Concept mapping is a tool for enhancing thinking and learning. In addition to helping to generate new ideas, concept mapping provides opportunity for convergent thinking and fitting ideas together, since it requires all ideas to be connected to the center and, possibly, to one another. Brainstorming usually results in linear lists or grids. Mapping is less constrictive ? no idea takes precedence arbitrarily (for example, by being at the "top" of the list).

Electronic concept mapping changes the focus from drawing diagrams to organizing ideas. Concept mapping has many advantages over using other media such as paper, chalkboard or flip charts.

Electronic concept mapping:

• Places the focus on ideas rather than on drawing the diagrams.
• Clearly defines the central idea.
• Indicates clearly the relative importance of each idea.
• Helps determine links among key ideas. This is particularly important for creative work such as essay writing.
• Makes recall and review more efficient.
• Allows the user to add in new information without messy scratching out or squeezing in.
• Uses templates to get students started quickly.
• Allows for simplicity in editing the map. Ideas, once entered, can be easily rearranged, linked, and even discarded without starting all over.
• Frequently allows students to hyperlink directly to resources on the Internet from within the map.
• Can easily be made graphically appealing by the addition of clip art included in the application, scanned pictures, digital photos, or images from the World Wide Web.
• Insures that text is legible and fits into the map.
• Checks the spelling (in some software).
• Allows the concept map to be viewed in many different formats.
• Makes multiple copies easy.

Using concept maps can help students to:

• Generate ideas for writing assignments.
• Organize their thoughts by breaking tasks into manageable segments.
• Increase retention through the visual representation of ideas.
• Clarify their thinking by seeing how ideas are connected and how information can be grouped or organized.
• More thoroughly understand new concepts through visual learning.

O'Neil, H., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. Retrieved July 14, 2003, from http://www.cse.ucla.edu/CRESST/Reports/TECH463.PDF
In this 1997 Center for Applied Research in Educational Technology (CARET) study, O?Neil and Schacter determined that "Students need to have instruction and practice with electronic concept mapping as a prerequisite skills prior to engaging in the type of computerized assessments for content understanding and problem solving skills outline in this report."

The Institute for the Advancement of Research in Education. (2003, July). Graphic organizers: A review of scientifically based research. Retrieved August 25, 2003, from http://www.inspiration.com/vlearning/research/index.cfm
"Research cited in this literature review shows that a research base exists to support the use of graphic organizers for improving student learning and performance across grade levels, with diverse students, and in a broad range of content areas."

Ruzic, R. & O'connell, K. (n.d.). Concept maps. Retrieved July 14, 2003, from http://www.cast.org/ncac/ConceptMaps1669.cfm
This report on the National Center on Accessing the General Curriculum (CAST) website looks at "research on the use of concept maps to support and enhance learning." The authors "located 28 studies altogether, 26 of which found that the use of concept maps was associated with higher student performance."

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

Based upon grade level and curriculum area, specific alignment of most academic content standards can be integrated with the use of concept maps.

• Demonstrate developing the knowledge and skills for using concept maps.
• Demonstrate introductory knowledge, skills, and understanding of concept mapping.
• Use concept mapping to design classroom seating.
• Develop lesson ideas and outlines for student learning activities.
• Use a search engine to locate graphic elements for concept maps.
• Evaluate appropriate use of graphics for student learning.
• Discuss using concept mapping tools to facilitate learning experiences that encourage creativity and higher order thinking skills.
• Utilize or adapt a concept mapping template to communicate information to community, parents, and peers.
• Select appropriate material to fit diverse needs of students.

Pre-assessment activity:

1. As a group, have participants create a concept map about concept mapping showing what they already know about concept mapping and what they want to learn about this technique. The instructor should use a board or projection device to show participants suggestions as they are made.


2. Have participants answer questions about concept mapping and concept mapping software. Questions will include:
   1. How many views are used in the concept mapping software?
   2. How is the rapid fire button used?
   3. For what is a link button used?
   4. Why would hyperlinks be useful in a concept map?
   5. How can text add to a link or picture?

Post-Assessment Activity:

Design and create a developmentally appropriate activity, map, web, or evaluation instrument that addresses a specific curriculum standards and/or benchmark.

Each participant will create a concept map that can be used in her/his classroom. Participants will use The Concept Map Rubric to evaluate their concept maps: http://jonathan.mueller.faculty.noctrl.edu/240/conceptmaprubric.htm . Participants will share their maps with the class, explaining how they will use them in their classrooms.

