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.

1. Higher Thinking Skills
Through IT-Based
Projects

3. It is to be
understood that
these projects do
not address all of
the thinking skills
shown previously in
the Thinking Skills
Framework. But
these projects
represent
constructivist
project.

4. Key Elements of a
constructivist approach:
a) The teacher creating the learning
environment.
b) The teacher giving
students the tool and
facilities.
c) The teacher
facilitating learning.

6. RESOURCE-BASED PROJECTS

7. 1. The teacher determines the topic for the
examination of class.
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 problem/questions.

8. Relating to finding information, the central
principle is to make the students
Students
are encouraged
to go to the
,
particularly to the modern
extension of the modern library,
.

9. Furthermore, the inquiry-based
or discovery approach is given
importance in resource-based
projects.
Finally, the process is given
more importance than the project
product.

10. Traditional learning
model
Resource-based learning model
1. Teacher is expert and
information provides
1. Teacher is a guide and
facilitator
2. Textbook is key source of
information
2. Sources are varied(print,
video. Internet, etc.)
3. Focus on facts
Information is packaged
In neat parcels
3. Focus on learning inquiry,
quest, or discovery
4. The product is the be-all and
end-all of learning
4. Emphasis on process
5. Assessment is quantitative 5. Assessment is quantitative
and qualitative.

11. In developing
software,
creativity as an
outcome should
not be equated
with ingenuity or
high intelligence.

12. • Analyzing- distinguishing similarities and
differences/ seeing the project as a problem
to be solved.
• Synthesizing- making spontaneous
connections among ideas, does generating
interesting or new ideas.
• Promoting- selling of a new ideas to allow
the public to test the ideas themselves.

13.  Define the task- clarify the goal of the
completed project to 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
exchange.
 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.
 Act- the students do their work with the
teacher a facilitator.
 Adopt flexibility- the students should be
allowed to shift gears and not follow an
action path rigidly.

14. III. GUIDED HYPERMEDIA PROJECTS
The production of self-made
multimedia projects can be approached
into different ways:

15. - such as in
the production
by students of a
power-point
presentation of
a selective
topic.

16. - such as when
students do a multi-
media presentation
(with text, graphs,
photos, audio
narration,
interviews, video
clips, etc. ).

17. 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 for the average
student.
IV. WEB-BASED PROJECTS

18. It should be
said, however, that
posting of web
pages in the
Internet allows the
students (now the
web page creator) a
wider audience.
They can also be
linked with other
related sites in the