Lesson 8 Higher Thinking Skills Through IT Based Project
•Download as PPTX, PDF•
4 likes•258 views
This document discusses the constructivist approach to teaching and learning through technology-based projects. It outlines key elements of constructivism like the teacher creating a learning environment and giving students tools to facilitate learning. Benefits are discussed like authentic, real-life learning and learning 21st century technologies. Potential issues are also noted such as the need for teachers to be tech-savvy and the resource intensity.
Report
Share
Report
Share
Recommended
Lesson 8 Higher Thinking Skills Through IT-Based Projects
This presentation helps the student-teacher to know his/her role to engaged his/her students in activities of a higher plane thinking.
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.
Higher thinking skills through it based projects
This document discusses four IT-based projects that can engage students in higher-order thinking: 1) Resource-based projects where students find their own information on a topic and organize responses to problems, emphasizing process over products. 2) Simple creations where students brainstorm ideas and make judgments to develop multimedia presentations with instructor or constructor tools. 3) Guided hypermedia projects where students create web pages on topics. 4) Web-based projects where students post web pages for wider audiences but may be too ambitious currently for teaching and learning. The document emphasizes using these projects to develop skills like analyzing, synthesizing, and promoting ideas.
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Higher thinking
The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
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.
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
Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Recommended
Lesson 8 Higher Thinking Skills Through IT-Based Projects
This presentation helps the student-teacher to know his/her role to engaged his/her students in activities of a higher plane thinking.
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.
Higher thinking skills through it based projects
This document discusses four IT-based projects that can engage students in higher-order thinking: 1) Resource-based projects where students find their own information on a topic and organize responses to problems, emphasizing process over products. 2) Simple creations where students brainstorm ideas and make judgments to develop multimedia presentations with instructor or constructor tools. 3) Guided hypermedia projects where students create web pages on topics. 4) Web-based projects where students post web pages for wider audiences but may be too ambitious currently for teaching and learning. The document emphasizes using these projects to develop skills like analyzing, synthesizing, and promoting ideas.
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Higher thinking
The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
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.
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
Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Higher Thinking Skills Through IT-Based Projects
This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
Lesson 8 janice transition
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) resource-based projects where students research topics independently beyond textbooks; 2) simple creation projects where students create their own software or materials; 3) guided hypermedia projects where students create multimedia presentations or simulations; and 4) web-based projects where students create websites. The projects are meant to develop skills like analyzing, synthesizing, and evaluating information rather than just memorizing facts. They position the teacher as a facilitator rather than information provider and emphasize the process of learning over just the final product.
Lesson 8 higher order thinking skills through it based project (ronnie naag)
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.
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.
Simple Creation
Students can be assigned to create their own software materials using programs like Creative Writer, Kid Work Deluxe, and Media Weaver. Developing software requires creativity through planning, making, and assembling rather than just ingenuity. Creativity combines analytical skills to see problems, synthetic skills to make new connections and ideas, and promotional skills to introduce new ideas to the public.
Guided Hypermedia Projects
The document discusses instructive and constructive tools for student multimedia projects. It explains that instructive tools include presentations using programs like PowerPoint, while constructive tools involve more multimedia elements like text, graphics, audio, and video. The document also discusses having students create web pages on topics and posting them online, though notes this may be too advanced currently for teaching purposes. It concludes by asking which tool, instructive or constructive, is best and why.
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.
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.
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.
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.
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.
Higher thinking skills through it based pojects
The document discusses four IT-based projects to develop higher-order thinking skills: 1) Resource-based projects engage students in finding and organizing information from multiple sources to answer teacher-provided problems or questions. 2) Simple creations allow students to create their own software or multimedia materials. 3) Guided hypermedia projects involve students producing instructional or communicative multimedia presentations using tools like PowerPoint. 4) Web-based projects have students create and post webpages on given topics.
Higher Thinking Skills Through IT-Based Projects
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
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.
Edtech Lesson 8 (Group 3 BSED 3A)
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
L7; Evaluation of technology learning (revised)
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 focus on assessing essential knowledge and skills to prepare students for a high-tech world and use tools that measure new basic digital skills.
Ci 350 project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
Technology integration in instructional Process
A 15 slides powerpoint presentation about the integration of technology in the educational or instructional process together with its types and frameworks.
