Impact of SMART Boards on student engagement, behavior,
and self-confidence within a Section 22 Behavior classroom:
A Review of Literature
• Topic
Adolescence, the time of life between puberty and adulthood, is a transitional phase filled with highs and lows. With each year of development, new responsibilities are dictated and society’s social expectations increase. For most adolescents, the acquisition of these new behaviors is part of a natural progression that includes recognizing and mirroring social norms in their environment (Laursen & Collins, 1988).
Contrary to these norms, students with emotional behaviour disorder (E/BD) may not experience this natural growth process due to the nature of their disability. This difference is then magnified by their inability to fit in socially in the general school setting. Due to this social inadequacy, some of these students face isolation and rejection which can oftentimes lead to aggressive behaviour (Dunlap & Childs, 1996).
Since the introduction of special education in 1975, federal legislation has mandated that all students with special needs be educated in the least restrictive environment (Eber, Nelson, & Miles, 1997). Since the authors of this legislation failed to define the "least restrictive environment," the interpretation and implementation of the mandate has been left up to administrators, and parents. Typically, identified behavior students are placed in self-contained classrooms where they are given extra attention and support while developing coping skills and preparing for integration into mainstream educational settings.
Many identified behaviour students rely heavily on visual aids when studying for tests and when trying to recognize the relationship between ideas. A software program that allows these students to work in a hands-on manner with a visual aid could benefit them by helping them to stay organized, while also providing creative and fun ways to learn information and remember it (Murray, 2003). These students require training programs that enable them to appropriately interact with people outside of the special education setting (MacMillan, Gresham, & Forness, 1996). One of the primary goals of such a program is to help these students to build self-confidence, become actively engaged in their learning, and begin to interact appropriately with their peers in social situations.
The educational need or opportunity that SMART board software seeks to address is the need for many students to have a visual aid and actively participate when trying to learn and understand the information being presented to them in a variety of subject areas (Murray, 2003). Thus the question remains: How will implementing interactive SMART Boards software across the curriculum in a Section 22 Behavior classroom impact student engagement, behavior, and self-confidence?
• General overview of the literature
Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs. Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many students with special needs (Burrello, 2001).
According to Sue Murray’s article, “Mapping the Mind,” what we know about the way students learn started back in the early 1900s with Piaget’s model of development and the way children learn. Piaget recognized that the developing child builds cognitive structures such as mental maps, schemes, or networked concepts, for understanding and responding to physical experiences within their environment. Today we refer to these cognitive structures as Concept Mapping, or Mind Mapping (Murray, 2003). Recognizing this idea, many schools are now considering the use of SMART board software.
One potential limitation of such use might be that some teachers and students are intimidated by technology and may not be comfortable using the tool in an effective manner. There would definitely be a learning curve for most new users to overcome. Furthermore, some students may struggle to remain on- task and might lose valuable time playing with features instead of using the technology to complete assigned work. In addition, access to SMART boards is sometimes limited which could mean that certain groups of students have limited opportunities to employ the Smart board technology.
• Rationale
The following will be an overview of the literature considered while exploring SMART Board effects on the student engagement, behavior, and self-confidence within the Section 22 Behavior classroom. Findings will be presented in the order of the most recent publication examining:
I. the effectiveness of SMART boards as assistive technology and some potential pitfalls
II. characteristics of students with Emotional Behavior Disorder
• Kinds of work reviewed
SMART board as assistive technology and potential pitfalls
There are many features inherent in interactive whiteboards that have a statistically significant relationship with student achievement as was evident in Marzano’s study (2009). His study showed that interactive whiteboards such as SMART Boards have a great potential to enhance teaching practices and student achievement. This was evident in his results illustrating a 23% gain in student achievement in classrooms where these tools were used. Though these results were encouraging, the fact remains that this increase is only possible if teachers are given proper training on SMART board use and ways to effectively implement the technology into their curriculum to increase student engagement.
Similarly, Burkett’s research (2007) outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Burkett defined divergent learners as those who characteristically disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, he felt that technology use had been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Burkett’sresearch found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.
By infusing technology into the daily lessons, divergent learners’ needs can evidently be met through hands-on application and creativity. Burkett’s research (2007) revealed that important strategies, like technology, helped to ensure that all students, especially divergent learners, were engaged in the classroom setting. In addition, an article written by Delaney (2007) provided further evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as having the opportunity to visit additional websites for further explanation and practice. This type of success was confirmed by a study conducted by the Smarter Kids Foundation.
