Powerful Points of Contention

What's the point?

A question often asked by many students and teachers when working with the myriad of technological tools available to "enhance" their teaching or learning. There are many that have infiltrated the educational system with promises of greater student achievement, higher test scores, or making learning "fun". Perhaps no other has elicited as much praise and scorn as that ever ubiquitous and often overindulged of presentation tools...the all knowing, all powerful...Powerpoint!

It slices, it dices, it juliannes...(Is it made by Ronco?)

Its flashy, exciting, and "fun"...(Is it a carnival ride?)

It slides, transitions, uncovers, plays multi-media in multiple-modes...certainly, something like this will undoubtedly serve as a wonderful tool to enlighten and inspire the next generation to think greater thoughts...or will it?

Now, to come clean up front, I must admit that I use presentation software like Powerpoint often, but I also cringe a bit each time I use it and ask myself a few questions. What am I really trying to teach with this "presentation" or Powerpoint project? What do I want students to really learn by creating something using it? What is the point?

Perhaps we should begin by examining what these types of software do well: They can present multiple forms of media in a concise and easily accessible format for the audience/class; they can serve as a platform for organization of presentation portions of projects for students; they can provide a sequential interactive experience for a learner as well as a possibility to create a "web" of sorts of information screens (like a web site) with content that is enhanced with layers of (hopefully) useful information and data. Truly, this software does have some powerful features.

However, in a recent article in Learning and Leading with Technology, "Is Powerpoint Crippling our Students?", a comparison between two educators and their uses of Powerpoint software sheds some new light on this debate. One educator bemoans how she may be the distributor of "mindless media" through use of this software, while the other touts the software's ability to motivate and bring together students for greater collaborative learning. Both views have merit, yet both are also colored by the USER of the software and how well the TOOL is being utilized to empower students into positive COGNITIVE growth patterns. Years ago, a hero of mine, George Lucas, when asked about his ground-breaking special effects in Star Wars, responded as follows...(paraphrased) A special effect is just a means for telling a good story--without a good story, a special effect by itself, is a very poor thing indeed. His comment seems to resonate especially well in the light of the Powerpoint "moon." Mr. Lucas pointed out, that the STORY was what broke box office records...not just the special effects...I would place Powerpoint in the same light. It is a "special effect." It provides many "bells and whistles", but unless these special effects are used appropriately to tell a good "story" and elicit higher levels of student learning and involvement, they are just another form of "eye candy"...

So, should you abandon the use of Powerpoint in your class? Not so fast...For presenting images or certain types of multi-media, it can be a very useful and powerful tool. However, proceed with caution, for one should note that the traditional "lecture" is quickly disappearing from the realm of proper educational practice, and thus any use of technological tools in this same realm will similarly fall short of producing the high levels of cognitive growth intended. The old set of "snooze graphs" from the overhead projector moved over to the powerpoint screen will serve only to encourage more of your students' eyelids to close...Instead, it would be better to use this software tool as a way for students to generate and share their own interactive content (like games), or to provide a digital platform for showcasing their own original artistic or imaginative content. Indeed, many conversations with colleagues over the years have included discussions about how students get "stuck" in the "box" of such software and have a much greater difficulty in creative or imaginative thinking because of being "Powerpointed" in mis-directions. What is the teacher to do?

THINK! BE CREATIVE...HAVE A DEFINITE objective that will be better met through the use of this software as a COGNITIVE tool.

Don't let your students touch the software until they have GOOD CONTENT and a PLAN on how they will use the software to meet specific learning goals.

Ask yourself this: If we did not have ____software to use, could students still accomplish the learning goals in other ways? If the answer is "yes", then most likely, you need to re-think your use of the software.

Don't get "powerpointed" in the wrong direction. Remember, you and your students should be in control of your own destiny and feel the actual "power" that comes from being "pointed" in a positive direction for growth. The "force" is with YOU...stay "on target".

Spiders on the web

I've recently been thinking a lot about how the "web" (WWW 2.0) is used as a cognitive tool...naturally, I decided to spin my tale from a spiders perspective to gain some insight...so consider my allegorical tale...

A spider starts with an intrinsic plan, some would argue pre-programmed, that it uses to create its web as a tool for its own work. It creates this web by meticulously leaving a small trail of protein fiber, spider silk, behind as it weaves its pattern in and out. Then, after a few finishing touches, the web is ready to use. The spider then prepares a place to hang around and monitor the results of its web to see what might get caught in it. Anything of "interest" that will be of use to the spider (i.e. food), is quickly dealt with and preserved, while those annoying things that get caught up in the web (leaves, sticks, etc.) are often dealt with when time allows. A stiff breeze does not bother the web...it just sways and moves in tandem with it (spider silk is very strong stuff). However, if a larger creature (human) comes by with malicious intentions, it may destroy the web, meaning that all of the work of the spider must be repeated again. Yet, the spider goes on and survives. It uses its web as a tool, even as a source of protection at times, but it never gets caught in its own web...(think about that for a minute...)

