Reflection on Informative Tool

The main purpose was to examine how Internet resource tools were used, from the searching for relevant materials to the presentation of the resources collected. The tools were proposed to support higher-order thinking about hypermedia resources to help students find, frame and resolve open-ended problems. Higher-order thinking represented efforts to process and understand information through organization, synthesis, reasoning, and evaluation. It was reported that tools alone were insufficient to help students to manage hypermedia information for solving open-ended problems. Students more frequently applied lower-order tool functions (e.g. information collection) than higher-order tool functions (e.g. reasoning). Students typically resolved problems with original solutions, but tools were infrequently used to develop evidence-based arguments justifying new ideas. Oliver and Hannafin (2000, p. 91) argued that.

 As a part of the activity to understand how informative tool can be used, we were asked to prepare about whether Hitler was a gay or not. We used different sources and articles to find out about it and did comparing and contrasting to prepare the presentation. Therefore, informative tools alone may not be sufficient to help students manage extensive hypermedia resources. It is only together with appropriate support structures that the potential of informative tools for engaging students in higher-order thinking is more likely to be realized.