According to Sue Murray (2003), the key to success is to teach in a way that is based upon what we already know about the way students learn best. The article discussed the benefits of supporting learning skills with mind and concept mapping techniques and thus, making use of ICT tools. Piaget’s model of child development and the way that children learn was of central focus since Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. For this reason, SMART technologies such as the interactive SMART board were considered to be viable teaching and learning tools, provided they were used effectively.
The idea that providing assistive technology in educational settings could be seen as a positive educational intervention was reiterated by Smith (2000). However, he shed additional light on the reality that it is often difficult to measure assistive technology outcomes. This result could be due to interventions possessing multiple attributes, outcomes affecting numerous domains, and few measurement instruments being available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes.
Emotional Behavior Disorder
Moving away from assistive technology for a moment, the topic of self-efficacy was discussed by Bandura (1997) as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.
Historically, educational programs for this student population have not been associated with generally positive outcomes. Eber and Nelson (1997) addressed the idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD). Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.
In an influential study conducted by Dunlop and Childs (1996),evidence does suggest that programs do exist that could support students with E/BD, not all research is conclusive. The study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3) research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trends found and few studies reported interventions that were individualized on the basis of assessment data.
Evidence does exist though contradicting the position that "more restrictive" placements were never beneficial for students with Emotional Behavior Disorder. An article by MacMillian and Gresham (1996) examined empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. Their report mentioned a lack of empirical evidence supporting inclusion of this population and identified problems in the arguments of full inclusion proponents. McMahon, Wacker, Sasso, and Melloy (1994) evaluated multiple effects of a social skills intervention with three elementary-school children who had behavioral and learning disorders that resulted in increasing student acquisition of targeted social behaviours. This in turn led to lengthier peer interactions with some increases in non-targeted social responses demonstrated as well.
Adolescence can be seen as a pivotal transition phase, often recognized as one that includes both good times and bad. Laursen and Collins (1988) recognized that as developmental milestones and new responsibilities were met during adolescence that society’s social expectations increased. They stressed the reality that for most adolescents, the acquisition of new social behaviors was part of the natural growth process that included adaptation to the social milieu. This however, was not always the case for students with emotional behaviour disorder.
Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Schunk (1984) examined the idea that perceived self-efficacy was an important variable in understanding achievement behavior. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities.
• How my work was informed by the work of others
Although the implementation of technology within classrooms continues to generate controversy, researchers have demonstrated over the past 25 years that technology, when used correctly, can lead to promising results. The question of whether or not proper implementation of SMART board technology into a Section 22 Behavior classroom will positively affect student behaviour, engagement and self-confidence remains. It was encouraging to examine the Marzano’s findings (2009) indicating that effective teacher training and subsequent implementation did have a significant impact on student achievement. Also of great value when seeking to examine the population of a self-contained E/BD classroom, were MacMillan et al. (1996), findings reporting a lack of empirical evidence supporting inclusion of this population and identifying problems in the arguments of full inclusion proponents.
References
1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman
2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007
3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders, 21 (2), p. 160-171.
4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site:
http://www.connectability.ca/connectability/library/documents/using_visuals
6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp
7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
10. Laursen, B., & Collins, W. A. (1988). Conceptual Changes during Adolescence and Effects upon Parent-Child Relationships. Journal of Adolescent Research, 3 (2), 119-139.
11. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.
12. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
13. McMahon, C.M., Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
14. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.
15. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.
16. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.
Tuesday, July 27, 2010
Thursday, July 22, 2010
Annotated Bibliography
Research Question: How will implementing interactive SMART Boards software across the curriculum in a Section 22 Behavior classroom impact student engagement, behavior, and self-confidence?
1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman
The topic of self-efficacy was discusses as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.
2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007
This article outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Readers were informed that divergent learners were characteristically those who disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, technology use has been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Research found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.
By infusing technology into the daily lessons, divergent learners’ needs are met through hands-on application and creativity. Important strategies, like technology, help ensure that all students, especially divergent learners, are engaged in the classroom setting.
3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders,21 (2), p. 160-171.
This study conducted item reduction analyses on two measures of job-related social behavior for adolescents and young adults with emotional/behavioral disorders (Scale of Job-Related Social Skill Knowledge and Scale of Job-Related Social Skill Performance). The shortened measures contained 40 and 94 items, respectively. Two distinct groups were used and reliability was satisfactory.