Made by
Garcia, Kenner C.
Gonzales, Gwendalyn
Gallego, April Joy Christine
Salenga, Jerusha Joy
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Portfolio in edtc2
The document discusses educational technology and its role in learning. It introduces the author, Cristine Mae S. Gatchalian, and provides an outline of topics to be covered, including educational technology, learning through edtech, and the impact on students. It defines educational technology as the application of scientific knowledge and technology to improve education. Examples discussed include using technology to find and present information, collaborate through distance learning, and create multimedia projects. The document emphasizes that technology should serve as a teaching aid, not just entertainment, and can make work easier for both teachers and students.
More Related Content
What's hot
Higher Thinking Skills Through IT-Based Projects
This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
Lesson 8 janice transition
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) resource-based projects where students research topics independently beyond textbooks; 2) simple creation projects where students create their own software or materials; 3) guided hypermedia projects where students create multimedia presentations or simulations; and 4) web-based projects where students create websites. The projects are meant to develop skills like analyzing, synthesizing, and evaluating information rather than just memorizing facts. They position the teacher as a facilitator rather than information provider and emphasize the process of learning over just the final product.
Lesson 8 higher order thinking skills through it based project (ronnie naag)
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.
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.
Simple Creation
Students can be assigned to create their own software materials using programs like Creative Writer, Kid Work Deluxe, and Media Weaver. Developing software requires creativity through planning, making, and assembling rather than just ingenuity. Creativity combines analytical skills to see problems, synthetic skills to make new connections and ideas, and promotional skills to introduce new ideas to the public.
Guided Hypermedia Projects
The document discusses instructive and constructive tools for student multimedia projects. It explains that instructive tools include presentations using programs like PowerPoint, while constructive tools involve more multimedia elements like text, graphics, audio, and video. The document also discusses having students create web pages on topics and posting them online, though notes this may be too advanced currently for teaching purposes. It concludes by asking which tool, instructive or constructive, is best and why.
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.
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.
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.
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.
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.
Higher thinking skills through it based pojects
The document discusses four IT-based projects to develop higher-order thinking skills: 1) Resource-based projects engage students in finding and organizing information from multiple sources to answer teacher-provided problems or questions. 2) Simple creations allow students to create their own software or multimedia materials. 3) Guided hypermedia projects involve students producing instructional or communicative multimedia presentations using tools like PowerPoint. 4) Web-based projects have students create and post webpages on given topics.
Higher Thinking Skills Through IT-Based Projects
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
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.
Edtech Lesson 8 (Group 3 BSED 3A)
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
L7; Evaluation of technology learning (revised)
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 focus on assessing essential knowledge and skills to prepare students for a high-tech world and use tools that measure new basic digital skills.
Ci 350 project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
What's hot (19)
Lesson 8 higher order thinking skills through it based project (ronnie naag)
Lesson 8 higher order thinking skills through it based project (ronnie naag)
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
higher thinking skills through IT-based project part 2
higher thinking skills through IT-based project part 2
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
Similar to Lesson 8 Higher Thinking Skills Through IT Based Project
Technology integration in instructional Process
A 15 slides powerpoint presentation about the integration of technology in the educational or instructional process together with its types and frameworks.
Made by
Garcia, Kenner C.
Gonzales, Gwendalyn
Gallego, April Joy Christine
Salenga, Jerusha Joy
Exploring the use of web 2 2012
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Portfolio in edtc2
The document discusses educational technology and its role in learning. It introduces the author, Cristine Mae S. Gatchalian, and provides an outline of topics to be covered, including educational technology, learning through edtech, and the impact on students. It defines educational technology as the application of scientific knowledge and technology to improve education. Examples discussed include using technology to find and present information, collaborate through distance learning, and create multimedia projects. The document emphasizes that technology should serve as a teaching aid, not just entertainment, and can make work easier for both teachers and students.
Edtc 2
This portfolio outlines Cristine Mae S. Gatchalian's experiences with educational technology. It discusses educational technology in general terms, highlighting how it aims to improve education by facilitating learning and increasing system effectiveness. It also explores how educational technology can be used to find and represent problems, locate educational resources, summarize and present findings, and enable collaboration. The portfolio further examines four types of IT-based projects and how learning occurs through educational technology. It emphasizes that technology serves as a teaching aid rather than entertainment and allows seeing strategies in practical settings. Overall, the document shows how educational technology is a wide field that can be leveraged to make work easier and enable collaboration across distances.
