The aim of the current research is to specify the kind of learning Scaffolds (general and specific) appropriate for developing the skills of producing static educational infographics in the project-based e-learning strategy of educational technology students, The used an analytical descriptive approach, a semi- empirical approach, The research steps also included selecting a sample of (60) male / female students from the second year students in the Department of Educational Technology, Faculty of Specific Education, Zagazig University, Where the experiment was conducted on two experimental groups, one studying according to the general scaffolds kind of the project-based e-learning strategy and the other studying according to the specific scaffolds kind of the project-based e-learning strategy, The measuring tools consisted of the achievement test, the observation card, and the product evaluation, The results showed that there were statistically significant differences at the level of (0.05) between the mean scores of the students of the two experimental groups in the post application of the observation card and the product evaluation card in favor of the second experimental group that was studied according to the specific scaffolds kind of the project-based e-learning strategy, The results also indicated that there were no statistically significant differences at the level (0.05) between the mean scores of the two experimental groups in the post application of the achievement test related to the cognitive aspects of the educational infographic production skills of the students of the research sample.