Cmap is a web-based program that allows users to collaboratively organize thoughts and ideas synchronously or asynchronously in a concept map. Concept mapping in general, involves shared thinking and allows learners to view complex subject matter in a graphically, visual-appealing manner. Concept maps are widely used in language arts classes as a brainstorming tool.
Constructivism is an educational theory in which learners derive understanding through experience and collaboration. Constructivists argue that in order to maximize learning potential, classrooms should be student-centered and teachers should act as facilitators in an active learning environment. These characteristics are markedly different from that of a traditional classroom setting.
Concept mapping encourages collaboration and interaction, two major components of the constructivist theory which, if implemented appropriately will provide rich, meaningful learning opportunities in which high-learning will occur. In addition, concept maps are typically student-created, not teacher-driven, thus supported the ideals of a student-centered classroom. Also, there are no definite ends or conclusions to a concept map. Learning is ongoing and updates are encouraged, fitting nicely into the constructivist framework.
I plan to incorporate Cmaps in my Algebra classes by showing the interconnectivity of the subject matter itself. We can show the relationship (double-sided arrow) between factoring and multiplying polynomials and describe the relationship along the links. We can use a tiered map to show that we solve quadratic equations by factoring, completing the square, or quadratic formula. We can show that having a strong understand of literal equations is a prerequisite skill to assure a smooth transition into converting a standard form equation into slope-intercept form. The Cmap curriculum map will hopefully show students that Algebra is not a group of isolated topics, but rather an interrelated series of events. Jonassen states that the most critical requirement for concept mapping software is to be able to describe or type the concept links. Cmap may be just the tool needed to show students that Algebra is just a puzzle with pieces that all snap together.
Thursday, February 19, 2009
Wednesday, February 11, 2009
Tuesday, February 10, 2009
Wenglinsky and Technology
Technology has the potential to improve the educational system as evidenced by a study conducted by Harold Wenglinsky. "Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics," is based on fourth and eighth grade students performance data on the mathematics portion of the National Assessment of Educational Progress in 1996. Wenglinsky found strong links between certain kinds of technology use, higher scores on NAEP, and an improved school climate after eliminating stimuli known to affect achievement, such as students' class size, socioeconomic status, and teacher quality. Interestingly, gains were more significant in middle school students than in elementary students.
Eighth graders who used simulations in class out-performed students on the NAEP whose classes did not offer this learning opportunity. Fourth graders whose teachers used computers for learning mathematics through games demonstrated 15 percent of a grade level achievement gain as compared to peers who did not. However, as with any technology, unless it is integrated appropriately, technology does not always benefit users. Wenglinsky additionally found that eighth graders whose teachers used computers primarily for drill and kill exercises were negatively impacted as a result of technology. These students performed worse on the testing, and the research could not confirm any relationship between the scores of the fourth graders and either simulations or drill-and-kill exercises. Students who spent more time on school computers performed slightly worse than their peers.
In my previous blog, I wrote that in second grade, my (now) eighth grade students played SimTown during social studies classes which allowed them to engage in such activities as building cities, parks, and buildings. According to the student, this experience is one of the fondest memories of their second grade year. The excitement in their voices when they recalled SimTown experiences was refreshing. However, this enthusiasm turned to irritation when they said that the opportunity was no longer available after second grade. During this week of the eighth grade PSSA writing assessment, I actually contacted the technology department requesting an “unblock” of the SimCity site as a reward for their hard and laborious work in the morning session and as a result of my experience playing SimCity. (We are encouraged not to teach in the afternoon this week, instead to play games or organize other leisurely activities such as movie watching.) My request was denied by the Director of Information Systems. It is frustrating, and I am certain Wenglinsky would agree, that passive activities such as watching movies is allowed and encouraged, but not a simulation that will most certainly ignite passion in our students as it has in the past.
Wenglinsky, H. (1998). Does it compute? The relationship between educational
technology and student achievement in mathematics. Princeton, NJ:
Educational Testing Service. Retrieved February 9, 2009 from
ftp://ftp.ets.org/pub/res/technolog.pdf
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New
York: Teachers College Press.