• Participants should have mastered basic computer skills such as opening an application or document.
• Participants should be able to do basic word processing.
• Participants should be able to use an Internet browser.

• Introduction to Microsoft Word 2000
• Introduction to Using Internet Resources for the Classroom

1. Websites
   • Concept Map website
     http://users.edte.utwente.nl/lanzing/cm_home.htm
   • Concept Maps on Various Topics
     http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/concept_maps.html
   • Using Inspiration in Your Classroom
     http://www.internet4classrooms.com/inspiration.htm
   • Kinds of Concept Maps
     http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html
   • Inspiration website
     http://www.inspiration.com
   • Pics4Learning
     http://www.pics4learning.com/
   • 10 Myths about Copyright Explained
     http://www.templetons.com/brad/copymyths.html
2. Search engine
3. Computer workstations with Internet connectivity
4. Inspiration software (version optional)
5. Inspiration resource CD-ROM (optional and available with Inspiration version (7.0)
6. Projection device
7. Software loaded on machines
8. PowerPoint

URLs have been provided for some concept mapping examples. This is not intended as a comprehensive list. Feel free to add other examples, especially examples that may be more appropriate for your participants.

1. Have participants explore examples of concept maps from sites below:

   Concept Maps on Various Topics	http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/concept_maps.html
   Using Inspiration in Your Classroom	http://www.internet4classrooms.com/inspiration.htm
   Participants may explore the Concept Map website and the concept map applications presented:	http://users.edte.utwente.nl/lanzing/cm_home.htm



2. Provide participants with information about uses of concept mapping and examples of ways to use the tool for student learning through whole group lecture/presentation with a projection device. The following uses should be demonstrated:
   • Charting the conflicts of a character in a specific story
   • Going through the process of a scientific experiment
   • Mapping the steps of a math problem
   • Walking through a historical event
   • Subject examples can be found under Example Diagrams http://inspiration.com/prodev/index.cfm?fuseaction=insprec


3. Practice Activities:
   Part A: Individual lab hands-on instruction:
   • As a group open Inspiration software and create a concept map to introduce the use of all of the tools and the compulsory map ideas on the Inspiration website: http://www.inspiration.com.
   • Click on link to professional development.
   • Enter main idea or theme in the main idea circle.
   • Enter and format text and symbols in the concept map bubbles.
   • Add symbols to the main idea.
   • Link ideas to the main idea.
   • Organize ideas through outline views with each topic and subtopic.
   • Use the tools to arrange information that has been created so far.
   • Select icons from the libraries located on the left-hand side of the screen (if the libraries do not show, click on View and then Symbol Palette).
   • Demonstrate the use of outline and diagram buttons to alternate between concept views for text and graphics (first button on the Visual menu bar, labeled Outline or Diagram).
   • Print and export.
   • Prompt students for questions.
   
   Part B: Concept Map Development
   • Continue with development of concept map.
   • Demonstrate the following advanced techniques: notes, sounds, hyperlinks, new look or default symbol on menu bar.
   
   Part C: Digital Images
   • Have participants search for digital images that they can incorporate into a custom library and use in their own custom concept maps. This simulates creating a personal image library.
   • Discuss copyright use of photos from the Internet. Copyright information can be found at: 10 Myths about Copyright http://www.templetons.com/brad/copymyths.html.
   • The concept map from previous activity may be expanded or participants may create a new one.
   • Have participants create a customized library of symbols by organizing symbols in the graphic library to create themes related to their curriculum.
   
   Part D: Pre-formatted Templates
   • Have participants explore the use of the pre-formatted templates available with Inspiration and create their own custom templates to fit their curriculum.
   • The instructor leads participants through the process of concept map creation.
   • Participants individually select a topic and create their own template for use in the classroom.
   
   Part E: Creating a Concept Map
   • Have participants create a concept map to be used in her/his classroom. Have participants use the Concept Map Rubric at http://jonathan.mueller.faculty.noctrl.edu/240/conceptmaprubric.htm to evaluate their concept maps and share them with the class.
   • These concept maps serve as the post-assessment.
   
   Part F: Concept Map Evaluation
   • Discuss how student concept maps are evaluated.
   • Have participants develop a rubric to evaluate student work. Rubrics can be created with http://rubistar.4teachers.org/

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

1. Learning Experiences and Strategies
   Students could utilize concept mapping as a basis for writing a mystery story, website planning, or a project on book comparison. Note: after providing examples, have participants share ideas that may work in their curriculum or content area.