So, how is the World Wide Web similar to one created by our spider? We use it for our own improvement, connect a myriad of people and resources through its structures, find all kinds of interesting and beneficial things within it, and sometimes find lots of "junk" in it too. It is fragile and robust at the same time, strong in its linkages and ability to absorb many types of wear and tear and still can be largely taken out of service by childish efforts of a few destructive individuals. It is tended by meticulous "spider" type agents, repaired by technicians, supported by all types of external structures, and still retains a bit of elegance and appreciative beauty if one cares to look at it closely. Truly it is a human construct that we can be proud of...yet, only if we can use it to our own benefit.

Which brings me to cognitive uses. What the WWW 2.0 does well is deliver data, connect people to data and each other, and provide a platform for interactive multi-media content that can serve as a learning tool. A recent article by Thomas Reeves outlines many of the potential uses of the web as a cognitive tool. Reeves bases much of his outline for cognitive uses on the work of John Carroll's model of school learning, which connects aptitudes and academic achievement through a mediation of opportunities, ability of understanding, quality of instruction, and perseverence. Reeves WWW-based learning builds on this to incorporate inputs, processes, and outcomes, mirroring in many ways the structure of an actual computer system itself. This model is a good starting point for considering the best practices of use for web technologies in instruction.

Science Teacher "Testimony time": So, how have I used this WWW 2.0? I have found the WWW to be most useful with students in such activites as sharing and communicating scientific data/experiments with others (such as the GLOBE project; online weather station data analysis from local, national, and global areas; science fair project ideas and research; and pairing with other schools as web "buddies"); utilizing online JAVA applets or simulations that allow students to "experiment" with tools not available in the classroom (GIZMOS, atom models, earthquake simulators, etc.); a resource for online multimedia to enhance understanding and provide important imagery/content for student projects (Youtube videos, digital images, research databases, etc.); and as a communication tool between students and "experts" in many scientific fields (University professors, professional scientists, engineers, etc.) to get new and innovative perspectives on current scientific topics of interest. Most of these "applications" would just not be possible without the robust structure and depth of connectivity provided through WWW 2.0. The trick is not to get "caught" in the web, but instead remain cool and calm above it, like the spider does, and survey things with discrimination and wisdom. We must not only support cognitive, interactive, and thought-provoking functions of the WWW 2.0, but also be especially meta-cognitive in how the web is used for our own benefit. When is it BEST to use WWW 2.0 as a tool? How will it really benefit students to use it?

I doubt a spider understands its own role as a type of director for its own web, but the analogy of a spider web to the WWW provides a good comparison. For example, when you pull on any one strand of a spider web, you affect every other part of the web as well. We all affect the WWW 2.0 as much as it affects us. We are re-weaving the WWW all of the time, just as Ms. Spider does every day. The patterns in it are complex, and can be both beneficial and dangerous. We all have to be very careful spiders to "surf" our own web and benefit from it as much as possible, pulling out the "good bits" of stuff, and not getting "tied down" by all of the other "stuff", that gets stuck in the web. Thomas Friedman has often pointed out how the WWW 2.0 has made the world "flat" for many in its offering of seemingly limitless opportunities. As teachers, we must find ways to now build on this new cleared "flat" ground, so that the next generation of "spiders" may come along and add new twists and even more interesting patterns to our own.

Inspirational Concepts

Inspiration...we all seem to want it, but are not really sure how or even when to know that we have it. Yet, now we have a great technological tool to aid us in communicating our own ideas, and fortuitously it is also appropriately named for what it often gives us: Inspiration.

The idea of "concept mapping" has been around for many years. Indeed, I have been using it with my classes going back even prior to the beginning of the Inspiration software company. Such great innovators as Bill Hammond, Bob Samples, Nancy Margulies, and Joyce Wycoff have contributed much to this idea of "doodling with a purpose". This process has gone by many terms including semantic mapping, mindmapping, concept mapping, and webbing. Integrating the artistic and visual-spatial components into the learning and concept development process is especially effective for some learners. I will outline just a few of its uses below:

The Inspiration software can be used for:
1. Linear visual representations--outlines, flow charts. It is especially helpful in translating linear concepts from a written outline into a visual format and back. Through the flow chart tools, it also is very well suited for writing procedures and processes in science. I have used it extensively in both of these formats to help students develop skills in outlining/note taking/summarizing as well as creating visual representations of their detailed procedures for science experiments.

2. Semantic webbing--connecting ideas with words and concepts--the so-called "concept mapping", as well as diagramming sentences and illustrating relationships visually between various concepts. I used to provide a significant tutorial on Inspiration to my students called "Making Connections". I would often give them a topic/concept and a rubric of terms, definitions, or linking ideas, and ask them to create a map showing the inter-connectedness of all of these ideas. I also encouraged them to share their maps with the class, work on them cooperatively, and to include their own pictures and ideas that will help them to remember the connections between the concepts. This is especially effective for learners and concepts that are more visual in nature. "A picture is worth a thousand words here."

