Concept Mapping in the classroom

We've all heard of a concept map or a mind map. There common in classrooms and teachers use them for just about everything. Concept maps can be a very useful tool in the classroom that can help to further students understand of a certain topic especially when made using technology, it makes for a fun and interactive learning experience whilst also furthering the knowledge and skills of students. 

Have you ever wondered about how to use the computer and concept maps together in the classroom? Well look no further. In the article 'What a Concept! Using Concept Mapping on Handheld Computers' by Royer, R. & Royer, J. (2004) explore and explain why concept mapping via the use of the a computer or a handheld tablet/palm handhelds is a must in the classroom. Royer & Royer (2004, p. 13) state

    "When designed properly, concept mapping activities can engage students in meaningful learning. In the process of creating concept maps, students relate new information to more general concepts already held, develop fuller understandings of those general concepts and recognise new relationships between concepts" 

Royer & Royer (2004, p. 13) believe that by using concept mapping through technology that a student receives more educational benefits than from a concept map drawn on paper. They explain this by stating

      "The more a concept is understood, the more valid subconcepts, link and cross links there will be in a students' concept map."

Concept maps can be made through programs such as Inspiration Inspiration Link and PiCoMap PiCoMap-Go Know. The authors suggest that PicCoMap be used for smaller concept maps as it has a limit of 35 subconcepts, its also free to download onto palm handhelds or tablets. Inspiration can be bought or the school you are working for may already have access to it. Inspiration is great for computers or laptops if you have access to a lab. 

Royer & Royer investigated the use of concept mapping via technology in classrooms in 2003. Some of the results they found were that students were more motivated to complete their work when using a handheld palm device. Student were also able to send and upload their maps straight away once done as well as being able to edit and revise them at a late date if new information was obtained or needed to be updated. Concept mapping via a tablet is useful because teachers do not have to leave the classroom nor do they have to allocate a set time, when the time is correct: Teachers can ask students to begin mapping. (Royer & Royer, 2004) Another great idea I found after reading this article is that when teachers are lecturing students are able to create concept maps in the form of taking notes this is a learning style particularly suited to those who are more creative or have trouble writing fast whereas typing makes it easier. 

Both Inspiration and PiCoMap are great tools for teachers to be using in the classroom. Whilst not all classrooms have access to tablets or computers in every room, they can still be utilised when labs are available or by working in smaller groups as to offset the computer to student ratio, student who have their own devices could also bring them in to be used in the classroom. Students should also be encouraged to use such programs at home on their own devices. 

Royer and Royer (2004) explore and provide a good explanation of how to use concept mapping in the form of computers and tablets. As the article is from 2004 I believe an updated version would be extremely useful due to the advances in technology since 2004. Schools and students now have more access to technology, also new programs may have been developed that also provide software for concept mapping. Concept mapping could also be explored with younger students in primary (elementary) school who are just starting to learn the ropes of technology. Student could even develop a concept map on using technology to create a map and about digital citizenship as they begin to navigate the technology world. 

I have provided a link to a website that list some recourses that students can use to create concept maps as well as to another program that provides software for concept maps 

Concept Mapping Resources

Matchware software for concept mapping

Royer, R., & Royer, J. (2004). What a concept!. Learning & Leading with Technology, 31(5), 12-16. Retrieved from www.iste.org