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Lesson 6: IT enters a New Learning Environment

It is helpful to see useful models of school learning that is ideal in achieving instructional goals through preferred
application of educational technology. These are the models of Meaningful Learning, Discovery learning, Generative
learning and Constructivism.
In these conceptual models, we shall see how effective teachers best interact with students in innovating learning
activities, while integrating technology to the teaching learning process.

Meaningful learning
If the traditional learning environment gives stress to rote learning and simple memorization, meaningful learning
gives focus to new experience that is related to what the learners already know. New experience departs from the learning
of a sequence of words but gives attention to its meaning. It assumes that.
Students already have some knowledge that is relevant to new learning
Students are willing to perform class work to find connections between what they know and what they can learn.
In the learning process, the learners are encouraged to recognize relevant personal experiences. A reward structure
is set so that the learner will have both interest and confidence, and his incentive system sets a positive environment to
learning. Facts that are subsequently assimilated are subjected to the learners understanding and application. In the
classroom, hands-on activities are introduced so as to simulate learning in everyday living.

Discovery learning
Discovery learning is differentiated from reception learning in which ideas are presented directly to students in a
well organized way, such as through detailed set of instructions to complete an experiment or task. To make a contrast, in
discovery learning students perform tasks to uncover what to be learned. New ideas and new decisions are generated in
the learning process, regardless of the need to move on or depart from organized setoff activities previously set. In
discovery learning, iti s important that the students become personally engaged and not subjected by the teacher to
procedures
he/she
is
not
allowed
to
depart
from.

Generative Learning
In generative learning we have learners who attend to learning events and generate to learning events and
generate to learning events and generate meaning from this experience and draw inference s thereby creating a personal
model or explanations to the new experience in the context of the existing knowledge.
Generative learning is viewed as different from the simple process of storing information. Motivation and
responsibility are seen to be crucial to this domain of learning. The area of language comprehension offers examples of
this type of generative learning activities, such as in writing paragraph summaries, developing answers and questions,
drawing pictures, creating paragraph titles, organizing ideas/concepts, and others. In sum, generative learning gives
emphasis to what can be done with a piece of information, not only on access to them.

Constructivism
In constructivism, the learner builds a personal understanding through appropriate learning activities and a good
learning environment. The most accepted principles of constructivism are
- Learning consist in what a person can actively assemble for himself and not what he can received
passively.
- The role of learning is to help the individual live/adapt to his personal world.
These two principles in turn lead to three practical implications:
- The learner is directly responsible for learning. He creates his personal understanding and transforms information into
knowledge. The teacher plays an indirect role by modeling effective learning, assisting, facilitating, and encouraging
learners.
- The context of meaningful learning consists in the learner connecting school activity with real life.
- The purpose of education is the acquisition of practical knowledge, not abstract or universal truth.

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Lesson 6
IT Enters a New learning Environment

The four conceptual models namely Meaning Learning, Discovery Learning, Generative Learning and
Constructivism are useful in achieving instructional goals through preferred application of educational technology.
With these conceptual models, we shall see how effective teachers best interact with their students in innovative
learning activities while integrating technology to the teaching-learning process.

Meaningful Learning
This gives focus to new experience that is related to what the learner already knows. A new experience
departs from the learning of a sequence of words or memory attention to meaning. It assumes that: Students
already have some knowledge that is relevant to new learning students are willing to perform class work to find
connections between what they already know and what they can learn.
In the learning process the learner is encouraged to recognize relevant personal experiences. A reward
structure is set so that the learner will have both interest and confidence, and this incentive system gives positive
reinforcement to learning.
Discovery Learning
This kind of learning is differentiated from reception learning in which ideas are presented directly to
students in a well-organized way, such as through a detailed set of instructions to complete an experiment or task.
To make a contrast, in discovery learning students perform tasks to uncover what is to be learned. New ideas and
new decisions are generated in the process regardless of the need to move on and depart from organized set-off
activities.
Generative learning
In generative learning we have active learners who attend to learning events and generate drawing
from this experience and draw inferences thereby creating a personal model or explanation to the new
experience in the context or existing knowledge.
Constructivism
In constructivism, the learner builds a personal understanding through appropriate learning activities
and a good learning environment. The two accepted are:
Learning consists of what a person can actively assemble for himself and not what he can receive passively.
The role of learning is to help the individual live/adapt to his personal world.
With these two principles in turn lead to three practical implications:
The learner is the directly responsible for learning. He creates personal understanding and transforms
information into knowledge. The teacher plays an indirect role by modeling effective learning, assisting,
facilitating, and encouraging learners.
The context of meaningful learning consists in the learner connecting his school activity with real life.
The purpose of education is acquisition of practical and personal knowledge, not abstract or universal truths.