4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
In this book, Burrello focuses on student learning as the central goal of school administrators, and discusses ways to establish a plan for creating a truly integrated educational system that unifies the separate and parallel systems of special and general education. Burrello provides practical ways that administrators, school leaders, and the community can collaborate on decisions to implement personalized education plans, accountable curricular outcomes, and appropriate instructional adaptations. Readers are cautioned to end the authors call for an end to the piecemeal strategy of including students one classroom, one grade level, or one school at a time. Key concepts such as schools embracing special services personnel, the roles of the community and other stakeholders, program evaluation and incentives, adapting curriculum and instruction and reconceptualizing schools based on learner-centered principles were discussed.
5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22
This article discusses ways that visual supports make it easier for students to understand and communicate. Readers are reminded that visual cues are something that adults can take for granted but that using these visual cues in our environment allows us to plan, organize and ultimately be independent. Thus, visuals are also critical for young people to use because they are beginning to learn about the way their world works. Numerous visual aids are discussed as well as appropriate ways of integrating their use within the classroom.
6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp
This article provided evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as visiting additional websites for further explanation and practice. This type of success was confirmed by a study conducted by Smarter Kids Foundation. Delaney (2007) stated, “The SMART Board interactive whiteboard allowed eigth graders at Woodstown Middle School to use a hands-on approach to understanding linear, non-linear and exponential relationships. This opportunity to use the SMART Board interactive whiteboards increased the creativity and alertness of the students in my class” (p.16).
7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders:
An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
This study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3)research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trend trends were found and few studies reported interventions that were individualized on the basis of assessment data.
8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
The idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD) was discussed. Historically, educational programs for this student population have not been associated with generally positive outcomes. Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.
9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
This book shares a variety of strategies for differentiating instruction. It describes the diversity of learners in today’s classrooms and the implications of these differences for teaching. It describes differentiated instruction as a way of think about teaching and learning. Ways of integrating these new ideas and methods are discussed in an effort to ensure teachers that not all tactics will work in each classroom with every student.
10. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.
This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more restrictive" placements are never beneficial.
11. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
In this article, Marzano discusses the features inherent in interactive whiteboards that have a statistically significant relationship with student achievement. He also shares the potential pitfalls in using the technology, and how to use it more effectively. In addition, information is provided to explain what an interactive whiteboard is and how it works.
12. McMahon, C.M.,Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
This article discussed how the implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated.
13. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.
In this article, Sue Murray discusses the benefits of supporting learning skills with mind and concept mapping techniques making use of ICT tools. Educators are reminded that the key to success is to teach in a way that is based upon what we already know about the way students learn best. Piaget’s model of child development and the way that children learn was discussed. Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. SMART technologies like the interactive SMART board and SMART Ideas were discussed and their effectiveness was evaluated.
14. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.
This article examines the idea that perceived self-efficacy is an important variable in understanding achievement behavior. Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities. Some experimental tests of these ideas are summarized along with their educational implications. The self-efficacy framework is compared with locus of control, attribution, and self-worth theories of achievement behavior.
15. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.
Providing assistive technology in educational settings could be seen as a positive educational intervention. However, the reality that it is often difficult to measure assistive technology outcomes was discussed. This could be the result because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature were also reviewed and future research directions were recommended.
1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman
The topic of self-efficacy was discusses as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.
2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007
This article outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Readers were informed that divergent learners were characteristically those who disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, technology use has been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Research found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.
By infusing technology into the daily lessons, divergent learners’ needs are met through hands-on application and creativity. Important strategies, like technology, help ensure that all students, especially divergent learners, are engaged in the classroom setting.
3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders,21 (2), p. 160-171.
This study conducted item reduction analyses on two measures of job-related social behavior for adolescents and young adults with emotional/behavioral disorders (Scale of Job-Related Social Skill Knowledge and Scale of Job-Related Social Skill Performance). The shortened measures contained 40 and 94 items, respectively. Two distinct groups were used and reliability was satisfactory.
4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
In this book, Burrello focuses on student learning as the central goal of school administrators, and discusses ways to establish a plan for creating a truly integrated educational system that unifies the separate and parallel systems of special and general education. Burrello provides practical ways that administrators, school leaders, and the community can collaborate on decisions to implement personalized education plans, accountable curricular outcomes, and appropriate instructional adaptations. Readers are cautioned to end the authors call for an end to the piecemeal strategy of including students one classroom, one grade level, or one school at a time. Key concepts such as schools embracing special services personnel, the roles of the community and other stakeholders, program evaluation and incentives, adapting curriculum and instruction and reconceptualizing schools based on learner-centered principles were discussed.