Eighth graders who used simulations in class out-performed students on the NAEP whose classes did not offer this learning opportunity. Fourth graders whose teachers used computers for learning mathematics through games demonstrated 15 percent of a grade level achievement gain as compared to peers who did not. However, as with any technology, unless it is integrated appropriately, technology does not always benefit users. Wenglinsky additionally found that eighth graders whose teachers used computers primarily for drill and kill exercises were negatively impacted as a result of technology. These students performed worse on the testing, and the research could not confirm any relationship between the scores of the fourth graders and either simulations or drill-and-kill exercises. Students who spent more time on school computers performed slightly worse than their peers.
In my previous blog, I wrote that in second grade, my (now) eighth grade students played SimTown during social studies classes which allowed them to engage in such activities as building cities, parks, and buildings. According to the student, this experience is one of the fondest memories of their second grade year. The excitement in their voices when they recalled SimTown experiences was refreshing. However, this enthusiasm turned to irritation when they said that the opportunity was no longer available after second grade. During this week of the eighth grade PSSA writing assessment, I actually contacted the technology department requesting an “unblock” of the SimCity site as a reward for their hard and laborious work in the morning session and as a result of my experience playing SimCity. (We are encouraged not to teach in the afternoon this week, instead to play games or organize other leisurely activities such as movie watching.) My request was denied by the Director of Information Systems. It is frustrating, and I am certain Wenglinsky would agree, that passive activities such as watching movies is allowed and encouraged, but not a simulation that will most certainly ignite passion in our students as it has in the past.
Wenglinsky, H. (1998). Does it compute? The relationship between educational
technology and student achievement in mathematics. Princeton, NJ:
Educational Testing Service. Retrieved February 9, 2009 from
ftp://ftp.ets.org/pub/res/technolog.pdf
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New
York: Teachers College Press.
TQ#3: The World of Gaming
As a self-processed non-gamer and someone who previously questioned society’s addiction to gaming systems, I postponed the playing SimCity, Sims, and Oregon Trail as long as possible. Once I got into game mode, however, it was difficult to stop. I experienced what it is like to become part of the competitive, self-driven spirit of the games. The game playing actually interfered with my daily life over this past weekend and I found myself putting off activities as a result.
SimCity and Sims are exciting simulation games that require the user to take an active role in creating societies in such activities as constructing family members, friends, and pets; looking in the newspaper for a job, then a better job as the game progresses; even an entire neighborhood complete with a fireworks display! These simulation games develop strategic thinking skills and the ability to effective plan as the player constantly strives for self-improvement and a better situation for him/herself. In the Sims game (CD-ROM), a player can purchase expansion packs to obtain better furniture and may be safer for the computer as it does not need website downloads.
Oregon Trail involves an extremely straightforward, simple screen that provides four information windows and tools: a status scoreboard that monitors stores, health, and progress; the movement of a wagon simulated by an illustration on the screen; a map containing the wagon’s progress; and a journal. The goal of the user is to guide the wagon from Independence, Missouri to Oregon's Willamette Valley. Choices include the user’s occupation (banker, carpenter, farmer), provisioning the wagon, departure date, pace, restocking and direction. Obstacles appear frequently such as fires, no water, no grass, floods, and injuries. These life-or-death decisions may also impact the livelihood of the passengers of the wagon. In my first experience in playing Oregon Trail (since third grade), I was killed by carnivores! This game is particularly useful for those interested in American history.
Gee believes that the blending demos and instruction is more effective than common classroom drill-and-kill practices. He has discussed many potential benefits of video games in education which do not fit nicely in the curricula framework, but are also too significant to be described merely as support mechanism. Gee (2003) described that games can help develop a student’s multimodal literacy. Gee (2003) also explained that through playing video games and reflecting on the experience, students can learn the important skills of self-instruction and systems thinking. Playing games allows the user to develop a set of valuable social skills (Shaffer, Squire, & Gee, 2005).