REFLECTION:
Discovery learning is not limited with only the four corners of a classroom because you use discovery
anytime, anywhere. Like in technology you always discover what you are going to applied in your activity.
Discovery learning is one of the effective learning because students are motivating and learning of themselves.

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Lesson 7
IT for Higher Thinking Skills and Creativity
The traditional information absorption model of teaching is that the model of teaching is that the
teacher is the 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 todays 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.
THINKING SKILLS FRAMEWORK
Complex thinking skills
Focusing
Information gathering
Remembering
Analyzing
Generating
Organizing
Imagining
Designing
Integration
Evaluating

Sub-skills
Defining the problem, goal/objective setting,
brainstorming
Selection, recording of data of information
Associating, relating new data with old
Identifying idea constructs, patterns
Deducing, inducting, elaborating
Classifying, relating
Visualizing, predicting
Planning, formulating
Summarizing, abstracting
Setting, criteria, testing idea, verifying
outcomes, revising

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 ordinary benchmark of the students passing,
even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits, use the
project method to bring students to higher domains. 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 facilities the learning process.
REFLECTION:
In this lesson may also use improvement of the better learners. Teacher can motivate their learning
resources for his/her students.

Lesson 7

IT FOR HIGHER THINKING SKILLS AND CREATIVITY

In the traditional information absorption model of teaching, the teacher organizes and presents
information to student- learners. He may use a variety of teaching resources to support the lesson such as
the chalkboard, videotape, newspaper or magazine and photos. The presentation is followed by discussion
and the giving of assignment. This teaching approach has been proven successful for achieving learning
outcomes following the lower end of Blooms Taxonomy: knowledge, comprehension and application are
concerned.
Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this
lesson, there are methods proposed for the use of computer-based technologies as an integral support to
higher thinking skills and creativity.

HIGHER LEVEL LEARNING OUTCOMES

-

To define higher thinking skills and creativity, we may adopt a frame work that is a helpful synthesis of
many models and definitions on the subject matter. The framework is exhaustive but a helpful guide for the
teachers effort to understand the learners higher learning process.

COMPLEX THINGKING 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 and predicting

Designing

Planning , formulating

Integration

Summarizing and abstracting

Evaluating

Setting criteria, testing idea, verifying

outcomes, revising

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THE UPGRADED PROJECT METHOD

_ Project method for higher learning outcomes consist on having the students work on projects with
depth, complexity, duration and relevance to the real world, this new method involves students in active
creation of information.

THE PROCESS
The process of project implementation takes the students to the steps, efforts, and experiences in
project completion. Meanwhile, thus to be borne in mind is that;

THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT

*The process refers to the thinking/effective/psycho-motor process that occurs on the part of the
learner.
*The product is the result of this all-important process consisting in possibly a summary, a poster,
an essay, a term paper, a dramatic presentation, or an IT- based product.

DISCUSSION;
1. Does the new framework on higher thinking skills and creativity mean that teachers should no longer make
efforts to help students pass/excel in achievement tests? Explain.
Answer: No, although revolutionary innovations and development in education has been emerging,
teachers are especially still needed to facilitate learning. They should exert effort to help students
excel in achievement tests for not all there is to learn is from instructional materials. They are the
basic factors in the educational progress of a learner.
2. Can these complex thinking skills be also achieved even without using educational technology tools?
Explain.
Answer: No, because even how creative a teacher may be in introducing lessons for learners, we
cannot deny that the range for the achievement for complex learning skills is narrow. From
traditional to modern instructional tools, most of these are considered educational tools. Thus,
without educational tools, think how little you can impart with the students.
3. While the discussion on IT-based projects are still to follow, can you predict how technology hardware
(especially the computer and its internet capability) and software program have excellent possibilities for
assisting in the development 0f higher thinking skills and creativity projects.

Answer: As based on my observations, I can predict that technology hardware and software programs
will give big help in the molding of higher thinking skills and creativity among learners considering
what advance technology can bring us and can provide us.