5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22
This article discusses ways that visual supports make it easier for students to understand and communicate. Readers are reminded that visual cues are something that adults can take for granted but that using these visual cues in our environment allows us to plan, organize and ultimately be independent. Thus, visuals are also critical for young people to use because they are beginning to learn about the way their world works. Numerous visual aids are discussed as well as appropriate ways of integrating their use within the classroom.
6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp
This article provided evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as visiting additional websites for further explanation and practice. This type of success was confirmed by a study conducted by Smarter Kids Foundation. Delaney (2007) stated, “The SMART Board interactive whiteboard allowed eigth graders at Woodstown Middle School to use a hands-on approach to understanding linear, non-linear and exponential relationships. This opportunity to use the SMART Board interactive whiteboards increased the creativity and alertness of the students in my class” (p.16).
7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders:
An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
This study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3)research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trend trends were found and few studies reported interventions that were individualized on the basis of assessment data.
8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
The idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD) was discussed. Historically, educational programs for this student population have not been associated with generally positive outcomes. Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.
9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
This book shares a variety of strategies for differentiating instruction. It describes the diversity of learners in today’s classrooms and the implications of these differences for teaching. It describes differentiated instruction as a way of think about teaching and learning. Ways of integrating these new ideas and methods are discussed in an effort to ensure teachers that not all tactics will work in each classroom with every student.
10. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.
This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more restrictive" placements are never beneficial.
11. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
In this article, Marzano discusses the features inherent in interactive whiteboards that have a statistically significant relationship with student achievement. He also shares the potential pitfalls in using the technology, and how to use it more effectively. In addition, information is provided to explain what an interactive whiteboard is and how it works.
12. McMahon, C.M.,Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
This article discussed how the implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated.
13. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.
In this article, Sue Murray discusses the benefits of supporting learning skills with mind and concept mapping techniques making use of ICT tools. Educators are reminded that the key to success is to teach in a way that is based upon what we already know about the way students learn best. Piaget’s model of child development and the way that children learn was discussed. Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. SMART technologies like the interactive SMART board and SMART Ideas were discussed and their effectiveness was evaluated.
14. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.
This article examines the idea that perceived self-efficacy is an important variable in understanding achievement behavior. Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities. Some experimental tests of these ideas are summarized along with their educational implications. The self-efficacy framework is compared with locus of control, attribution, and self-worth theories of achievement behavior.
15. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.
Providing assistive technology in educational settings could be seen as a positive educational intervention. However, the reality that it is often difficult to measure assistive technology outcomes was discussed. This could be the result because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature were also reviewed and future research directions were recommended.
Tuesday, July 13, 2010
Introduction and Background to Research Action Project
CEP822: Research Action Project
Overview
• Name of reviewer: Shannon McLean
• What are the effects of implementing SMART Ideas software across the curriculum in a Section 22 Behavior classroom?
Introduction to the problem of practice, background and setting
• The educational need or opportunity that this program seeks to address is the need for many students to have a visual aid when trying to learn and understand the information being presented to them in a variety of subject areas (Murray, 2003). Many of my identified behaviour students rely heavily on visual aids when studying for tests and when trying to recognize the relationship between ideas. A software program that allows students to create a variety of visual aids will benefit them by helping them to stay organized, while also providing creative and fun ways to learn information and remember it (Murray, 2003).
• Today, students are growing up in a far more technological world than their predecessors. SMART Ideas software empowers these students by enabling them to work in a hands-on manner with technology to create concept maps either individually, or as a group. They can incorporate words, pictures or symbols from various forms of media in whatever creative way speaks most to them. Students can create multi-layered concept maps and easily edit and combine their ideas. SMART Ideas technology is fast and user friendly and in this way, the pen and paper or chalk and black board have become obsolete methods for creating multi-layered, visually stimulating concept maps (Murray, 2003).
• I would know that the visual aids were a success if the students are able to communicate a better understanding of concepts taught through mapping exercises on future assignments, quizzes, tests and in class discussions. I would do a formative pre-test and compare the results with a post- test. This way, I could examine the results to see if the technological tool helped students to communicate a better understanding of the concepts being taught. I could also track results from the students from a first semester class to those in a second semester class to see if the results were consistent with various groups of students working at the same academic level in the same subject area. In addition, I’d compare the results to previous students who hadn’t used the program.
The Solution
SMART Ideas™ Concept-Mapping Software Basics
• SMART Ideas software lets you capture interconnected ideas as a concept map and share that map with others. Students are able to use words or images that resonate with them to clearly show connections between ideas and various concepts. The technological tool would enhance lessons by providing additional support for kinaesthetic and visual learners.