Presentation1
The document discusses the objectives and benefits of educational technology. The course aims to provide instruction on technology integration, acquaint students with IT theories, and impart experiences with instructional technologies. Both teachers and students benefit from technologies which have improved learning, removed boundaries, and allowed real-time collaboration. The use of technologies such as software and online resources makes learning easier and more engaging for students.
MODULE1.pptx
The document discusses the status of information and communications technology (ICT) in education in the Philippines, outlining the government's vision to fully integrate ICT into the curriculum to improve teaching and learning, develop students' 21st century skills, and establish ICT infrastructure and teacher competency standards. It provides an overview of online learning opportunities in the country and the key roles that technology plays in supporting teachers and enhancing the learning process.
IRENE PPT
1) Educational technology refers to tools and processes intended to promote education, including software, hardware, and online collaboration platforms.
2) These technologies have far-reaching potential implications as they can benefit many groups and affect how students learn and teachers teach.
3) Examples of educational technologies include online collaboration tools, presentation software, tablets, course management systems, and lecture recording tools, which can enhance learning experiences and support different learning objectives.
Integrating technology
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
Creativity and Tech Integration
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
Educ 266 Topic #4 Group Output.pptx
The document discusses technology tools for K-12 and 21st century teachers. It describes how teachers are expected to be multi-skilled, multi-literate, and multi-specialists due to technology demands. Examples of technology that can help teachers include projectors, interactive whiteboards, websites, blogs, audio/video, computers, tablets, and social networks. Free internet tools for education are also discussed along with online teaching tools like video conferencing software, assessment tools, and content creation apps. The benefits of technology-aided instruction for teachers include increased engagement, collaboration, digital literacy skills, automated grading, and more.
Hsrp Presentation April2009
The document discusses the importance of integrating technology into 21st century education. It describes how technology can support learning by making it more interactive, collaborative, and accessible. It also emphasizes that technology should enhance and support learning rather than drive the learning process. The document further discusses how schools and teachers need to adapt to changing times by incorporating new technologies and shifting towards more student-centered learning models.
educ-266-Group-4-Handouts.pdf
The document contains responses to questions about technology and teaching:
1. Some challenges of teaching with technology include lack of internet access, technical difficulties, and keeping up with rapid changes.
2. Technology is applied globally through online learning tools, social media for collaboration, and access to open educational resources.
3. To be a globally competent teacher requires skills like digital literacy, cultural awareness, and facilitating international connections through technology.
4. Common educational tools used by teachers are interactive whiteboards, learning management systems, and multimedia tools which engage students and bring lessons to life.
5. To prepare students for the modern world, teachers focus on skills like critical thinking, problem solving, and digital literacy through
educ-266-Group-4-Handouts.pdf
Technology plays an important role in education by helping teachers become multi-skilled, multi-literate and multi-specialists. It allows them to utilize various tools like interactive whiteboards, websites, blogs, audio/video, computers and more to engage students. Free internet tools for education include software for online classes, assessment tools, and apps for content creation. Technology aided instruction benefits teachers by increasing student engagement, enabling collaboration, improving digital literacy, automating grading, and allowing paperless teaching among other advantages.
Mathematics Rigor and Relevance with Web 2.0
The document discusses using Web 2.0 technologies to enrich mathematics learning experiences for students. It encourages project-based instruction and developing skills like critical thinking. Specific Web 2.0 tools are presented that could motivate students and support higher-order thinking skills, including blogs, wikis, videos and voice threads. The document argues technology complements good teaching by extending lessons beyond the classroom.
LESSON 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
GROUP REPORTING HOPE YOU GUYS ASK PERMISSION FIRST IF YOU WANT TO COPY, DOWNLOAD AND MAKE THIS AS A REFERENCE.. THANK YOU !!! :)
MADE BY: VIRGINIA SELIM ZULIETA
AND REPORTED WITH MY GROUP MATES
REGINE ANNE YCOY AND IRIES TARNATE.
