This document discusses four types of IT-based projects that can engage students in higher-order thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information to address topics or problems provided by the teacher. Simple creations focus on developing creativity through brainstorming, judging ideas, and acting on ideas with flexibility. Guided hypermedia projects involve using multimedia tools like PowerPoint or creating multimedia presentations combining different media. Web-based projects involve students creating and posting web pages on given topics.

1. Prepared by: Ronnie O. Naag
BICOL UNIVERSITY
College of Agriculture and Forestry
Guinobatan, Albay
Bachelor In Agricultural Technology
major in Agricultural Technology
Education

2. 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.
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.

3. Key elements of a constructivist approach:
1. The teacher creating
the learning
environment.
Before any constructive
learning to happen, the
teacher must set up all the
necessary components for
the learning to run
smoothly and task-
oriented.

4. 2. The teacher giving
students the tool
After setting up
the classroom, the
teacher now gives the
necessary tools which
the learners can use
either individually or
collaboratively.

5. 3. The teacher
facilitating learning.
Since it is a
constructive way of
learning, the teacher must
act only as a facilitator.
But still, proper guidance
and supervision is needed
throughout the task.

6. Now let us see four
IT-based projects
conducive to develop
higher thinking skills
and creativity among
learners.

7. RESOURCE-BASED PROJECTS
The teacher steps
out of the traditional
role of being a context
expert and information
provider, and instead
lets the students find
their own facts and
information.

8. The general flows of events in resource-based
projects are:
1. The teacher determines the topic for the
examination of class.
2. The teacher presents the problem to the
class.
3. The students find information on the
problems/questions.
4 . Students organize their information in
response to the problems/questions.

9. TRADITIONAL AND RESOURCE-BASED LEARNING
Traditional learning model Resource-based learning model
Teacher is expert and
information provides
Teacher is a guide and facilitator
Textbook is key source of
information
Sources are varied(print, video.
Internet, etc.)
Focus on facts
Information is packaged
In neat parcels
Focus on learning inquiry, quest,
or discovery
The product is the be-all and
end-all of learning
Emphasis on process
Assessment is quantitative Assessment is quantitative and
qualitative.

10. SIMPLE CREATIONS
In developing
software, creativity as an
outcome should not be
equated with ingenuity or
high intelligence. Creating
is more consonant with
planning, making,
assembling, designing or
building.

11. Three kinds of skills/abilities:
Analyzing - distinguishing similarities
and differences and seeing the project
as a problem to be solved.
Synthesizing - making
spontaneous connections among
ideas, thus generating interesting
and new ideas.
Promoting - selling of new ideas
to allow the public to test the
ideas themselves.

12. The five key tasks to develop creativity:
1. Define the task- clarify the goals of the completed project to the
student.
2. Brainstorm- the students themselves will be allowed to generate
their own ideas on the project. Rather than shoot down ideas, the
teacher encourages ideas exchange.
3. Judge the ideas- the students themselves make an appraisal for or
against any idea. Only when students are completely off checked
should the teacher intervene.
4. Act- the students do their work with the teacher as a facilitator.
5. Adopt flexibility- the students should be allowed to shift gears and
not follow an action path rigidly.

13. GUIDED HYPERMEDIA PROJECTS
Hypermedia combines the concepts of hypertext
and multimedia to allow rich interaction between the
user and the material.

14. The production of self-made multimedia
projects can be approached into different ways:
1. Instructive tools- such as in the production by
students of a power point presentation of a selected
topic.

15. 1. Constructive tools- such as when students do a
multi-media presentation (with text, graphs, photos,
audio narration, interviews, video clips, etc.)
Ex. to simulate a television news show.

16. WEB-BASED PROJECTS
Students can be made to create and post
web pages on a given topic. But creating new
pages even a single web page, maybe too
sophisticated and time consuming for the
average student.

17. 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