• One potential limitation might be that some students are intimidated by technology and may not be comfortable using the tool in an effective manner. There would definitely be a learning curve for most new users to overcome. Also, some students may struggle to remain on- task and might lose valuable time searching for the perfect picture from the clip-art gallery. Furthermore, access to computers is sometimes limited which could mean that a group of students would have to work together sharing their input on one computer which can sometimes lead to additional challenges when monitoring on-task behaviour.
The Setting
• The important characteristics of Smart Ideas can be divided into four areas: The Teacher, The Learner, Subject Matter, and The Setting.
1. Teacher
Smart Ideas supports differentiated instruction and learning in any and all subject areas. It offers teachers a great way to illustrate ideas in a timely fashion that captivates attention. It provides a very high quality finished product and is an excellent way of assessing student understanding of the concepts being taught. Additionally, Smart Ideas is available on all the computers in my board and is very easy, for both teacher and student, to navigate. I have found that this software can be quite beneficial for students who have difficulties organizing their thoughts and ideas for projects or extended pieces of written work such as essays or reports.
Mapping can be used for several purposes:
• to generate ideas (brainstorming, etc.);
• to design a complex structure (long texts, hypermedia, large websites, etc.);
• to communicate complex ideas;
• to aid learning by explicitly integrating new and old knowledge;
• to assess understanding or diagnose misunderstanding
Whatever the purpose, applications such as SMART Ideas can save teachers’ time by using the software’s built-in templates to create lessons and add visual interest to diagrams using the extensive clipart gallery. For teachers, mapping is increasingly recognized as an enormously useful tool in curriculum planning. The maps represent in a concise manner the key concepts and principles to be taught. Having a whole picture of the term’s curriculum can give students both structure and confidence (Murray, 2003).
The software features:
• a clip-art gallery of 2,000 curriculum based images
• can be copied to Word or PowerPoint or converted to html to be published as web pages
• automatically generates a text-based outline view and outline view makes it very easy to add information to an existing concept map or rearrange the way information is displayed
• more advanced users can create complicated, multi-layered maps linked to other documents, pictures, websites, and video clips
• create graphic organizers such as VENN Diagrams, Family Trees, Mind Maps, templates, charts, timelines, models, etc.
2. The Learner
Smart Ideas offers students the opportunity to work to create visual aids that have the potential to help organize their thoughts, and increase understanding of concepts being taught. The visual aids may also help students to see patterns, and recognize the connectivity of certain concepts and issues. The graphic organizers offer students the opportunity to see the information that they are working with clearly and arrange it in a way that makes sense to them. The program offers a versatile and interesting way in which to motivate the learner to interact and collaborate to produce maps and diagrams relevant to their level of development. Mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university.
3. The Subject Matter
SMART Ideas is a Mind and Concept Mapping application that can be used across the Curriculum and at a variety of levels. The program can be easily adapted for Special Education Needs students. Teachers and students can create unlimited sublevels, expand simple maps and move quickly between levels. Live web links, audio clips, photos, images, clipart, documents, movie clips, and presentations can be easily attached to notes, making the software useful for tracking and studying anything from primary school concepts up to complex projects. Mapping enhances and supports the teaching and the learning.
4. The Setting
• SMART Ideas can be used in every classroom. It is compatible for Windows XP or Vista operating systems as well as for MAC OS X (version 10.3 or 10.4). All of the computers in my school with Algoma District School Board have SMART Ideas. In this case, it will be used specifically in a behaviour classroom.
Technology-Integrated Solution
Smart Ideas software delivers the power of visual learning to your classroom. Students can better analyze and understand complex ideas by building multilevel interactive maps using this fun, colourful software. Multilevel maps take students through concepts one level at a time for greater clarity, and easily convert into a multipage website for everyone to share.
• Engage students with multiple views
Present information from a variety of perspectives using diagram, outline, global or presentation views.
• Encourage creative thinking in the classroom
Use interactive clip art, connectors, patterns and images to bring ideas to life.
• Enhance lessons using multilevel maps and multimedia
Go deeper into ideas with multilevel maps and dynamic multimedia tools.
Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs. Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many children with special needs (Burrello, 2001).
“Access to computer technology in today’s classroom can provide teachers with such a wide range of tools to make inclusion possible and easier” (Heacox, 2002).
