Name: Kimberly Sumaoy BPE-SPE

Lesson 7: IT for Higher Thinking Skills

and rea!i"i!y
Higher level learning outcomes
Complex
Thinking skills and sub-skills
Focusing- defining the problem. Goal objectives- setting, brainstorming
Information gathering- selection, recording of data of information.
emembering- associating, relating ne! idea !ith old.
"nal#$ing- identif#ing ideas constructs, patterns
Generating- deducing, inducting, elaborating
%rgani$ing- classif#ing, relating
Imagining- visuali$ing , predicting
&esigning- planning, formulating
Integration- summari$ing, abstracting
'valuating- setting criteria, testing idea, verif#ing outcomes, revising
The Upgraded Project Method
(igher level thinking skills and creativit# be#ond the ordinar# bench mark of the students
passing. The project method for higher learning outcomes consist in having the students
!ork on projects !ith depth, complexit#, duration and relevance to the real !orld. In this
revised project method, there is a tighter link bet!een the use of projects for simpl#
coming up !ith products to having the students undergo the process of complex)higher
thinking under the frame!ork of the constructivist paradigm.
The process
efers to the thinking affective and ps#chomotor process that occurs on the part of the
learners. This comprises the journe# that actuali$es learning.
Lesson #: Higher !hinking Skills
Through IT Based Pro$e!s
In this lesson , !e shall discuss the four t#pes of IT- based projects !hich can effectivel#
be used in order to engage students in activities of a higher plane of thinking. This
projects represent a constructivist projects, containing the ke# elements of a constructivist
approach to instruction namel#*
The teacher creating the learning environment
The teacher giving students the tools and facilities
The teacher facilitating learning

The student themselves ho demonstrate higher thinking skills and creativit# through such
activities searching for information, organi$ing and s#nthesi$ing ideas, creating
presentations and the like.
1. Resource based Project
In these project, the teacher steps out the traditional role of being an content expert and
information provider and instead lets the students find their o!n facts and information.
The general flo! of events in resource based project
The teacher determine the topic for examination of the class
The teacher presents the problem to the class.
The students find information on the problem +uestion.
,tudents organi$e their information in response to the problem +uestion.
Traditional and resource based learning models

Traditional learning model Resource based learning model
Teacher is expert and information provider Teacher is a guide and facilitator
Textbook is ke# source of information ,ource are varied -print, video, internet,
etc..
Focus on facts information is packaged in
neat parcels
Focus on learning in+uir#)+uest)discover#
The product is the be-ell and end-ell of
learning
'mphasis on process
"ssessment is +uantitative "ssessment is +uantitative and +ualitative

Simple Creations
,tudents can also be assigned to create their soft!are materials to supplement the need
for relevant and affective materials.
The three kinds of skills and abilities*
"nal#$ing- distinguishing similarities and differences seeing the project as a problem
to be solve.
,#nthesi$ing- making spontaneous connections among ideas, thus generating
interesting or ne! ideas
/romoting- selling of ne! ideas to allo! the public to test the ideas themselves
To develop creativit#, the follo!ing five ke# tasks ma# be recommended*
&efine the task. Clarif# the goal of the completed project to the students
0rainstorm. The students themselves !ill be allo!ed to generate their o!n ideas on
the project
1udge the ideas. The students themselves make an appraisal for or againts an# ideas.
%nl# !hen the students are completel# off track should the teacher intervene.
"ct. The students do their !ork !ith the teacher a facilitator.
"dopt flexibilit#. The students should be allo!ed to dhift gears and not follo! an
action path rigidl#.
Guided Hpermedia Projects
The production of self made multimedia projects can be approached in t!o different
!a#s*
"s an instructive tool, such as in the production b# students of a po!er point
presentation of a selected topic.
"s an communication tool, such as !hen students do a multimedia presentation -!ith
text, graphs, photos, audio, narration, intervie!s, video clips,etc to simulate a
television ne!s sho!.
!eb "ased Projects
,tudents can be made and create and post !ebpages on a given topic, allo! the students a
!ebpage creator
Lesson %: &om'u!ers as Informa!ion
and &ommunia!ion !ehnology
Trough computer technolog#, educators sa! the implication of learning along computer
literac#. 2uch like reading the modern students can no! interact !ith computer
messages, even respond to +uestions or to computer commands.
,oon the computer assisted instruction -C"I. !as introduced using the principle of
individuali$e learning through a positive climate that includes realism and appeal !ith
drill exercises that uses color, music and animations
Uses o# the computer as $CT in education
TH% PC