3. Summarization--within a single page, analysis and synthesis (Higher levels of Bloom's taxonomy), notepads/data streamed organization. As students work on either individual or group discussions or data collection, Inspiration can be used to provide a summary of the notes for the class to remember and then saved to one location for all to access. This is especially effective when you limit what students may put onto their concept maps. Then, they are forced to only include the most important information, images, or video that will help them remember the concepts and its relationships.

The article "Beyond Powerpoint" also points out some specific uses:

1. "Store Front"--click on each and get sound/graphics, etc. This technique is useful in presentations for the class either by the teacher or students. This can be similar to a home page for a website.

2. Gradual Reveal--incremental content--process, timelines, problem solving. Teacher or student directed, this type of use is helpful when content or problems have multiple steps or connections. A Smart board is also a very useful tool for this technique.

3. "Notepads" feature--develop as class progresses--add content, data, etc. to share conclusions of an inquiry process. This works where mixed media are often helpful or needed to explain a topic. Having a set of images available to place into Inspiration is helpful as well as some pre-designed content ideas. Then, as students generate data/information, the appropriate visual or written content can be added and notes given from the class live. Again, a Smart board along with Inspiration can work quite well here.

4. Hyperlinking--Site maps, parts linked to main map, subtopics need development, sequential organizer of content and information. This is useful as a type of "site map" for organizing content that has depth through URL addresses. Providing additional web pages or sites that can be quickly accessed through the visual icons on Inspiration can help to explain complex structures in more detail for some learners. For example, a cell image with terms mapped via Inspiration where each term is linked to a web page of additional information, images, and videos to explain the function or purpose of each cell organelle or structure in more detail.

Ultimately, the greatest benefit comes from having students use Inspiration where it works best--as a tool for visually connecting content. In science, many processes are cycles or connected to other processes: Rock cycle, water cycle, ecosystems, atomic structure, matter and energy, nitrogen cycle, air cycle, and many others. Providing students with a structured rubric in which they can create their own versions of these will be a great tool for their increased understanding. In this way, they truly will be more "inspired."

Cognitive Spreadsheet learning

Is sorting candy and graphing on Excel a good use of technology as a "cognitive tool"?

Well, probably not. Even though the "handout" given for this activity specified some higher levels of thinking in trying to place additional data into the correct place and then interpret the resulting graph, it was not really the best use overall of engagement with technology.

To learn "with" technology we should be using the computer's capabilities of data processing to help enhance our own thinking abilities in completing a lesson or assignment.

So, how to fix this? Well, the overall assignment needs to be focused more on using a spreadsheet to not only interpret results, but also to make predictions and place these predictions in the context of a larger meaningful construct. Using Excel to organize the data and to make the graphs is good, however it would be better to leave the TYPE of graph used to best illustrate the trends in the colors of M and M's up to the learners and have them JUSTIFY their choices based on the current data. To move up into higher levels of Bloom's taxonomy, we should encourage application, analysis, evaluation, synthesis and creativity. In this way, the "handout" has in some cases TOO many specific instructions and in other ways NOT ENOUGH open-ended or "Understand" type of questions to focus the learning on guiding principles.

Our recent reading on cognitive process and technology use seems to support using both the computer capabilities and the learner's capabilities in tandem to synthesize something greater that would not be possible without both fully engaged to their best capabilities.

So, to improve this activity, we may want to first convey a larger and meaningful context--for example, should the candy factory keep the current proportion of colors/flavors given the popularity of a certain mix or cost of production of a certain color/flavor? Providing some information on popularity of various candy types/colors/flavors or some information on the cost or variation in the costs would provide some meaningful context to the whole exercise. The learner could use this information at his/her own discretion when constructing the graph and decide what will have the most impact on his/her project.

Second, we may be asked to argue a case for elimination or addition of a color/flavor based on our research findings. Thus, each group must not only collect the data, but also decide what data to include or exclude, how to display the data, and how to explain what it means in order to convince his/her peers of a particular decision or point of view. Again, this focus will provide more cognitive impetus for learners to want to think about each of their decisions rather than following a "recipe" on a paper.

Third, and perhaps most important, the class could analyze each groups recommendation and then make suggestions about whether to approve it or not. In essence, the data collection and graphing would be used in such a way to invoke higher cognitive processing in the learner by reducing the time necessary to produce a changing graphical picture with new data or a new focus. Evaluation of others work may elicit a rubric to determine whether the candy should be changed based on each group's presentation.

Finally, students may be asked to create their own type of candy and construct a graph to show the distribution of variations of candy within a package based on their own set of criteria--cost, color, availability of ingredients, etc. By indicating that this will be the "final product" of the entire exercise at the beginning, students may be more motivated to learn the details in order to apply them to their own candy creations in the future.

Further note: Spreadsheets are a remarkably useful tool in analysis of data and graphical displays especially in the sciences (my field), however they are not a panacea. They are a time-saver and sometimes an error-finder for complex data sets. They can quickly display patterns, trends, and help to make predictions, but the research question or proposed idea is where the cognitive processing occurs. Without context and meaning to the data, they are just well-arranged numbers, colored bars/lines, or pictures. The context and relationships they illustrate for the user make them powerful and real.