This article provides an interesting look at how concept maps can be used in the classroom, and why computer generated concept maps are better than their pencil and paper brethren. Initially the article points out how, when one is creating an outline of ideas, the flexibility provided by a concept map which is on a computer is preferable -- since you don't have to worry either about erasing or starting over. The article goes on to point out that by having your concept map on the computer, you can include hyperlinks and clip art as well as creative colors and designs. I also like that computer generated concept maps have templates (such as the poetry analysis template mentioned in the article). This could really come in handy to get a student started on an assignment.
At this point I started seeing that computer generated concept maps: pencil & paper concept maps as PowerPoint: (film) slideshows.
I don't know everyone's age -- but I certainly have seen and even (gasp!) created slideshows using film slides. PowerPoint is a snazzy upgrade (from slideshows) with which we are likely all familiar. Just as PowerPoint allows us to add hyperlinks, clipart, images, text, etc., so to does concept map software.
This gets me thinking of how we tend to toss out the old technology when the new comes along... What do you think -- are concept maps made on the computer clearly superior? Or are there certain benefits to making concept maps by hand?
(as a sidenote: after typing this post, one thing I AM sure of is that computer generated concept maps need a svelter, catchier name! Just as we say PowerPoint rather than computer generated slide show, this technology needs a handle!)
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3 comments:
Natalie,
Interesting article. I liked how it gave examples of how concept mapping software can be/is being used in classrooms. In using this technology I think I would especially find the ability to include hyperlinks to internet sites and other files, clip art, and fonts and colors most beneficial. Use of colors and pictures would help capture students' attention better than the old school pencil and paper method and would allow both teachers and students to express more creativity.
That being said, to answer your question, I don't think we should necessarily toss out the old process of developing concept maps. It would be critical for students to first understand the concept being taught before adding links, pictures, etc. to a computer screen. I feel that we should still encourage students to plan their thoughts out using pencil and paper first before going straight to the technological application. Measure twice, cut once I guess is my point.
I don't think the computer generated concept map is necessarily better. I doubt that in practice it would really be that much faster. I know I would personally waste a lot of time making my map look just right! I get totally absorbed when I have freedom to design something on the computer - give me pencil and paper and I don't care what it looks like. I think this is a pretty common idiosyncrasy in these days when given a little time most of us can create something really professional looking with the most basic equipment. On paper or on a "old fashioned" (he-he) whiteboard you don't expect someone's concept map to be attractive - the only requirement is that it be well organized.
On the other hand the features I do like are the ability to insert hyperlinks into the map and the availability of templates. And given plenty of time I'd love the design aspect of it too.
I am with Mariah on this one. I have a tendency to spend too much time trying to perfect my use of new tools on my computer-to an unnecessary degree.
But, overall, this is a good tool. Another tool for the toolbox, not necessarily superior. I think it will be worthwhile in the classroom.
Actually, supervisors at both of my fieldwork sites are using concept mapping software for their goals and/or lesson planning.
But it was helpful to read the article's examples of uses in the classroom as well.
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