$&T%R&%T MU'T$M%($)
'mail -text and video. text, sound, graphs
Chat room chart,photo
0log sites po!er point presentation
3e!s services -print, video clip. C&,4C&,&4& pla#er
2usic)movie)television room C&4C&, &4& pla#er
'ducational soft!are
The personal computer *PC+ as $CT
The programs normall# installed in an ordinar# modern /C*
2icrosoft %ffice- program for composing text, graphics, photos, into letters, articles,
reports etc.
/o!er point- preparing lecture presentation.
'xcel- spreadsheets and similar graphic sheets.
Internet explorer- "ccess to the internet
5ahoo of google-
"dobe reader
2,3
6indo!s media pla#er
C#berlink po!er
6indo!s media pla#er
Game house
Lesson (): The om'u!er as a Tu!or
Computer assisted in#ormation *C)$+
It should be made clear, ho!ever, that the computer cannot totall# replace since the
teacher shall continue to pla# the major roles of information deliverer ad learning
environment controller.
Insure that students have the needed kno!ledge and skills for an# computer activit#.
&ecide the appropriate the learning objectives.
/lan the se+uential and structured activities to achieve objectives.
'valuate the students achievement b# !a# of tests the specific expected outcomes.
The students in C"I pla# their o!n roles as learners as the#*
eceive information
7nderstand instruction for the computer activit#
etain keep in mind the information and rules for the computer activit#
"ppl# the kno!ledge and rules during the process of computer learning
&uring the computer activit# proper in C"I the computer,too, pla#s its role as it*
"ct as a sort of tutor -the role traditional pla#ed b# the teacher
/rovides a learning environment
&elivers learning instruction
einforces learning trough drill and practice
/rovides feedback
The computer is to allo! individual students to learn at their o!n pace, motivated
learning through a challenging virtual learning environment, assist students through
information needed during the learning process, evaluate students responses through
immediate feedback during the learning process
C)$ $ntegrated ,ith lessons
The computer is a tutor in this ne! age of learning. It does not replace the teacher,
although it assumes certain roles previousl# assigned to teachers !ho no! has to take the
ne! role of facilitator and guide.
In integrating computer programs in instruction, use tutorial soft!are associated !ith
cognitive learning. 6hile practice exercise or learning b# doing is still the heart of each
tutorial, the tutorial soft!are should be able to*
Teach ne! content ne! information to students
/rovide comprehension information on concept in addition to practice exercise
Can be effectivel# used for remediation, revie!ing, or enrichment
"llo! the teacher to introduce follo!-up +uestion to stimulate students learning
/ermits group activit# for cooperative learning
S$MU')T$-& PR-GR)M
"nother kind of soft!are that is constructivist in nature.
Teacher strategies and rules applied to real life problems situations.
"sks students to make decision on models or scenarios.
"llo! students to manipulate elements of a model and get the experience of the
effects of their decisions.
$&STRUCT$-&)' G)M%S
Instructional computer games add the elements of competition and challenge.
8earning outcomes can be achieve along simple memori$ation of information,
ke#boarding, skills, cooperation and social interactions, etc.
PR-"'%M S-'.$&G S-/T!)R%
The drill and practice exercises and allo! students to learn and improve on their
problem solving abilit#.
The students have to emplo# higher thinking skills such as logic, recognition,
reflection, and strateg# making.
The thinking Things 9 is an example of a problem solving soft!are in !hich the
team learners must help each other b# observing comparing.
MU'T$M%($) %&C0C'-P%($) )&( %'%CTR-&%CS "--1S
The multimedia and enc#clopedia can store a huge database !ith texts, images,
animations, audio, and video. The students can access an# desired information,
search its vast contents, even do!nload print relevant portions of the data for their
composition or presentation.
'lectronics books provided textual information for reading supplemented b# o!n
t#pes of multimedia information
C-&C'US$-&
The computer is a tutor in this ne! age of ne! learning,it does not replace the
teacher, the teacher should take the ne! role of facilitator and guide.
Integrating computer exercises is the ne! tasks of the teacher !ho can find in the
computer and computer soft!are an alternative medium to the traditional classroom
practice of delivering information and supporting learning activities.
The computer in schools as a common tool for enhancement of the students thinking,
communication and collaboration skills.
Lesson ((:The &om'u!er as !he
Teahers Tool
In this lesson !e shall again look at the computer, but this time from another
perspective the computer as the teacher hand# tool. It support the constructivism and
social constructivist paradigms of constructivist learning. Constructivism !as
introduced b# /iaget -9:;9. and 0runer -9::<. the# give stress to kno!ledge
discover# of ne! meaning, concepts, principles, in the learning process.
The ps#chologist 4#gotsk# stressed that learning is affected b# social influences, he
suggested the interactive process in learning. &e!e# see language as a medium for
social coordination and adaptation. "ccording to de!e# that human learning is reall#
human languaging that occurs !hen students sociall# share, build and agree upon
meanings and kno!ledge.
SUMM)R0 -/ TH% T!- '%)R&$&G P%RSP%CT$.%S
'earning #rame,or2 Constructivism Social Constructivism
"ssumption =no!ledge constructed b#
the individual
=no!ledge is constructed
b# a social context
&efine of learning ,tudents build their o!n
learning
,tudents build kno!ledge
influence b# the social
context
8earning ,trategies Gather unorgani$ed
information to create ne!
concept)principles
'xchange and share from
ideas, stimulates thinking
General orientation /ersonal discover# of
kno!ledge
,tudents discuss and
discover meanings
'xample ;>?-;@;@;@;@; T!o alternative jobs offers
option 9-; hrs)da# for A
da#)!eek
%ption B- : hrs)da# for ?
da#s )!eek.

