own knowledge and develop important processing skills.
IT for Higher Order Thinking Skills and Creativity (Educational Technology 2)
The document discusses the shift from traditional teaching models to a constructivist paradigm focused on project-based learning. In the traditional model, teachers present information and students demonstrate knowledge, comprehension, and application. However, modern education aims to develop higher-level thinking skills through complex, real-world projects. Under this framework, students make decisions about projects while teachers facilitate learning. The document emphasizes that the learning process undertaken during projects is more important than the finished product or output.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITY
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
It for higher thinking....
The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
edtech-lesson 8- resource-based projects
The document discusses using IT-based projects and resource-based learning to develop higher-level thinking skills. The general process involves teachers determining topics, presenting problems to students, and having students find and organize information to respond to the problems. Compared to traditional learning, resource-based learning uses varied sources, focuses on inquiry and discovery, emphasizes process over facts, and uses qualitative assessment.
Lesson 7: IT Higher Thinking Skills and Creativity
This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
higher thinking skills through IT-based project part 2
The document outlines a seminar lesson plan focused on developing higher-order thinking skills through IT-based projects. The objectives are for students to develop higher-level thinking through four IT projects and to create and decide on their own through developing thinking skills step-by-step. It introduces four types of IT-based projects: resource-based projects where students find their own information to solve problems; and simple creations involving analyzing, synthesizing, and promoting ideas. The document compares traditional and resource-based learning models and ways of traditional learning versus social learning.
Marcus Thompson Multimedia Principle
The multimedia principle states that people learn better from words and images rather than just words alone. It works on the idea that combining text and graphics engages learners more in active learning by drawing connections between the two. Static images are easier to produce for e-learning but animations may better illustrate processes over time, though they risk overloading learners. While words alone can convey information, combining them with graphics activates deeper cognitive processing. There is evidence people learn more from multimedia instruction, though more research is still needed on its long term effects and benefits.
Edtech lesson 8-simple creations
Simple Creations outlines 5 key tasks for developing software: 1) distinguishing similarities and differences between ideas, 2) seeing projects as problems to be solved, 3) making spontaneous connections between ideas to generate new ones, 4) selling new ideas so the public can test them, and 5) clarifying goals for students while allowing them to generate and exchange their own ideas with the teacher as a facilitator and the flexibility to shift approaches.
Higher thinking skills through it based projects
This document discusses 4 types of IT-based projects that can engage students in higher-level thinking:
1. Resource-based projects require students to independently research topics and find their own information beyond textbooks.
2. Simple creations involve students developing their own software or multimedia materials. This allows them to be creative and develop skills like analyzing, synthesizing, and promoting ideas.
3. Guided hypermedia projects involve students creating multimedia presentations, either as instructional tools or communication tools like news reports.
4. Web-based projects could have students build single-page websites, but posting online may be too ambitious currently for teaching and learning.
It based project
This document discusses four types of IT-based projects that can engage students in higher-level thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students researching a topic and organizing information to address problems or questions, going beyond textbooks. Simple creations have students use software to create supplemental learning materials. Guided hypermedia uses multimedia for presentations, while web-based projects involve students creating single-page websites on topics. The goal is for students to develop complex thinking skills through constructive learning processes in completing such projects.
Ppppp
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. It is anchored to core curriculum and is a valuable addition to teaching. It is a powerful motivator for students and actively engages them in both the learning tasks and production of multimedia presentations. However, there is a risk of losing focus on lesson goals and objectives if the technology aspect receives too much attention. The method aims to develop skills like problem solving, collaboration, and creating multimedia presentations, as well as personal qualities like responsibility.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
IT for HOTS & Creativity
The document discusses how information technology can be used to develop higher-order thinking skills and creativity in students. It proposes using project-based learning, where students work on in-depth projects and make most of the decisions. When using IT-based projects, the focus should be on the process rather than just the product. Different types of IT-based projects are described, including resource-based projects where students find their own information, and web-based projects which allow a wider audience. Developing software and multimedia presentations can also help promote students' creativity.