It has been my personal experience that all students, especially those with special needs, benefit from the use of visual aids. SMART Ideas software is a great way to help teachers to integrate technology into their classes. It is easy to learn and implement. Through research I discovered quotes from other teachers who felt that this program was an extremely valuable teaching tool.
“SMART Ideas allows students to explore topics while understanding the direct relationship of the previous level. The visual connections have been a great support to the special education students”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Laura Wong, Technology Tools
Liberty Middle School, Fairfax County, VA
“My students think SMART Ideas software is great. We can capture an entire chapter of material on one map with neat graphics and pictures. This makes it easier for students to grasp concepts and ideas while having fun doing it. The more time I invest in this software, the more ideas I come up with for how to use it in class”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Larry Garcia, Counselor and Assistant Professor
St. Philip’s College, San Antonio, TX
SMART Ideas has been installed on every computer at Elliot Lake Secondary School. Some useful resources for teachers contemplating the use of SMART Ideas are as follows:
Download a free trial of the program at:
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/
Online tutorial:
http://www.nipissingu.ca/iteachsupport/Howto/SMART%20Ideas/smart_ideas_intro.html
Examples of Smart Ideas Lessons
http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/USA/
Sample Mind Maps
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Sample+maps.htm
OSAPAC – lists of expectations covered by use Smart Ideas
http://www.osapac.org/dbOESS/ResourceBrowse.asp?Mode=TopDownloads
Key Findings
According to Sue Murray’s article, “Mapping the Mind,” what we know about the way students learn started back in the early 1900s with Piaget’s model of development and the way children learn. Piaget recognized that the developing child builds cognitive structures such as mental maps, schemes, or networked concepts, for understanding and responding to physical experiences within their environment. Today we refer to these cognitive structures as Concept Mapping, or Mind Mapping (Murray, 2003).
Mapping encourages students to brainstorm, which appeals to pupils with different learning styles. Mapping is a route achieving very high levels of cognitive performance, as it can be used to chart the way a group of participants perceive complex subject matter. For this reason, mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university (Murray, 2003).
I believe this research is valid, as I know of many schools and teachers that successfully incorporate numerous mapping techniques created by SMART Ideas. Colleagues of mine have noted an increased participation from their students during discussions and higher levels of retention and comprehension in terms of the information taught through mapping techniques.
Implications
As mentioned above, all learners benefit from having visual aids while trying to process new information and make connections to new curriculum material. After downloading the 30 day free trial, I can easily state that that SMART Ideas is a highly effective and affordable tool for all educators to have. It was time efficient and easy to use.
Research Resources
Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
ConnectAbility. (2008). Using Visuals. Retrieved May 12, 2009, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22
Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
(2009). Spectronics-Inclusive Learning Technologies. Retrieved May 12, 2009, from Spectronics Web site: http://www.spectronics.co.nz/
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/
http://www.teachsmart.org/smart_ideas.php
http://r21.ccems.pt/LinkClick.aspx?fileticket=M9CzfUjfuJ4%3D&tabid=101&mid=1085&language=pt-PT (brochure online)
http://www.tvdsb.on.ca/saunders/Saunders%20Virtual%20LIbrary/Smart%20Ideas%20Tutorial.htm
http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/Canada/
(examples of web suited to Canadian curriculum)
http://blogs.wsd1.org/etr/files/smart20ideas20quick20guide.pdf
(guide)
http://www2.smarttech.com/NR/rdonlyres/7828652C-3F5B-4C96-90EF-67C440CA1F2D/0/mappingthemind.pdf
Overview
• Name of reviewer: Shannon McLean
• What are the effects of implementing SMART Ideas software across the curriculum in a Section 22 Behavior classroom?
Introduction to the problem of practice, background and setting
• The educational need or opportunity that this program seeks to address is the need for many students to have a visual aid when trying to learn and understand the information being presented to them in a variety of subject areas (Murray, 2003). Many of my identified behaviour students rely heavily on visual aids when studying for tests and when trying to recognize the relationship between ideas. A software program that allows students to create a variety of visual aids will benefit them by helping them to stay organized, while also providing creative and fun ways to learn information and remember it (Murray, 2003).
• Today, students are growing up in a far more technological world than their predecessors. SMART Ideas software empowers these students by enabling them to work in a hands-on manner with technology to create concept maps either individually, or as a group. They can incorporate words, pictures or symbols from various forms of media in whatever creative way speaks most to them. Students can create multi-layered concept maps and easily edit and combine their ideas. SMART Ideas technology is fast and user friendly and in this way, the pen and paper or chalk and black board have become obsolete methods for creating multi-layered, visually stimulating concept maps (Murray, 2003).