The Computers Capabilities
0ased on the t!o learning theories, the teacher can emplo# the computer as a)an*
"n information tool- The computer can provide vast amount of information in
various forms, such as text, graphics, sound, and video. The internet itself as
enormous database from !hich user can access global information resources that
includes the latest ne!s, !eather forecast, airline schedule, sports development,
entertainment ne!s and features.
Communication tool-
Constructive tool- The computer itself can be used for manipulating information,
visuali$ing ones understanding and building ne! kno!ledge, visuali$ing ones
understanding and building ne! kno!ledge.
Co-constructive tool- ,tudents can use constructive tools to !ork cooperativel# and
construct a shared understanding of ne! kno!ledge.
,ituating tool- b# means of virtual realit# -,. extension s#stem, the computer can
create C-& images on displa# to give the user the feeling that are situated in a virtual
environment.
Lesson (*: Informa!ion Tehnology in
Su''or! of S!uden!s-&en!ered
Learning
In this lesson, !e shall see ho! the teacher can expand his options to make himself more
effective and relevant in the B9
st
millennium information age.
The traditional classroom
Classrooms are usuall# arranged !ith neat columns and ro!s of students chairs, !hile the
teacher stands in front of the classroom or sits behind his desk. This situation is need to
maintain classrooms discipline, also allo! the teacher to control activities through lecture
presentation and teacher-led discussion.
The SC' classroom
1ohn de!e# has described traditional learning as a process in !hich the teacher pours
information to students learners, much like pouring !ater from a jug into cups. This is
based on the long accepted belief that the teacher must perform his role of teaching so
that students can occur. This learning approach is generall# kno!n as direct instruction ,
and it has !orked !ell for obtaining man# kinds of learning outcomes.
Generall# the ne! school classroom environment is characteri$ed b# students
individuall# or in group.
/erforming computer !ord processing for text or graph presentation.
/reparing po!er point presentation
,earching for ne! information from internet
0rainstorming on ideas, problem and problems and project plan
The teacher facilitating instruction, giving individual instruction to serve the
individual needs
'esson 134 Cooperative 'earning ,ith the computer
The creativit# of the teacher !ill have to respond to the situation, and so cooperative
learning !ill likel# be the ans!er to the implementation of IT supported learning in our
school.
(e#ining cooperative learning
Cooperative or collaborative learning is learning b# small group of students !ho !ork
together in a common learning tasks
5 elements in cooperative learning4
9. " common goal
B. Interdependence
C. Interaction
D. Individual accountabilit#
?. ,ocial skill
The advantages in cooperative learning4
a. 'ncourages active learning, !hile motivating students
b. Increases academic performance
c. /romotes literac# and language skills
d. Improves teacher effectiveness
Cooperative learning and the computer
The learning interaction bet!een the students and the computer. The studies have great
value since it has been a long standing fear that the computer ma# foster student learning
in isolation that hinders the development of the students social skills.
Components o# cooperative learning
The teacher several tasks in order to ensure collaborative learning. These are*
"ssigning students to mixed-abilit# teams
'stablishing positive interdependence
Teaching cooperative social skills
Insuring individual accountabilit#
(elping groups process information
Lesson (+: The Sof!,are as an
Edua!ional -esoures
The t,o 2ind in so#t,are4
9. The s#stem soft!are. This ia the operating s#stem that is found or bundled inside all
computer machines.
B. The application soft!are. This contains the s#stem that commands the particular task
or solves a particular problem.
Microso#t !indo,s
eferred to as a program. 2icrosoft !indo!s is an operating environment bet!een the
user and the computer operating s#stem.
7ser convenience- just click a file name to retrieve data or click from program to
program as eas# as changing channels in #our T4 screen.
" ne! look-fanc# borders, smooth and streamlined text fronts
Information center- 6indo!s puts all communications activities -e-mails, do!nloads
etc. In a single screen icon.
/lug and pla#- configures the computer !ith added components such as for sound
and video.
$nstructional so#t,are
It can be visite on the internet or can be bought from soft!are shop or dealers. The
teacher through his school should decide on the best computer- based instructional -C0I.