Distance Education
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
E learning lesson plan
This document outlines an e-learning plan that includes:
1) The objectives of the lesson which focus on developing soft skills like collaboration as well as specific knowledge skills while addressing national learning standards.
2) The materials, information, and other resources needed for the lesson which include online tools like presentations, videos, and applications for gathering and sharing information.
3) Steps for verifying student understanding including methods like help desks, show-and-tell updates, and plagiarism checks.
4) An activity for students to reinforce the lesson through a collaborative or independent task with guidelines on expectations and how it will be evaluated.
5) A summary emphasizing being clear about expectations and timelines, providing help
It enters a new learning environment
There are several conceptual models of learning that can be effectively supported through educational technology, including meaningful learning, constructivism, and generative learning. Meaningful learning connects new experiences to existing knowledge through hands-on activities and relating classroom lessons to real-world examples. Discovery learning allows students to uncover new ideas through engaging personally with open-ended tasks. Different models are suited to different instructional goals and subject matters.
Lesson 8: Higher Thinking Skills Through I.T. based-projects
This document discusses four types of IT-based projects that can engage students in higher-order thinking:
1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
Introducing Project Based Learning
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
educational technology 2 Lesson 7 evaluation of technology learning
This document discusses the need to change student evaluation of learning to align with the digital world. It defines evaluation, technology, and 21st century skills like information fluency and digital citizenship that should be assessed. Traditional paper tests are inadequate for evaluating how students engage in problem solving and the 4 D's: define, design, develop, and disseminate. Evaluation must use tools to measure these new basic skills and focus on assessing essential knowledge and skills to prepare students for a high-tech world.
Evaluation of technology learning
1. The document discusses the need to change how student learning is evaluated to align with 21st century skills and the digital world.
2. It outlines key skills like solution fluency, information fluency, collaboration fluency, and digital citizenship that must be assessed.
3. Teachers are encouraged to adopt new evaluation methods that measure these skills and abilities to function effectively in today's digital culture.
Evaluation of technology learning
This document discusses the objectives, terms, and applications of educational technology. The objectives are to enumerate the impacts of technology in learning, create a PowerPoint presentation, and evaluate technology's application in learning. Key terms defined include evaluation, technology, ICT, and educational technology. The document also describes how educational technology can improve learning through perception and transcend barriers, and how technology has impacted teaching roles and access to information.
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edtech-lesson 8- resource-based projects
The document discusses using IT-based projects and resource-based learning to develop higher-level thinking skills. The general process involves teachers determining topics, presenting problems to students, and having students find and organize information to respond to the problems. Compared to traditional learning, resource-based learning uses varied sources, focuses on inquiry and discovery, emphasizes process over facts, and uses qualitative assessment.
Lesson 7: IT Higher Thinking Skills and Creativity
This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
higher thinking skills through IT-based project part 2
The document outlines a seminar lesson plan focused on developing higher-order thinking skills through IT-based projects. The objectives are for students to develop higher-level thinking through four IT projects and to create and decide on their own through developing thinking skills step-by-step. It introduces four types of IT-based projects: resource-based projects where students find their own information to solve problems; and simple creations involving analyzing, synthesizing, and promoting ideas. The document compares traditional and resource-based learning models and ways of traditional learning versus social learning.
Marcus Thompson Multimedia Principle
The multimedia principle states that people learn better from words and images rather than just words alone. It works on the idea that combining text and graphics engages learners more in active learning by drawing connections between the two. Static images are easier to produce for e-learning but animations may better illustrate processes over time, though they risk overloading learners. While words alone can convey information, combining them with graphics activates deeper cognitive processing. There is evidence people learn more from multimedia instruction, though more research is still needed on its long term effects and benefits.
Edtech lesson 8-simple creations
Simple Creations outlines 5 key tasks for developing software: 1) distinguishing similarities and differences between ideas, 2) seeing projects as problems to be solved, 3) making spontaneous connections between ideas to generate new ones, 4) selling new ideas so the public can test them, and 5) clarifying goals for students while allowing them to generate and exchange their own ideas with the teacher as a facilitator and the flexibility to shift approaches.
