Linggo, Hulyo 24, 2011

LESSON 8: Higher Thinking Skills through IT-Based Projects

The Four Types of IT-Based Projects
I. Resource-based Projects
In these projects, the teacher steps out of the traditional role of being a content expert and information provider, and instead lets the students find their own facts and information. Only when necessary for the active learning process does the teacher step in to supply data or information. The general flow of events in resource-based projects are:
1. The teacher determines the topic for the examination of the class (e.g. the definition of “man”)
2. The teacher presents the problem to the class.
3. The students find information on the problem/questions.
4. Students organize their information in response to the problems/questions.
II. Simple Creations
Students can also be assigned to create their software materials. Of course, there are available software materials such as Creative Writer (by Microsoft) on writing, KidWork Deluxe (by Davidson) on drawing and painting, and Media Weave (by Humanities software) on multimedia).
In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more consonant with planning, making, assembling, designing, or building. Creativity is said to combine three kind of skills/abilities:
·         Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.
·         Synthesizing- making spontaneous connections among ideas, thus generating interesting or new ideas.
·         Promoting- selling of new ideas to allow the public to test the ideas themselves.
III. Guided Hypermedia Projects
          The production of self-made multimedia projects can be approached in two different ways:
1. As an instructive tool, such as in the production by students of a power-point presentation of a selected topic.
2. As a communication tool, such as when students do a multimedia presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. To simulate a television news show.
IV. Web-based Projects
          Students can be made to create and post webpages on a given topic. But creating webpages, even single page webpages may too sophiscated and time consuming for the average student.
          It should be said, however, that posting of webpages in the internet allows the students (now the webpage creator) a wider audience. They can also be linked with other related sites in the internet. But as of now, this creativity project may be to ambitious as a tool in the teaching-learning process.

We find it uncreative for a student if he/she chooses to present a project (EX: 7 Great World Wonders) in a picture with a caption below or caricatures on a social issues. But let us put in mind that creativity includes analyzing, synthesizing and promoting. It would be unfair for a student to draw the 7 wonders of the world even though he can’t draw well. I don’t think creativity is lost when we used IT in the presentation of our projects. In a project, expense and time is also manifested, but I don’t think these aspects be given more consideration knowing that in a project we measure the output or the finished product. In that, we can also assess as to how much a student have invested in his time, effort and money.
One way to measure if who among the group had given more of his talent and creativity in a project will be through a project defense. The group will be tested through questions. Of course the one who could explain well the process of the project making is the one who is knowledgeable enough to answer all the questions. Even if questions are asked in a to and fro manner, either way will still be answerable by that student.

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