The document discusses the constructivist approach to education, emphasizing resource-based projects where students actively engage in learning by manipulating and transforming information. It outlines various project types, including resource-based, simple creations, guided hypermedia, and web-based projects, emphasizing the importance of the inquiry process over the final product. It highlights the role of teachers as facilitators and guides, encouraging student creativity and effective presentation of information.

1. EDUCATIONAL
TECHNOLOGY II
REPORTERS:
ZULIETA, VIRGINIA S.
YCOY, REGINE ANNE
TARNATE, IRIES A.

2. EDUC 202: EDUCATIONALTECHNOLOGY II DR. MAREDIL R. AMBOS Page 1
LESSON 8: HIGHER THINKING SKILLS THROUGH
IT – BASED PROJECTS
CONTRUCTIVIST APPROACH: Information must be
mentally acted on, manipulated, and transformed by
learners in order to have meaning.
Key elements of a constructivist approach to
instruction:
(A.) The teacher creating the learning
environment.
(B.) The teacher giving students the tools
and facilities.
(C.) The teacher facilitating learning.
I. RESOURCE-BASED PROJECTS
The general flow of events in resource- based
projects are:
 The teacher determines the topic for the
examination of the class.
 The teacher presents the problem to the
class
FOUR IT-
BASED
PROJECTS
Resource-
based
Projects
Simple
Creations
Guided
Hypermedia
Projects
Web-based
Projects
In these projects, the teacher steps
out of the traditional role of being a
content expert and information
provider, and instead lets the
students find their own facts and
information.

3. EDUC 202: EDUCATIONALTECHNOLOGY II DR. MAREDIL R. AMBOS Page 2
 The students find information on the.
Problem/questions.
 Students organize their information in
response the problem/questions.
The CENTRAL PRINCIPLE is to make student go beyond the
textbook and curriculum materials.
The resourced based project also highlights
the inquiry approach or discovery approach wherein
the "process" is given more importance than
the "product", this means that the value of
knowing "how to" is greater than the "end result.”
This requires that the students, individually or
cooperatively with members of his group, relate
gathered information to the “real world.”
TRADITIONAL LEARNING
MODEL
RESOURCE-BASED LEARNING
MODEL
 Teacher is expert
and provides
information.
 Teacher is a guide
and facilitator.
 Textbook is the key
source of
information.
 Sources are varied
(print, video,
internet, etc.)
 Focus on facts or
information is
packaged in neat
parcels.
 Focus on learning
inquiry, quest, or
discovery.
 The product is be-
all and end-all of
learning.
 Emphasis on process
 Assessment is
quantitative.
 Assessment is
quantitative and
qualitative.
WEBQUEST AS A RESOURCE
inquiry-oriented activity in which most or
all of the information used by learners are drawn
from the web. It is designed to use learners’ time
well, to focus on information rather than looking
for it. It also supports the learners’ thinking at
the levels of analysis, synthesis and evaluation.

4. EDUC 202: EDUCATIONALTECHNOLOGY II DR. MAREDIL R. AMBOS Page 3
II. SIMPLE CREATIONS.
If resourced-based projects aim to develop the
ability of the students in the information
gathering aspect, simple creation focuses mainly on
student's progression to effectively present
information.
Creative Writer (by MS) on writing, KidWork Deluxe
(by Davidson) on drawing and painting are just some
of the available software materials that can be
used.
CREATING is taught to be more consonant with
planning, assembling, designing or building.
It is said that creativity combines three kind of
abilities or skills:
 Analyzing – it is by distinguishing
similarities and differences while seeing the
project as a problem to be solved.
 Synthesizing – making of spontaneous
connection among ideas which makes an
interesting or new ideas.
 Promoting – selling of new ideas for the
public to test the ideas by themselves.
In developing creativity, there are five key
tasks that is being recommended:
1. Define the task. The goal of the completed
project is stated and clarified to student.
2. Brainstorm. Students here are encourage to
generate their own ideas on the project through
active exchange of ideas and informations.
3. Judge the ideas. Students are let to judge,
give appraisal or any against. Teacher would
only intervene if the students are of
completely off tracked.
4. Act. The students are ones to do the work
and teachers are only to facilitate them.
5. Adopt flexibility. Students are allowed to
change gears and not follow an action which is
rigid.
In this area, students are assigned to
create their software materials to
supplement the need for relevant and
effective material.

5. EDUC 202: EDUCATIONALTECHNOLOGY II DR. MAREDIL R. AMBOS Page 4
III. THE GUIDED HYPERMEDIA
PROJECTS
_____________________________________________
What is Hypermedia?
Hypermedia combines the concepts of hypertext and
multimedia to allow rich interaction between the
user and the material. Hypertext itself is
basically the same as regular text except that it
contains connections within the text to other
documents (Hughes, 1994).
Students as Audience of Hypermedia
In the role of audience to hypermedia, students
interact with hypermedia environments developed by
others. Examples of this type of interaction would
include reading articles in online encyclopedias,
observing a PowerPoint presentation (with links and
other multimedia elements) developed by a teacher,
playing interactive adventure games, or looking at
various interactive websites on the Internet.
There are two different ways of approaches in the
production of self-made multimedia project:
 As an instructive tool, such as in the
production by students of a power-point
presentation of the selected topic.
 As a communication tool, such as when students
do a multimedia presentation (with text, graphs,
audio, video, interviews and other more to
stimulate the intellectual capacity of the
student.)
HYPERSTUDIO (by Roger Wagner Productions) is a
kind of multimedia software. Handling the
production of a similar computer software material
is said to be too sophisticated or that technical
for those average students. But, it is allowed for
the students to produce poster design, computer
tools and the required development of appropriate
creative skills, as well.

6. EDUC 202: EDUCATIONALTECHNOLOGY II DR. MAREDIL R. AMBOS Page 5
IV. THE WEB-BASED PROJECTS
___________________________________________________
______________
In this area students are to create and post
webpages on a given topic. But creating this so-
called WEBPAGE may be too sophisticated and time
consuming in the part of the average students.
However, posting of webpages in the internet
allows the students, which is now consider as
webpage creator, a wide and active audience.
Students can also be linked with some other
related sites in the internet in connection with
the project. But as of today, this creativity
project may be too ambiguous as a tool in the
teaching-learning process.
More teacher-librarians are discovering that the
Internet can be a useful tool for resource-based
learning. Online software and special sites
like Fila mentality are being used by these
educators to create online projects for their
students.
The WebQuest is becoming a favored approach,
moving resource-based learning into the electronic
learning environment.
Whether you are using an email connection with
other learners or implementing a fully developed
WebQuest with your students, it is important to
remember that "doing an Internet project" should
never be the sole purpose for students,
the Internet should be an interactive and exciting
tool they use for individual or collaborative
inquiry and problem-solving, and for creating
knowledgeable and creative products; sharing their
own learning with others.
The web-based software must provide tools for
planning, organizing and managing resources to
achieve project goals and objectives.