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Abstract
Each child learns in a unique manner and it is the responsibility of the educator to find what
works best for each individual (Tomlinson, 2014). Differentiation encourages educators to take
the steps necessary to help all students succeed. However, differentiation must develop from an
understanding that all children are different and strive to remove barriers (Tomlinson, 2014, p.
25) when modifying instruction and content. There is a certain conviction, as Tomlinson (2014)
describes, that educators believe they can always improve their teaching and their students
learning. For example, teachers may be instructing students with memory and cognitive
impairments who require specific types of supports. Typically, these individuals may appear
disorganized, have reduced attention and difficulty learning and remembering new information
(Principle II, 2014). Given the proper assistance and tools, these students will be able to
understand, generalize and assimilate new information. Concept mapping is one technique that
can assist these students in developing their critical thinking skills such as conceptualizing,
analyzing, synthesizing, and evaluating information (Tseng, 2015, p. 40). Students who were
often passive learners (Tseng, 2015, p. 41) can transform into critical thinkers when given
appropriate technological tools to aid their learning. Concept mapping combined with
technological tools, such as Popplet, will provide the supports necessary for students with
memory and cognitive impairments to think critically and make sense of their learning.
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 3
Disadvantages
Though Popplet has many positive attributes, there are also a few concerns when
implementing this program. Since students will be writing, they would benefit from having
editing tools like spell check. Though Popplet enables users to edit their writing by clicking to
make changes, it does not have a built-in spell checker (Bindel, 2016). Also, once a drawing is
deleted, there is no way to undo the deletion and bring it back. Therefore, students who are more
impulsive on a device may become frustrated when they click too quickly and lose parts of their
work. Lastly, teachers remark that though Popplet can be used for all grade levels, high school
students may benefit from more detail, so other tools might be more suitable depending on the
task (Bindel, 2016).
Teacher Interview Data
According to a recent teacher survey, 80% of teachers are in support for implementing
Popplet into their teaching and instruction (Wilkes, 2017). The teachers described the
following advantages: interactive mind mapping tool, collaborative capabilities, visually
engaging and supports organization of ideas. However, there are 20% of teachers who are not
supportive of the implementation of Popplet into their classrooms. These teachers may be
hesitant if they are not comfortable using technology in general, may not understand all of the
features of Popplet, or may feel that it will not meet the needs of their learners. The teachers
expressed their concerns regarding how the administration will support the initiative, if the
wireless network will be able to handle the addition of this program, and if there will be ongoing
in-service to support them. These concerns will be addressed, along with the research that
supports utilizing Popplet to assist students as they organize information and become critical
thinkers.
Interpretation of the Data and Research
When selecting new technology initiatives, Marcoux and Loertscher (2009) advise a learning
to technology approach (p. 2): instead of starting with an application and deciding how it can be
used for teaching, start with a problem and then select technology that will effectively solve
those concerns. Therefore, the first step is to understand your learners in order to make decisions
that will effect positive change for them. By doing so, teachers will become the doctor, not the
pharmacist (Marcoux & Loertscher, 2009, p. 2).
Benefits of Concept Mapping
Researchers have found that when students write on computers, the activity becomes more
engaging, improves writing scores, and supports learning for students with disabilities (Sessions,
Kang, & Womack, 2016). Furthermore, Stoyanova and Kommers (2002) state that concept
mapping offers a close correspondence between psychological constructs and their external
mode of representations (p. 3). Popplet organizes information in the same way the human brain
is wired, making it easier for students with disabilities to process and form their ideas.
Additionally, it supports visual and verbal coding of the information, allows for self-reflection
and engages mental imagery (Stoyanova & Kommers, 2002). Goodnough and Long (2002) also
state how mind-mapping technology aids the verbal-linguistic and visual-spatial of Gardners
intelligences.
Mind-mapping technology also supports differentiation as students can select which method
to use for submitting assignments (Principle II, 2014). For example, students can submit a
mind map in place of a formal written summary for a homework assignment (Goodnough &
Long, 2002). Teachers have the ability to assess students deeper understanding of content by
providing them with key vocabulary words and asking them to use a mind map to show how the
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 5
concepts are connected (Goodnough & Long, 2002). By employing mind mapping as opposed to
formal writing, students who typically do not perform well on written assessments can show
their true understanding in a different form. Removing the formal written aspect of assessments
provides teachers with a better sense of students understanding of key concepts.
Stoyanova and Kommers (2002) remark about the importance of collaboration when utilizing
mind-mapping tools. Collaboration allows for more flexible cognitive patterns and stimulates
critical and creative thinking (Stoyanova & Kommers, 2002, p. 2). Furthermore, Stoyanova and
Kommers (2002) concluded that students learn best when collaborating: sharing, forming and
revising ideas in a group. Students created more complex concept maps in a collaborative setting
as opposed to each student adding to the group map independently. As students collaborated,
they learned that their ideas were valued which increased their motivation to persist at writing
(Sessions et al., 2016).
