Mass Amateurization and Higher Thinking Skills through IT-Based Projects

The technology we have today offers more than communication and entertainment; this generation is provided with vast information from the past up to the latest discoveries, inventions, and events around the globe. Moreover, there is a lot of educational software materials or applications that is available from the internet. Thus, all are given the opportunity to have this pleasures. We can all be amateurs, even the traditional world.
The change in evaluation approach is referred to as mass amateurization which implies a mass reach of student outputs. The first activity is for the everyone to give one example of applications, software, tools, process, product, project, or outputs that only amateur creators can do or use before but is now used or can be done by professional creators of future outcomes and products in the real world. I explained the use of downloadable audio and video editing software; I experienced it myself because I find video editing interesting, so with the help of YouTube and tips from my classmates, I was able to actually do it myself. See, it’s just one of the many privileges of having this present technology. The internet offers more just like this blog, and even podcasts, and videos. From media publishing, visual creation, video recording, website postings, multimedia productions up to the process of idea conception, planning, layout and graphics designing, editing, proofreading, and publishing. With proper relevance and engagement, future educators are able to effectively integrate technology in the teaching-learning process.

Our next discussion is about the four IT-based projects: resource-based projects, simple creations, guided hypermedia projects, and web-based projects.


The teacher steps out of the traditional role of being a context 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.

Additional information! What is the difference between data and information?
The general flows of events in resource-based projects are:

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.

  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.


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 and/or building.

Creativity is said to combine three kinds of skills/abilities:

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 new ideas to allow the public to test the ideas themselves.

The five-key task to develop creativity:

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.
After discussing simple creations, we are divided into five groups to demonstrate the five-key task to develop creativity. Brainstorming is our assigned task!


The production of self-made multimedia projects can be approached into different ways:

1. Instructive tools, such as in the production by students of a power-point presentation of a selective topic.

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


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.

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 Internet.

This is a long blog because I’m really into this topic and I want to share every single detail of it to all of you! You see, these projects will be effective tools in teaching-learning process only if enough information and proper assistance on how to use internet resources are given, and it’s all in our hands co-future educators!


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