Higher thinking skills through it based projects
This document discusses 4 types of IT-based projects that can engage students in higher-level thinking:
1. Resource-based projects require students to independently research topics and find their own information beyond textbooks.
2. Simple creations involve students developing their own software or multimedia materials. This allows them to be creative and develop skills like analyzing, synthesizing, and promoting ideas.
3. Guided hypermedia projects involve students creating multimedia presentations, either as instructional tools or communication tools like news reports.
4. Web-based projects could have students build single-page websites, but posting online may be too ambitious currently for teaching and learning.
It based project
This document discusses four types of IT-based projects that can engage students in higher-level thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students researching a topic and organizing information to address problems or questions, going beyond textbooks. Simple creations have students use software to create supplemental learning materials. Guided hypermedia uses multimedia for presentations, while web-based projects involve students creating single-page websites on topics. The goal is for students to develop complex thinking skills through constructive learning processes in completing such projects.
Ppppp
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. It is anchored to core curriculum and is a valuable addition to teaching. It is a powerful motivator for students and actively engages them in both the learning tasks and production of multimedia presentations. However, there is a risk of losing focus on lesson goals and objectives if the technology aspect receives too much attention. The method aims to develop skills like problem solving, collaboration, and creating multimedia presentations, as well as personal qualities like responsibility.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
Lesson 8 JONA,MARICRIS,KAROLYN..
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
IT for HOTS & Creativity
The document discusses how information technology can be used to develop higher-order thinking skills and creativity in students. It proposes using project-based learning, where students work on in-depth projects and make most of the decisions. When using IT-based projects, the focus should be on the process rather than just the product. Different types of IT-based projects are described, including resource-based projects where students find their own information, and web-based projects which allow a wider audience. Developing software and multimedia presentations can also help promote students' creativity.
Distance Education
Distance education is an innovative education system that provides video, audio, and interactive lessons virtually, allowing students to access courses anytime without time limitations. It is student-centered and beneficial for physically disabled learners, though preparing lessons can be difficult for teachers and technical issues may arise. Students are evaluated through weekly self-reflections demonstrating higher-level learning and online presentations applying new knowledge creatively.
E learning lesson plan
This document outlines an e-learning plan that includes:
1) The objectives of the lesson which focus on developing soft skills like collaboration as well as specific knowledge skills while addressing national learning standards.
2) The materials, information, and other resources needed for the lesson which include online tools like presentations, videos, and applications for gathering and sharing information.
3) Steps for verifying student understanding including methods like help desks, show-and-tell updates, and plagiarism checks.
4) An activity for students to reinforce the lesson through a collaborative or independent task with guidelines on expectations and how it will be evaluated.
5) A summary emphasizing being clear about expectations and timelines, providing help
It enters a new learning environment
There are several conceptual models of learning that can be effectively supported through educational technology, including meaningful learning, constructivism, and generative learning. Meaningful learning connects new experiences to existing knowledge through hands-on activities and relating classroom lessons to real-world examples. Discovery learning allows students to uncover new ideas through engaging personally with open-ended tasks. Different models are suited to different instructional goals and subject matters.
Lesson 8: Higher Thinking Skills Through I.T. based-projects
This document discusses four types of IT-based projects that can engage students in higher-order thinking:
1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
Introducing Project Based Learning
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
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Lesson 7: IT Higher Thinking Skills and Creativity
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higher thinking skills through IT-based project part 2
higher thinking skills through IT-based project part 2
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
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This document discusses the need to change student evaluation of learning to align with the digital world. It defines evaluation, technology, and 21st century skills like information fluency and digital citizenship that should be assessed. Traditional paper tests are inadequate for evaluating how students engage in problem solving and the 4 D's: define, design, develop, and disseminate. Evaluation must use tools to measure these new basic skills and focus on assessing essential knowledge and skills to prepare students for a high-tech world.
Evaluation of technology learning
1. The document discusses the need to change how student learning is evaluated to align with 21st century skills and the digital world.
2. It outlines key skills like solution fluency, information fluency, collaboration fluency, and digital citizenship that must be assessed.
3. Teachers are encouraged to adopt new evaluation methods that measure these skills and abilities to function effectively in today's digital culture.