Prensky, like Gee and Seymour Papert, was also interested in the concept of how educational technology impacts the classroom experience. Prensky focused on principles of learning found in high-quality video games, but not necessarily in classrooms. In speaking with my eighth grade students regarding their experience with SimCity, they surprised me by stating that in second grade, they played SimTown in school! When I contacted the district personnel, I learned that Fogelsville Elementary school purchased 30 licenses for the program SimTown. SimTown allows students to construct a town consisting of streets, houses, businesses and parks, similar to SimCity. According to the technology department spokesperson, “This program helped students learn about what makes up a community which is part of the second grade social studies curriculum.” The next year and from then on out, however, the game was unavailable or blocked by the server. Students benefited from the simulations and the challenge of improving their situations within the games. As an educator who has experienced the positive attributes of playing such a game, why would a school take this opportunity away?
My second SimCity attempt:
(more images in later posts)
SimCity and Sims are exciting simulation games that require the user to take an active role in creating societies in such activities as constructing family members, friends, and pets; looking in the newspaper for a job, then a better job as the game progresses; even an entire neighborhood complete with a fireworks display! These simulation games develop strategic thinking skills and the ability to effective plan as the player constantly strives for self-improvement and a better situation for him/herself. In the Sims game (CD-ROM), a player can purchase expansion packs to obtain better furniture and may be safer for the computer as it does not need website downloads.
Oregon Trail involves an extremely straightforward, simple screen that provides four information windows and tools: a status scoreboard that monitors stores, health, and progress; the movement of a wagon simulated by an illustration on the screen; a map containing the wagon’s progress; and a journal. The goal of the user is to guide the wagon from Independence, Missouri to Oregon's Willamette Valley. Choices include the user’s occupation (banker, carpenter, farmer), provisioning the wagon, departure date, pace, restocking and direction. Obstacles appear frequently such as fires, no water, no grass, floods, and injuries. These life-or-death decisions may also impact the livelihood of the passengers of the wagon. In my first experience in playing Oregon Trail (since third grade), I was killed by carnivores! This game is particularly useful for those interested in American history.
Gee believes that the blending demos and instruction is more effective than common classroom drill-and-kill practices. He has discussed many potential benefits of video games in education which do not fit nicely in the curricula framework, but are also too significant to be described merely as support mechanism. Gee (2003) described that games can help develop a student’s multimodal literacy. Gee (2003) also explained that through playing video games and reflecting on the experience, students can learn the important skills of self-instruction and systems thinking. Playing games allows the user to develop a set of valuable social skills (Shaffer, Squire, & Gee, 2005).
Prensky, like Gee and Seymour Papert, was also interested in the concept of how educational technology impacts the classroom experience. Prensky focused on principles of learning found in high-quality video games, but not necessarily in classrooms. In speaking with my eighth grade students regarding their experience with SimCity, they surprised me by stating that in second grade, they played SimTown in school! When I contacted the district personnel, I learned that Fogelsville Elementary school purchased 30 licenses for the program SimTown. SimTown allows students to construct a town consisting of streets, houses, businesses and parks, similar to SimCity. According to the technology department spokesperson, “This program helped students learn about what makes up a community which is part of the second grade social studies curriculum.” The next year and from then on out, however, the game was unavailable or blocked by the server. Students benefited from the simulations and the challenge of improving their situations within the games. As an educator who has experienced the positive attributes of playing such a game, why would a school take this opportunity away?
My second SimCity attempt:
(more images in later posts)Gee, J. P. (2003). What video games have to teach us about learning and literacy.
New York: Palgrave/Macmillan.
Shaffer, D. W., Squire, K. R., Gee, J. P. (2005). Video games and the future of
learning. Phi Delta Kappan, 87(2), 105-111.
New York: Palgrave/Macmillan.
Shaffer, D. W., Squire, K. R., Gee, J. P. (2005). Video games and the future of
learning. Phi Delta Kappan, 87(2), 105-111.
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