• I would know that the visual aids were a success if the students are able to communicate a better understanding of concepts taught through mapping exercises on future assignments, quizzes, tests and in class discussions. I would do a formative pre-test and compare the results with a post- test. This way, I could examine the results to see if the technological tool helped students to communicate a better understanding of the concepts being taught. I could also track results from the students from a first semester class to those in a second semester class to see if the results were consistent with various groups of students working at the same academic level in the same subject area. In addition, I’d compare the results to previous students who hadn’t used the program.
The Solution
SMART Ideas™ Concept-Mapping Software Basics
• SMART Ideas software lets you capture interconnected ideas as a concept map and share that map with others. Students are able to use words or images that resonate with them to clearly show connections between ideas and various concepts. The technological tool would enhance lessons by providing additional support for kinaesthetic and visual learners.
• One potential limitation might be that some students are intimidated by technology and may not be comfortable using the tool in an effective manner. There would definitely be a learning curve for most new users to overcome. Also, some students may struggle to remain on- task and might lose valuable time searching for the perfect picture from the clip-art gallery. Furthermore, access to computers is sometimes limited which could mean that a group of students would have to work together sharing their input on one computer which can sometimes lead to additional challenges when monitoring on-task behaviour.
The Setting
• The important characteristics of Smart Ideas can be divided into four areas: The Teacher, The Learner, Subject Matter, and The Setting.
1. Teacher
Smart Ideas supports differentiated instruction and learning in any and all subject areas. It offers teachers a great way to illustrate ideas in a timely fashion that captivates attention. It provides a very high quality finished product and is an excellent way of assessing student understanding of the concepts being taught. Additionally, Smart Ideas is available on all the computers in my board and is very easy, for both teacher and student, to navigate. I have found that this software can be quite beneficial for students who have difficulties organizing their thoughts and ideas for projects or extended pieces of written work such as essays or reports.
Mapping can be used for several purposes:
• to generate ideas (brainstorming, etc.);
• to design a complex structure (long texts, hypermedia, large websites, etc.);
• to communicate complex ideas;
• to aid learning by explicitly integrating new and old knowledge;
• to assess understanding or diagnose misunderstanding
Whatever the purpose, applications such as SMART Ideas can save teachers’ time by using the software’s built-in templates to create lessons and add visual interest to diagrams using the extensive clipart gallery. For teachers, mapping is increasingly recognized as an enormously useful tool in curriculum planning. The maps represent in a concise manner the key concepts and principles to be taught. Having a whole picture of the term’s curriculum can give students both structure and confidence (Murray, 2003).
The software features:
• a clip-art gallery of 2,000 curriculum based images
• can be copied to Word or PowerPoint or converted to html to be published as web pages
• automatically generates a text-based outline view and outline view makes it very easy to add information to an existing concept map or rearrange the way information is displayed
• more advanced users can create complicated, multi-layered maps linked to other documents, pictures, websites, and video clips
• create graphic organizers such as VENN Diagrams, Family Trees, Mind Maps, templates, charts, timelines, models, etc.
2. The Learner
Smart Ideas offers students the opportunity to work to create visual aids that have the potential to help organize their thoughts, and increase understanding of concepts being taught. The visual aids may also help students to see patterns, and recognize the connectivity of certain concepts and issues. The graphic organizers offer students the opportunity to see the information that they are working with clearly and arrange it in a way that makes sense to them. The program offers a versatile and interesting way in which to motivate the learner to interact and collaborate to produce maps and diagrams relevant to their level of development. Mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university.
3. The Subject Matter
SMART Ideas is a Mind and Concept Mapping application that can be used across the Curriculum and at a variety of levels. The program can be easily adapted for Special Education Needs students. Teachers and students can create unlimited sublevels, expand simple maps and move quickly between levels. Live web links, audio clips, photos, images, clipart, documents, movie clips, and presentations can be easily attached to notes, making the software useful for tracking and studying anything from primary school concepts up to complex projects. Mapping enhances and supports the teaching and the learning.
4. The Setting
• SMART Ideas can be used in every classroom. It is compatible for Windows XP or Vista operating systems as well as for MAC OS X (version 10.3 or 10.4). All of the computers in my school with Algoma District School Board have SMART Ideas. In this case, it will be used specifically in a behaviour classroom.
Technology-Integrated Solution
Smart Ideas software delivers the power of visual learning to your classroom. Students can better analyze and understand complex ideas by building multilevel interactive maps using this fun, colourful software. Multilevel maps take students through concepts one level at a time for greater clarity, and easily convert into a multipage website for everyone to share.
