TQ#5 The role of concept mapping in planning and thinking

CmapTools is an extraordinary tool that allows people to present thinking models within any domain or unit of knowledge. Because of the collaborative capacities of the software, students in schools can contribute with their ideas and make their voices stand out. In addition, working in this manner, students can learn to respect other ideas or points of view, while giving them the chance to amend anything that they see is wrong.

A constructivist class can surely benefit from this tool as it provides a means to develop higher order thinking skills. For instance, inquiry-based instruction activities can use CmapTools to plan and presented information to share amongst other members of the class and teacher, without just being used as a draft thoughts. One of the nice aspects about this tools is that it allows you to link other concept maps to a node. That said, it is possible to explode down sub-levels of detailed thinking in an orderly and uncluttered way.

It is important for the teacher to give correct guidance in the creation of these diagrams, as well as presenting the most important features of the tools. Although the program needs to be downloaded and installed in every computer, the time taken to setup the shared space and the user rights is really nothing compared to the educational gains by students and teachers.

Of course, there has been, and still is some reluctance to using this particular tool, primarily because it is not widely spread in the educational arena. Some teachers may have heard of its use, possibly with applications like Inspiration or Kidspiration. However, many teachers continue to teach in a very didactic manner and see little potential in their classrooms. They may also be reluctant to lose control of the class as their materials and the way they have designed their instruction is comfortable to them. Undoubtedly, the use of a tool like CmapTools requires new learning and teaching practice modification since the knowledge will now be constructed by the same students and not just copied from a book.

In an effort to aid teachers, Governor Edward G. Rendell and the Pennsylvania Legislature have brought forth the Science: It’s Elementary (SIE) initiative that is helping expand the impact of hands-on, inquiry-based science to schools, teachers and students across Pennsylvania. Moreover, according to ASSET (2008), in 2007 one out of every five elementary school students received research-based science instruction – and the numbers are growing annually. Currently, Pennsylvania is implementing the core principles of the NSRC’s science education model, which is distinguished by its emphasis on inquiry-based curriculum materials, as well as an ongoing and rigorous teacher professional development. Pennsylvania is one of the eight states in the country leading in the implementation of inquiry-based science education on a statewide level through SIE.

Nonetheless, Wilhelm (n.d.) stated that teachers are not using inquiry-based instruction due to various reasons. One of the reasons may be that they might not know about it. It is not traditional or something that was done with them. It’s not what is easiest. It’s not what is most transparent. They might also be nervous about it because it requires doing things a little bit different. It requires teachers to question the things they are teaching, like: why should this matter?; why should the kids care about it?; what would be lost if I didn’t do this?. Wilhelm posited that the current challenge today that teachers face is motivation.

On the topic of how often students used technology in their schools, the Metiri Group (2008) asserted that 42 % of the teachers thought that students rarely or never communicated with experts, peers and others. In addition, 35 % of the teachers thought that students rarely or never solved real-world problems, and 48 % of the teachers thought that students rarely or never use the Internet to collaborate with students in or beyond their school. This last report shows that students are not being encouraged to work in teams and collaborate in real-world problems. These figures could be changed if students got more involved in using tools CmapTools to plan their thinking now that they have the technology at their fingertips. Although the Pennsylvania Department of Education has invested millions of dollars in equipping high schools with the latest technology, much more has been done to train all Pennsylvania high school teachers in how to integrate these tools into the curriculum. The real value of technology depends on how it is used. Wenglinsky (2005) stated that if technology is used in a didactic fashion, it is worthless, or even destructive, burying students in the “drill-and-kill” model.

The following teacher standards are applicable to the development of technological skills and inquiry-based instruction: the International Society for Technology in Education (ISTE) - National Educational Technology Standards and Performance Indicators for Teachers (2008), the ISTE Technology Facilitation Standards for Teacher Education Programs and the National Board for Professional Teaching Standards.

Some key points are presented below:

ISTE National Educational Technology Standards and Performance Indicators for Teachers:
1. Facilitate and Inspire Student Learning and Creativity.
2. Design and Develop Digital-Age Learning Experiences and Assessments.
3. Model Digital-Age Work and Learning.
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership.

ISTE Technology Facilitation Standards:
A. Facilitate technology-enhanced experiences that address content standards and student technology standards.
C. Apply technology to demonstrate students’ higher order skills and creativity.

ISTE National Educational Technology Standards and Performance Indicators for Students:
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making

In conclusion, the key to success in the generalization of constructivist practices using technology comes down to teacher training. Educating teachers in how new technological tools can enhance their lessons and curriculum to empower their students is an immense task that needs to be undertaken at all levels of educational responsibility from the federal government all the way down to the district school level.

References:

CDW-G. (2008). 21st Century Classroom Reference Guide: Preparing students for the future. Retrieved February 14, 2009, from http://webobjects.cdw.com/webobjects/media/pdf/21st-Century-Classroom-K-12-Reference-Guide.pdf?cm_sp=K12education-_-ResourceLink-_-21st+Century+Reference+Guide

International Society for Technology in Education. (2007). ISTE National Educational Technology Standards and Performance Indicators for Students. Retrieved February 3, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

International Society for Technology in Education. (2008). ISTE National Educational Technology Standards and Performance Indicators for Teachers. Retrieved February 3, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf


International Society for Technology in Education. (n.d.). ISTE’s Technology Facilitation Standards. Retrieved February 3, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTechnologyFacilitatorsandLeaders/Technology_Facilitation_Standards.htm

Metiri Group. (2008). Pennsylvania technology inventory 2007/2008: PA State aggregate. Retrieved February 1, 2009, from http://pati.metiri.com/reports/PA08_IU31.pdf

Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New York: Teachers College Press.

Wilhelm, J. (n.d.). Inquiry-Based Instruction: Jeff shares how to use inquiry in any subject you teach. Retrieved February 3, 2009, from http://teacher.scholastic.com/products/scholasticprofessional/authors/ta_wilhelm_inquirybased.htm