IT Enters a new

Learning Environment
Traditional Learning

• In Traditional Learning, students

learn to rote, memorization, and set
of instruction from their teachers.
They imbibe knowledge from what
and how their teachers import
information to them.
New Learning Environment

• Students are encouraged to seek ideas and apply

them to personal experiences.
• They are made aware of new information which they
can relate and apply to their own lives to add to what
they already know.
• They are given the spark of self-discovery,
• The desire to know more,
• To improve ones knowledge and,
broaden their horizons.
New Learning Environment

• Technology has freed the minds from their

rigid system of instruction.
• It has empowered both teacher and student to
seek and give knowledge thru independent
creative ways.
• Integrated Technology do give part in Learning
environment. It provides another way around
for learning process in every individual.
Models of School Learning

 Meaningful Learning
 Discovery Learning
 Generative Learning
 Constructivism
“When children learn and apply their
knowledge in the practical life, that
learning becomes meaningful.”
 In David Ausubel’s view, to
learn meaningfully,
students must related new
knowledge (concepts and
propositions) to what they
already know. In contrast,
rote learning gives stress
to simple memorization.
Suggestions to meaningful Learning:

• Make sure what you learn is in your proximal zone.

• If in doubt, ask the instructor how some new
knowledge is related to other course materials.
• Have a study partner, ask questions that require
recall of related materials.
• Make a figure that illustrates of what you should
know about a specific topic and it’s related material.
• Ideas are presented
directly to students in a
well-organized way, such
as through a detailed set of
instructions to complete
and experiment or task.
• Students perform task to
uncover what is to be learned.
• It is important that the
student become personally
engaged and not subjected
by the teacher to procedures.
• New ideas and new decisions
are generated in the learning
process.
• In a computer simulation
process, the learner is made to
identify key concepts by
interacting with responsive
virtual environment.
• The learners thus
discovers the concepts
from the experience the
virtual environment
provides.
EXAMPLES

• Learning by reflection – a teacher

never gives a direct answer, but
instead answer a question with
questions, forcing the student to
reflect.
• Simulation-based – Learning
games.
EXAMPLES
• Case-based learning - approach engages
students in discussion of specific scenarios that
resemble or typically are real-world examples.
This method is learner-centered with intense
interaction between participants as they build
their knowledge and work together as a group to
examine the case.
• Incidental learning – results from incidentally
from an interaction, such as crossword puzzle.
• Learning by exploring/conversing – asking
questions to solve mystery/questions, discover
something.
 Generative Learning

• In generative learning, we have active

learners who attend to learning events and
generate meaning from this experience
and draw inferences thereby creating a
personal model or explanation to the new
experience in the context of existing
knowledge.
Generative Learning

• Generative learning gives emphasis to

what can be done with pieces of
information not only on access to them.
• Generative learning activities must provide
the students with an opportunity to
mentally “play with” information to create a
personal understanding of the subject to
be learned.
In constructivism, the learner build a
personal understanding through
appropriate learning activities and good
learning environment.
The most accepted principles of constructivism are:

1. Learning consists in what can actively assemble for himself

and not what he can receive passively.
2. The role learning is to help the individual live/adapt to his
personal world.
IT for Higher Thinking Skills and
Creativity
 The old or traditional methods
of teaching make use of audio-
visual aids or devices, chalk and
black board for illustrations,
magazines and books for
references, which are always
provided by the teacher.  The
students are given specific
projects to perform and
assignments have definite
objectives.  Sometimes the old
method is called spoon-feeding
with the teacher giving
guidelines all throughout the
lessons being taught.  
IT for Higher Thinking Skills and
Creativity
Now in the new era of
modern technology, students
are encouraged to develop
their own ideas and ways on
how to gather information
needed for their subjects in
school.  Their creativity is
developed and intellectual
independence is nurtured
when they are given the
leeway to produce projects
and reports using the
software of the computer.
 THINKING SKILLS FRAMEWORK
Complex Thinking Skills Sub-Skills
Focusing Defining the problem, goal/objective-
setting, brainstorming
Information Gathering Selection, recording of data of information
Remembering Associating, relating new data with old
Analyzing Identifying idea constructs, patterns
Generating Deducing, inducting, elaborating
Organizing Classifying, relating
Imagining Visualizing, predicting
Designing Planning, formulating
Integration Summarizing, abstracting
Evaluating Setting criteria, testing idea, verifying
outcomes, revising
IT for Higher Thinking Skills and
Creativity
The traditional information absorption model of
teaching is that the teacher is the one who organizes
and presents information to student-learners.
He/she may use the chalkboard, videotape,
newspaper or magazine and photos. Then the
presentation is followed by a discussion and the
giving of assignment. But a new challenge has arisen
for today’s learners and this is not simply to achieve
learning objectives but to encourage the
development of students who can do more than
receive, recite and apply the knowledge they have
acquired. Today students are expected not only to be
mentally excellent, but also flexible, analytical and
creative.
The Upgraded Project Method
Given these complex thinking skills,
the modern day teacher can now be
guided on his goal to help student
achieve higher level thinking skills and
creativity beyond the ordinary
benchmark of the student’s passing,
even excelling achievements tests.
When the ordinary classrooms are
lacking with instructional kits, use the
project method to bring students to
higher domains.
The Upgraded Project Method
In a project method, students work on
projects with depth complexity,
duration, and relevance to the real
world. There is already a revised
project method wherein the students
would make decisions about what to
put on the project, how to organize
information and how to package the
outcomes for presentation while the
teacher guides and facilitates the
learning process.
The Upgraded Project Method
Since people now days are fond of
visuals as to photos and graphics, it is
easier to attract and enhance their
creativity. It is easier to facilitate
learning when students are attracted
and influence to do creativity in their
reports or presentations. They would
love to make assignments and create
projects for they know with the use of
the educational technology; there is
variety, originality, and limited options
to use.
 HIGHER THINKING SKILLS
THROUGH IT-BASED PROJECT
HIGHER THINKING SKILLS:

• It is to be understood that
these project do not address
all of the thinking skills shown
previously in the Thinking
Skills framework. But these
project present constructivist
projects, containing the key
element of a constructivist
approach to instruction,
namely:
HIGHER THINKING SKILLS:

 The teacher creating the

learning environment
 The teacher giving student
the tools and facilities, and
 The teacher facilitating
learning.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

I. Resource-based Projects

-the teacher steps out of the traditional

role of being an content expert and
information provider, and instead lets the
student find their own facts and
information.
Go beyond the textbook and curriculum
materials!
Relating to finding information, the central
principle is to make the students “Go beyond
the textbook and curriculum materials.”

Students are encouraged to

go to the LIBRARY,
particularly to the modern
extension of the modern
library, THE INTERNET.
 TRADITIONAL AND RESOURCE-BASED
LEARNING:
Traditional Learning Resource-based
Model Learning Model
1. Teacher is expert and information 1. Teacher is a guide and facilitator.
provides.

2. Textbook is key source of 2. Sources are varied (print, video,

Information. internet, etc.)

3. Focus on facts, information is 3. Focus on learning inquiry quest, or

packed in neat parcels discovery.

4. The product is the be-all and end-all 4. Emphasis on process.

learning.

5. Assessment is quantitative. 5. Assessment is quantitative and

Qualitative.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

II. Simple Creation

• In developing software, creativity is an

outcome should not be equated with
ingenuity or high intelligence.
• Student can also be assigned to create
their software materials to supplement
the need for relevant and effective
materials. Creating is more consonant
with planning, making, assembling,
designing, or building.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.
Creativity said to combine three kinds of
skills/abilities:

 ANALYZING – distinguishing similarities and

differences/seeing the project as problem to be
solved.

 SYNTHESIZING – Making spontaneous

connections among ideas, does generating
interesting or new ideas.

 PROMOTING – Selling of new ideas to allow the

public to test the ideas themselves.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.
The five key Task to develop Creativity:

 Define the task – clarify the goal of the

completed project of the student.
 Brainstorm – the students themselves will
be allowed to generate their own ideas on
the project. Rather than shoot down
ideas, the teacher encourages ideas.
 Judge the Ideas – the students themselves
make an appraisal for or against any idea.
Only when students are completely off
check should the teacher intervene.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

The five key Task to develop Creativity:

 Act – the students do their work with the
teacher as facilitator.

 Adopt Flexibility – the students should

be allowed to shift gears and not follow
an action path rigidly.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

III. Guided Hypermedia Projects

The Production of self made

multimedia projects can be
approached into different ways:

I. Instructive tools
II. Constructive tools
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

1. Instructive tool

-Such as in the production by

the students of a power-point
presentation of a selective
topic.
FOUR TYPES OF IT-BASED PROJECTS
CONDUCIVE TO DEVELOP HIGHER
THINKING SKILLS AND CREATIVITY
AMONG LEARNER.

2. Constructive Tools

-Such as when, students do a

multimedia presentation (with
text, graphs, photos, audio,
narration, interviews, video
clips, etc.)
FOUR TYPES OF IT-BASED
PROJECTS CONDUCIVE TO
DEVELOP HIGHER THINKING
SKILLS AND CREATIVITY AMONG
LEARNER.
IV. Web-based Projects

Students can be made to create

and post web pages on a given
topic. But creating new pages,
even single page web pages,
maybe tool sophisticated and
time consuming fort eh average
student.
FOUR TYPES OF IT-BASED
PROJECTS CONDUCIVE TO
DEVELOP HIGHER THINKING
SKILLS AND CREATIVITY AMONG
LEARNER.

-it should be said, however, that

posting of web pages in the
internet allow the students
(now the web page creator) a
wider audience. They can also
linked with other related sites.
END OF REPORT

REPORTERS:

Maica Basilio
Chrizza May Sabarre