This is my attempt at using the software, Inspiration -- a program for creating diagrams, outlines and concept maps. I used it to present the benefits and drawbacks of using technology in the classroom.
I created this by making an outline first, where I listed 3 uses of technology in the classroom, then brainstormed the "pros" and "cons" as subheadings under each. I then transfered it to a map and played with it to get the graphical representation I wanted. I added the Thumbs Up & Down clipart as overlays, hoping the continuity with the original subject would be kept with the color.
One application I can see for Inspiration is to create the outline first, then make a graphical representation of that outline, connecting similar ideas. It is more efficient to do this on Inspiration because you can easily go between outline, diagram and map, which is much more time consuming to do by writing out each individually. Some students are more visual learners, so this could help them create visual connections for ideas. Perhaps seeing the end process would also help them in creating an outline, which would be a study aid in other subjects.
The templates are also nice for efficiency sake, especially for making timelines for history class. Just by flipping through the templates, I was able to brainstorm some ideas of how I wanted to present my concept map.
I think I would appreciate this more as a teacher for creating graphics for student learning than for student use, however. Since it is designed for making diagrams and maps, I could upload outlines and make those more easily than if I were using a standard graphics program.
Basically, I see this as an efficiency tool that could have some use in provoking creativity in presenting information, but I think the fact that it costs money is a big consideration for such a narrow focus. I'd also be wary of using it for a crutch for students in creating outlines and concept maps, because those are both useful tools for later education and they may not have this software to rely on.
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