INSTRUCTOR:
DR. MAREDIL RAFAEL AMBOS
GOD BLESS ALL.
Janet shepherd presentation
Technology integration in the classroom empowers both teachers and learners. It is achieved when technology supports curricular goals and helps students effectively learn. Integrating technology can deepen learning, support key components like active engagement and real-world connections, and prepare students for a technological economy. When routinely used, technology becomes a transparent tool that extends learning through multimedia, collaboration, and inquiry-based activities rather than isolated work. Deliberate planning is required for successful technology integration in classrooms.
97 2003 presentation
This document discusses the effects of integrating technology into the classroom. It provides tips for how teachers can incorporate technology, such as creating websites for student work and research, using online assessments, and holding technology workshops. The document also discusses how technology changes the roles of students and teachers, with students taking a more active role in their learning and teachers acting as facilitators. It notes that technology can increase student motivation, collaboration, and skills at accomplishing complex tasks. It concludes by emphasizing that technology is highly motivating for students and should be a major part of classrooms.
Effective use of technology in classroom
Students enjoy using technology in the classroom because it engages them through hands-on, collaborative learning experiences. Technology allows teachers to move from passive lectures to facilitating active, student-centered learning. It also connects classroom lessons to real-world situations. Effective technology tools for education include interactive whiteboards, document cameras, projectors, blogs, wikis, social networks, and multimedia/VoIP software. These tools support collaborative projects, online discussions, and learning anywhere, anytime through personal learning networks.
My Portfolio in Educational Technology
This document outlines the author's portfolio in educational technology. It begins by introducing the author, Rofel Anne C. Perido, a third-year college student studying early childhood education. The document then provides an overview of educational technology, defining it as the study and practice of using technology to improve learning. It also discusses different concepts in technology integration like blended learning, virtual field trips, and interactive whiteboards. The author describes learning through two educational technology courses, noting how the first introduced basic concepts while the second showed how technology can make learning more engaging. The document concludes that students who complete educational technology training are expected to be adept at using technology in their own teaching in an adaptive and prepared manner.
My Portfolio in Educational Technology
This document discusses educational technology from the perspective of a student. It begins by introducing the student, Rizza Mae C. Posadas, and their portfolio on educational technology. It then defines educational technology and discusses how it incorporates technology into instruction. Several tools for educational technology are described, including audio/video, computers, social networks, and screencasting. The document also outlines topics covered in the student's educational technology course, such as integrating technology into teaching and differences in Asia Pacific regions. It concludes by reflecting on how the student will apply their new knowledge as a future educator.
Similar to Lesson 8 Higher Thinking Skills Through IT Based Project (20)
LESSON 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
LESSON 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
Recently uploaded
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcA Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Lesson 8 Higher Thinking Skills Through IT Based Project
- 2. Educ tech. Challenges video Guided hypermedia and web based video Lesson 8 video Higher thinking skills through IT based projects PDF File of lesson 8 Word(Lesson 8)
- 5. KEY ELEMENTS OF THE CONSTRUCTIVIST APPROACH THE TEACHER CREATING THE LEARNING ENVIRONMENT THE TEACHER GIVING STUDENTS THE TOOLS AND FACILITIES THE TEACHER FACILITATING LEARNING
- 19. GAINS FROM PROJECT, WEB BASED LEARNING Authentic, real life learning Students can access, gain insight into and build knowledge by understanding how concepts connect to real-life. The world is technologically complex! Students learn to work with technologies of the 21st century.
- 20. REAL LIFE LEARNING: APPLYING KNOWLEDGE The web is a “ vehicle” for exploring knowledge, as students investigate concepts, ideas or principles they are able to make connections to real life Students are given the opportunity to apply their knowledge.
- 21. POTENTIAL ISSUES WITH WEB BASED PROJECT BASED LEARNING Using the web, web tools and technology in teaching requires the teachers to be “tech-savvy” Web based learning is “ resource intensive” Web based, Project based learning can have unpredictable outcomes
- 22. TEACHING FOR CONSTRUCTIVISM GAINS FROM PROJECT, WEB BASED LEARNING Technology is an “information vehicle” students can actively explore knowledge. Students drive their own learning, teachers facilitate this. Students use higher level thinking skills.
Editor's Notes
- Wps presentation