Evaluation of technology learning
This document discusses the objectives, terms, and applications of educational technology. The objectives are to enumerate the impacts of technology in learning, create a PowerPoint presentation, and evaluate technology's application in learning. Key terms defined include evaluation, technology, ICT, and educational technology. The document also describes how educational technology can improve learning through perception and transcend barriers, and how technology has impacted teaching roles and access to information.
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edtech 2 lesson 7
reporters
Fatima Sarmirnto Introduction
Kaila Vitug Higher level Learning outcomes
Sheen mANALO
Jeffry Sibug The process is more important than the product
Lesson 8: Higher Thinking Skills Through IT Based Projects
The document discusses different approaches to producing self-made multimedia projects, including using tools like PowerPoint for instruction or creating multimedia presentations that combine various media to simulate a news show. While students can create web pages on topics, building full websites may be too sophisticated and time-consuming for most; however, posting pages online allows for a wider audience and linking to other sites.
eductech 2 Lesson 16 Mary Rose Ebora
The document discusses the Internet and its educational uses. It defines the Internet as a loosely organized collection of over 25,000 networks accessed by computers worldwide. It also explains the TCP/IP protocol that coordinates data exchange through the Internet and defines servers as computers with special software that uses the Internet protocol. Additionally, it describes how browsing and browsers allow users to navigate the Internet and predicts the Internet will become the main communications system globally. Finally, it outlines some educational uses of the Internet like students corresponding via email and accessing resources like the Library of Congress.
Educational Technology 2: The computer as a tutor
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
Evaluation of Educational Technology and Its Current Application
This document discusses educational technology and its role in teaching and learning. It defines educational technology as the development, application, and evaluation of systems, techniques and tools to improve the learning process. It describes how technology has changed education by facilitating new forms of online learning and shifting teachers' roles from purveyors of knowledge to guides. Teachers are now planners and facilitators of technology-based environments where students can take an active role in their own learning. The document also defines key terms like technology, evaluation, and educational technology and discusses how technology can enhance learning through multi-sensory modalities.
Lesson 3 understanding technology learners(new)
This document discusses understanding technology and new learners. It notes that today's learners spend much of their time on their cellphones, social media, video games, and the internet. However, scientists say that exposure to technology can have cognitive benefits by strengthening neural circuits in the brain. It also notes that Jean Piaget's stages of childhood development may need to be redefined in the digital age. The document discusses balancing technology use with face-to-face social skills and balancing multitasking with focusing on single tasks.
lesson 5-preference of the technology generation
The document discusses the differences in preferences between older and newer technology-focused generations. The newer "digital generation" has grown up with quick video games, social media, and downloading media. They are more visually oriented and accustomed to non-linear "hypermedia." Younger learners prefer social and participatory learning over independent work, and desire instant gratification rather than delayed rewards. Teachers need to connect with these digital learners by incorporating their fluency with visual and multimedia learning.
Lesson 15 THE UNDERSTANDING HYPERMEDIA
Hypermedia is an educational software that presents information and learning activities in a virtual environment by integrating text, graphics, audio, animation and video clips. It allows non-linear navigation, meaning learners can follow their own path through the material. Key characteristics include learner control over their sequence and pace, and the use of a variety of media types. Examples include tutorial software, online courses, simulations, and learning management systems.
Educational Technology 2 Lesson 6
This document discusses four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize that learning should be active and meaningful to the learner by connecting new experiences to their prior knowledge and applying learning to real life situations. Key aspects of the models include students setting their own goals, taking responsibility for their own learning, and building their understanding of the world through learning activities and environments designed for knowledge construction rather than passive receipt.
Educational technology 2
Philippine schools have many talented teachers and successful students, but they also face financial challenges that hinder achieving high quality education. While computer availability is improving, there remains a lack of enough computers for all students. To better compete internationally, the document proposes ensuring equal computer access for students, requiring computer classes from an earlier age, and providing training so college students have basic computer literacy. While texting enables fast communication, it can also spread gossip and cause relationship issues if overused, as well as negatively impact spelling and studies for addicted users.
