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Concept mapping is a great tool to organize ideas. They can be used in several ways. By clicking the image below, you can view a mind map I created using MindMeister. This map shows how technology can be used to support and embrace technology in the classroom.

Uses for the classroom: Students can use concept mapping to organize ideas or thoughts. There are millions of pieces of information available, but sometimes it is hard to organize it all. Mind mapping would allow students to also present their information. Using technology resources to create mind maps let's students manipulate "bubbles" and easily insert information versus using pencil and paper. These resources also let students change font sizes and colors for emphasis. So, let's say you are teaching students about different types of animals: vertebrates and invertebrates. Students could create a mind map to demonstrate which animals are vertebrates and which are invertebrates. The online resources available also allow students to add images or symbols. Students could insert pictures of the animals to explain their ideas more.

Issues to consider: When having students create mind maps, be sure they are using accurate information. If students are adding images to their mind maps, be sure they are copyright friendly and that they site their sources. It is also important for students to cite where their information came from.

Copyright:
Resources used:
RTEC, W. (n.d.). Using Technology to Support Diverse Learners. Retrieved from http://opi.mt.gov/pub/CSPD/WestEdTechTips.pdf

Saravia-Shore, M. (2008). Chapter 2. Diverse Teaching Strategies for Diverse Learners. In Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded (2nd ed.). Retrieved from http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx


Wissick, C. A., Schweder, W., & Gardner, J. (2004, March). Technology Applications to support Diverse Learners. Retrieved from http://www.ed.sc.edu/caw/sitepaper2004.pdf

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