• Engage students with multiple views
Present information from a variety of perspectives using diagram, outline, global or presentation views.
• Encourage creative thinking in the classroom
Use interactive clip art, connectors, patterns and images to bring ideas to life.
• Enhance lessons using multilevel maps and multimedia
Go deeper into ideas with multilevel maps and dynamic multimedia tools.
Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs. Its applications and adaptations can help open doors to previously inaccessible learning opportunities for many children with special needs (Burrello, 2001).
“Access to computer technology in today’s classroom can provide teachers with such a wide range of tools to make inclusion possible and easier” (Heacox, 2002).
It has been my personal experience that all students, especially those with special needs, benefit from the use of visual aids. SMART Ideas software is a great way to help teachers to integrate technology into their classes. It is easy to learn and implement. Through research I discovered quotes from other teachers who felt that this program was an extremely valuable teaching tool.
“SMART Ideas allows students to explore topics while understanding the direct relationship of the previous level. The visual connections have been a great support to the special education students”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Laura Wong, Technology Tools
Liberty Middle School, Fairfax County, VA
“My students think SMART Ideas software is great. We can capture an entire chapter of material on one map with neat graphics and pictures. This makes it easier for students to grasp concepts and ideas while having fun doing it. The more time I invest in this software, the more ideas I come up with for how to use it in class”(http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Testimonials.htm).
Larry Garcia, Counselor and Assistant Professor
St. Philip’s College, San Antonio, TX
SMART Ideas has been installed on every computer at Elliot Lake Secondary School. Some useful resources for teachers contemplating the use of SMART Ideas are as follows:
Download a free trial of the program at:
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/
Online tutorial:
http://www.nipissingu.ca/iteachsupport/Howto/SMART%20Ideas/smart_ideas_intro.html
Examples of Smart Ideas Lessons
http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/USA/
Sample Mind Maps
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/Sample+maps.htm
OSAPAC – lists of expectations covered by use Smart Ideas
http://www.osapac.org/dbOESS/ResourceBrowse.asp?Mode=TopDownloads
Key Findings
According to Sue Murray’s article, “Mapping the Mind,” what we know about the way students learn started back in the early 1900s with Piaget’s model of development and the way children learn. Piaget recognized that the developing child builds cognitive structures such as mental maps, schemes, or networked concepts, for understanding and responding to physical experiences within their environment. Today we refer to these cognitive structures as Concept Mapping, or Mind Mapping (Murray, 2003).
Mapping encourages students to brainstorm, which appeals to pupils with different learning styles. Mapping is a route achieving very high levels of cognitive performance, as it can be used to chart the way a group of participants perceive complex subject matter. For this reason, mapping is often used with gifted children, and has also been found to help dyslexic children to write and to achieve high marks both at school and university (Murray, 2003).
I believe this research is valid, as I know of many schools and teachers that successfully incorporate numerous mapping techniques created by SMART Ideas. Colleagues of mine have noted an increased participation from their students during discussions and higher levels of retention and comprehension in terms of the information taught through mapping techniques.
Implications
As mentioned above, all learners benefit from having visual aids while trying to process new information and make connections to new curriculum material. After downloading the 30 day free trial, I can easily state that that SMART Ideas is a highly effective and affordable tool for all educators to have. It was time efficient and easy to use.
Research Resources
Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
ConnectAbility. (2008). Using Visuals. Retrieved May 12, 2009, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22
Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
(2009). Spectronics-Inclusive Learning Technologies. Retrieved May 12, 2009, from Spectronics Web site: http://www.spectronics.co.nz/
http://www2.smarttech.com/st/en-US/Products/SMART+Ideas/
http://www.teachsmart.org/smart_ideas.php
http://r21.ccems.pt/LinkClick.aspx?fileticket=M9CzfUjfuJ4%3D&tabid=101&mid=1085&language=pt-PT (brochure online)
http://www.tvdsb.on.ca/saunders/Saunders%20Virtual%20LIbrary/Smart%20Ideas%20Tutorial.htm
http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/SMARTIdeasActivities/Canada/
(examples of web suited to Canadian curriculum)
http://blogs.wsd1.org/etr/files/smart20ideas20quick20guide.pdf
(guide)
http://www2.smarttech.com/NR/rdonlyres/7828652C-3F5B-4C96-90EF-67C440CA1F2D/0/mappingthemind.pdf
Subscribe to:
Posts (Atom)