Lesson 13: Cooperative learning with the Computer
This document defines cooperative learning as students working together in small groups on common tasks. It lists the key elements of cooperative learning as having a common goal, interdependence, interaction, individual accountability, and social skills. The advantages of cooperative learning include encouraging active learning, increasing academic performance, promoting literacy and language skills, and improving teacher effectiveness. The document also discusses how researchers have studied the interaction between students and computers during cooperative learning to ensure it does not hinder social skill development.
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educational technology 2 Lesson 7 evaluation of technology learning
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Evaluation of educational technology and its current application
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Lesson 9: computer as information in communication technology
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educational technology 2 lesson 6 developing basic digital skills
Lesson 8: Higher Thinking Skills Through IT Based Projects
Lesson 8: Higher Thinking Skills Through IT Based Projects
Evaluation of Educational Technology and Its Current Application
Evaluation of Educational Technology and Its Current Application
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The document outlines a framework for higher level thinking skills and creativity that defines various sub-skills such as focusing, information gathering, analyzing, generating, organizing, imagining, designing, integration, and evaluating. It notes that the framework is not exhaustive but provides a helpful guide for teachers to understand students' higher learning processes. The document also discusses implementing IT-based student projects through a process that prioritizes learning experiences over products and examines examples like resource-based projects, simple actions, guided hyper-media projects, and web-based projects.
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This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
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This document discusses using IT-based projects to develop higher thinking skills and creativity. It contains two chapters that outline different types of IT projects: resource-based projects where students find their own information on a given topic, simple creations where students make their own materials, guided hypermedia projects where students create multimedia presentations, and web-based projects where students build websites. It also compares the traditional learning model where teachers provide information to students, to the resource-based model where students explore topics independently. Finally, it lists different complex thinking skills and sub-skills that can be developed through IT projects, such as focusing, analyzing, generating, organizing, and evaluating.
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The document discusses methods for using computer technologies to support higher-level thinking skills and creativity in students. It proposes an upgraded project method where students work on in-depth, complex, long-term projects relevant to the real world. This requires students to actively gather and analyze information to design and evaluate solutions, developing skills like critical thinking. The teacher guides students through the process rather than presenting information directly. The goal is for students to demonstrate skills beyond just test scores by taking ownership of their constructive learning.
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This document discusses using information technology to promote higher-level thinking skills and creativity in students. It proposes adopting a framework that synthesizes various models and definitions on the topic. The document recommends using project-based learning to take students through complex thinking processes involving defining problems, gathering and analyzing information, generating ideas, and evaluating outcomes. Specifically, it suggests implementing resource-based, simple creation, guided hypermedia, and web-based IT projects to help students achieve higher-level learning domains.
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
lesson 7 of educational technology 2
- 1. Lesson 7
- 4. Newspaper Magazine
- 5. • Photos
- 6. • The presentation is followed by discussion and the giving of assignment. This teaching approach has been proven successful for achieving learning outcomes following the lower end of Bloom’s taxonomy:
- 8. • Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed for the used of computer-based technologies as an integral support to higher thinking skills and creativity.
- 10. Complex Sub skills Thinking skills Focusing Define the problem, goal/objective-setting, brainstorming. Information gathering Selection, recording of data of information Remembering Associating , relating new data with old Analyzing Identify 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
- 11. Modern teacher can now be guided on his goal to help student to achieve higher level thinking skills and creativity beyond the ordinary bench mark of the students passing, even excelling achievement tests.
- 14. The Process is More Important than the Product???
- 15. Why Process is More Important than the Product??? The act of proceeding continued forward movement; procedure; progress; advance.
- 16. THE PROCESS REFERS TO THE THINKING PROCESS PSYCHO-MOTOR PROCESS
- 18. SUMMARY POSTER
- 19. • ESSAY TERM PAPER
- 20. DRAMATIC PRESENTATION IT BASED PRODUCT
- 21. EXAMPLE OF IT BASED PROJECTS RESOURCE BASED PROJECT SIMPLE CREATION
- 22. GUIDED HYPER MEDIA PROJECTS WEB-BASED PROJECTS
- 23. Thank you And God Bless