materials for the school resource collection.
0e extremel# cautious in using C0Is and free internet materials.
&onEt be caught up b# attractive graphics, sounds, animation, pictures, video clip and
music forgetting their instruction !orth.
Teacher must evaluate these resources using sound pedagogical principles
Clarit# in the explanations and illustrates off concepts and principles
"ccurac#, coherent, logic of information
elevant)effectiveness in attaining learning objectives
Lesson (.: /nders!anding
Hy'ermedia
(#permedia is nothing but multimedia, but this time packaged as an educational
computer soft!are !here information is presented and students activities are integrated in
a virtual learning environment.
Tutorial soft!are packages
=no!ledge !ebpages
,imulation instruction games
8earning project management and other
The presentation of information-learning activities in h#permedia is said to be se+uenced
in a non-linear manner, meaning that the learner ma# follo! his path of activities thus
providing an environment of learner autonom# and thinking skills.
Characteristics o# hpermedia applications
9. 8earner control. This means the learner makes his o!n decision on the path. Flo! r
events of instruction.
B. 8earner !ide range of navigation routes. The learner controls the se+uence and pace
of his path depending on his abilit# and motivation. (e has the option to repeat and
change speed, if desired.
Lesson (0: The In!erne! and
Edua!ion
Toda#s schools are gearing up to take advantage of internet access, !here the# can plug
into the librar# of congress, make virtual visits to famous museums in the !orld, !rite to
celebrities, and even send +uestions to heads of states.
Getting around the net
The most attractive !a# to move around the internet is called bro!sing. 7sing a program
called a bro!ser, the user can use a mouse to point and click on screen icons to surf the
internet, particularl# the !orld 6ide !eb -the !eb.
) vie, o# educational uses o# the internet
'ducational soft!are materials have also developed both in sophistication and appeal.
There is no! a !ider choice from rote arithmetic or grammar lesson to discover# and
innovation projects.
Lesson (7: Edua!ional Tehnology *
Pra!ium
'ducational technolog# B offers students the experiential process of adapting to
technolog# integration !ithin a student centered paradigm.
The essential re+uirements for the 'T B practicum phase !ill be*
" computer laborator#)special computer classroom !ith ade+uate sets of computers
for hands-on tutorial learning.
/articipation of computer lab tutor)assistant as the teachers technical assistant to
assist the learner in the use of the computer and its various program
"ssigned number of hours in conformit# !ith the course re+uirement.
The practicum phase consists in*
1. "asic Microso#t !ord *6 hrs+
The tutorial familiari$es each individual learner to the basics 2icrosoft 6ord.
Tutorial coverage*
2icrosoft !ord menus and toolbars
Creating, formatting, editing and saving documents
"ssigning page la#outs
Inserting tabs and tables
Templates and 6i$ards
/rinting
7pon successful completion the learner shall be able to*
Create open and save !ord documents and files
Insert graphics, tables and chairs in documents
2anage file and folder
"ppl# format on the text, sentences and paragraphs
Interlink documents
Create standards documents using template
7. Microso#t po,erPoint *6hrs+
/o!erpoint presentation enhance the teaching of subjects.
/o!erpoint fundamentals
'nhancement of po!erpoint presentation !ith the use of graphics, charts, audio and
video
7sing templates and masters -slides, handouts and notes.
/resenting and printing a slide sho!s
"t the end of the tutorial, the learner !ill be able to*
Create and open po!erpoint presentations
Insert objects -cliparts., pictures, graphics, charts, audio and vedio to create effective
presentations
7se the templates to enhance presentations
Course coverage*
"ccessing the internet
7se of internet tools
,earch techni+ues
"t the end of the tutorial, the learner !ill be able to*
,earch and retrieve information from the !eb
"c+uire abilit# to used internet tools such as search engines
"c+uire skills in locating appropriate information on the internet
Gain kno!ledge f search techni+ues such as bro!sing through an information tree
8earn the abilit# to execute the search
'ducational technolog# B promises to bring the students teacher and the professional
teacher trainee to the challenge of a ne! age integrating technolog# in the teaching
learning process. The brisk pace of technolog# advancement and innovation continues,
but 'T B is a presentation to bring our teachers to move ahead !ith teacher to move
ahead !ith their use of kno!ledge in the classroom.