2. Resources and Equipment
   Depending on the student/computer ratio, a variety of scenarios may be addressed. For ways to manage a one or few-computer classroom, see:
   • Best Practice: Facilitating Cooperative Groups at the Computer
     http://stage.ataccess.org/resources/atk12/bp/cooperative.html
   • That's Not a Drinking Fountain or How to Survive in a One Computer Classroom
     http://www.ncrtec.org/tl/digi/onecomp/index.html
   
   Note: have participants share ideas that best meet the needs of their classroom scenario.
   


3. Classroom Management Issues
   Examples of classroom management issues are:
   • Number of students per computer
   • Access to computer lab
   • Completion of assigned activity
   • Student comprehension of how to use concept mapping software
   • Managing time
   • Student collaboration issues
   • Assigned partners versus student choice
   • Being sure work is fairly distributed and accomplished
   
   Note: Have participants discuss worse case scenario of classroom management issues and how to resolve the situation.
   


4. Assessment/Evaluation Strategies
   Participants can access student knowledge and skill with a rubric that addresses accuracy of information within the concept map, or evaluation of student comprehension of concept and ability to illustrate concept through the use of the computer.
   
   Note: Have participants discuss rubric ideas for assessing student work and measuring student success pertaining to the activity.


5. Student Assessment
   Have students create a pre- and post-concept map to evaluate the knowledge gained through the instruction. Participants can assess students' understanding of reading, science, music, etc., by having the students create concept maps on the subjects.
   
   Note: Have participants discuss other creative ideas for assessing student progress in learning.


6. Legal and Ethical Issues
   Examples include copyright use policies for graphics retrieved from on-line resources and plagiarizing from online resources and/or other students.
   For information on legal and ethical issues when using technology in the classroom, visit:
   • Resources for teaching information technology ethics to children at young adults
     http://www.doug-johnson.com/ethics/index.html
   • Before You Post Your Work? Do you need permission?
     http://www.ncsu.edu/midlink/posting.html
   
   Note: Have participants discuss additional issues pertaining to acceptable use policies. This is done during part 3 of activities.


7. Health and Safety Issues
   Students using computer tools should observe sound ergonomic practices. For advice on ergonomics see:
   • Computer Ergonomics for Elementary School
     http://www.orosha.org/cergos/
   • CUErgo: Cornell University Ergonomics Web Site
     http://ergo.human.cornell.edu/
   
   Students and teachers using the Internet to gather resources should use their district's Acceptable Use Policy for guidelines as well as follow basic safety Precautions. For more information see:
   
   • Safety Ed International
     http://www.safetyed.org
   • SafetyNet: Internet Usage Guidelines for Schools
     http://www.sofweb.vic.edu.au/internet/safety.htm
   • From Now On (fno.org) Subject Index links to Unternet Use Policies & Filtering
     http://www.fno.org/fnoindex.html


8. Supporting Research
   See the Research section under Rationale.


9. Diverse Learning Needs
   Electronic concept mapping requires the following skills:
   Cognitive -- understand that words and ideas are related to each other; understand the meaning of relational words/concepts such as "and," "or," "either," etc.
   Sensory -- sufficient visual acuity and field to see the map
   Physical -- access the computer: type words, click symbols and buttons on the screen
   Students with limitations in any of these areas may need additional support. Accommodations can be made through assistive technology, as determined on an individual basis. Assistive technology could include alternate computer access, macros to simplify computer tasks, etc.
   
   Additional information is available through district personnel (SLP, special educators, etc.), your local SERRC, and the following resources:
   
   • Wisconsin Assistive Technology Initiative at:
     http://www.wati.org
   • ORCLISH at:
     http://www.orclish.org
   • http://www.abledata.com


10. Learner-Centered Strategies
    Concept maps illustrate the relationships among ideas and concepts, augmenting verbal descriptions and discussions. This strategy will assist children with language impairments, hearing impairments, and those who are visual learners. Using pictures to support words in the concept maps will assist those who have difficulty decoding and ESL learners, while text-to-speech will allow students with minimal reading skills to study independently.

Additional information about the use of concept maps for the classroom may be found at the following websites:

• http://www.coun.uvic.ca/learn/program/hndouts/map_ho.html
• http://www.inspiration.com/prodev/

Many additional websites are listed and linked to at:
http://wneo.org/hotlists/graphic_organizers.htm

Participants can extend their knowledge by:

• Other Skills modules
• Integration modules
• Courses offered at Ohio's Education Technology agencies
  For locations see:
  http://wneo.org/edtech1.htm
• Online courses such as those available from ElementK:
  http://www.elementk.com/corp/Catalog.html