Implementation and Professional Development
Once the student needs are understood and the technology has been selected, the next step
becomes getting teachers on board with implementation and successfully carrying out the
initiative. According to Tomlinson (2014), successful implementation of new initiatives begins
with a clear definition and goals for differentiation. In order to avoid the overload that teachers
all too often feel from new initiatives, the focus must remain on the goal of helping all students
succeed. For instance, by integrating Popplet into teaching and learning, we will be able to
support the needs of more of the student population (Tomlinson, 2014).
Furthermore, just as all students learn differently, the administration and technology
department understand and take into account that the same is true for educators. Tomlinson
(2014) describes a think-versus-sink (p. 154) mindset shift for staff, encouraging them to take
small steps to progress forward. According to the interview data, there is 80% of the staff that is
willing to try Popplet in their classrooms and 20% who are still hesitant. Therefore, when
creating trainings and professional development offerings for Popplet, multiple methods and
varying levels of competency will be developed (Tomlinson, 2014). These trainings will be a
combination of face-to-face trainings offered by educators and technology administrators, and
virtual trainings offered on Eduplanet. Teachers can select the mode of training as well as the
level of difficulty that will support their personal professional development. Additionally, some
teachers may require extra support in order to build their confidence with using this new
technology. The administration and technology department will create a safe environment where
teachers feel free to take risks without judgment (Tomlinson, 2014). There will be opportunities
to observe teachers using Popplet during their instruction and to provide them with meaningful
and targeted feedback on what went well and areas for improvement (Tomlinson, 2014).
As more students are bringing and using devices, technology support and Internet
infrastructure must be taken into consideration as well. The district has been allowing students to
bring devices for multiple years, while also providing district technology such as iPads and
laptops for students. The network has been able to successfully support the use of those
technologies in the classroom settings, so adding Popplet should not cause issues as far as the
network is concerned. The program itself may have glitches as students and teachers are using it.
In which case, the administration and technology department will support teachers in the
integration by providing online spaces for teachers to collaborate and share successes and
difficulties. These may include websites like Padlet or Google Drive to discuss ideas and assist
each other throughout the implementation. These collaborative spaces will give teachers a place
to have their questions answered, as well as provide documentation for the administration and
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 6
References
Bindel, A. (2016, November 18). Popplet. Retrieved April 14, 2017, from
https://www.commonsense.org/education/website/popplet
Lamb, A., & Johnson, L. (2012). Beyond words in word: Tablets and the new world of writing.
Teacher Librarian, 39(3), 57-65. Retrieved from
https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docv
iew/925765011?accountid=62703
Goodnough, K., & Long, R. (2002). Mind mapping: A graphic organizer for the pedagogical
toolbox. Science Scope, 25(8), 20-24. Retrieved from
https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docv
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Marcoux, E., & Loertscher, D. V. (2009). Achieving teaching and learning excellence with
technology. Teacher Librarian, 37(2), 14-22,88. Retrieved from
https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docv
iew/224882038?accountid=62703
Popplet for School. (2013). Retrieved April 14, 2017, from http://popplet.com/
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2017, from http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g1
Principle II: Provide multiple means of action and expression (2014, March 7). Retrieved April
15, 2017, from http://www.udlcenter.org/aboutudl/udlguidelines/principle2
Sessions, L., Kang, M. O., & Womack, S. (2016). The neglected "R": Improving writing
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doi:http://dx.doi.org.ezproxy.wilkes.edu/10.1007/s11528-016-0041-8
Stoyanova, N., & Kommers, P. (2002). Concept mapping as a medium of shared cognition in
computer-supported collaborative problem solving. Journal of Interactive Learning
Research, 13(1) Retrieved from
https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docv
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Tomaszewski, J. (2012). Site review: Popplet. Retrieved April 14, 2017, from
http://www.educationworld.com/a_curr/site-reviews/popplet.shtml
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners (2nd
ed.). Alexandria, VA: ASCD.
Tseng, S. (2015). Concept-mapping tools and the development of students' critical-thinking
skills. Educational Technology, 55(5), 39-43. Retrieved from
https://ezproxy.wilkes.edu/login?url=http://search.proquest.com.ezproxy.wilkes.edu/docv
iew/1773223765?accountid=62703
Universal Design for Learning. (2015, June 18). Retrieved April 20, 2017, from
http://www.udlcenter.org/
Wilkes University. Unit 7: Communication and collaboration with stakeholders. In ED 5082:
Technology to support Curriculum and Instruction [Class content]. Retrieved from
http://live.wilkes.edu