Running head: CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 1

Concept Mapping to Support Critical Thinking

Using the Popplet Application
Alyssa L. Reph
Wilkes University
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 2

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

Concept Mapping to Support Critical Thinking

Using the Popplet Application
Resource Review of Memory and Cognition Applications
Since organizing and retaining information is a challenge for students with memory and
cognitive impairments, a tool should be provided to assist these students in processing
information. Tomlinson (2014) advises that educators link the learner and the learning (p. 101)
by matching the student with the correct tools to support their learning. Furthermore, Universal
Design for Learning also recognizes the differences among learners and provides principles and
checkpoints to guide teachers in their selection of technology tools (Universal Design for
Learning, 2015). For instance, Checkpoint 3.4 recognizes that students need varying levels of
support in order to connect ideas to prior learning and remember information (Principle I,
2014). Concept maps for note-taking and graphic organizers can be utilized to aid students in
their processing and recall of information. Additionally, Checkpoint 6.3 details how students
who have difficulty with working memory would benefit from organizational tools (Principle
II, 2014). Students who have difficulty organizing information could use websites like Evernote
to jot down ideas or Google Calendar to keep track of assignments and important dates. If study
skills are an area of concern, students may benefit from studying tools such as Quizlet for
reviewing with flashcards or Google Documents for note taking. According to a learning support
teacher, these students could also benefit from applications such as Big Brainz to boost their
recall of previously learned math facts (A. Hermance, personal communication, April 19,
2017). With such a number of applications available, it is imperative that administration and
teachers select what is best for their students. An application that supports students organization
of ideas and boosts their critical thinking is Popplet.
Description of the Application
Advantages
Popplet is a mind-mapping tool for students to visually organize their brainstorms and ideas
and can be used on the web or on Apple devices (Popplet for School, 2013). Mind-mapping
tools like Popplet are typically utilized to accompany writing instruction. Lamb and Johnson
(2012) describe writing as just a representation of language with symbols. Therefore, we must
alter the way we think about writing because there are many avenues by which we can express
language with symbols (Lamb & Johnson, 2012). Mind mapping allows students to think
through ideas, organize projects, write thoughts and record notes (Lamb & Johnson, 2012).
Though Popplet is a writing tool, it has a myriad of advantages that extend beyond simply
writing in the classroom.
There are a variety of advantages to applying a mind-mapping tool like Popplet to instruction
in the classroom. Students can see how ideas are connected, which supports visual learners and
increases students motivation to learn (Tomaszewski, 2012). Additionally, Popplet has a simple
design with an easy interface allowing students to click to create their maps (Tomaszewski,
2012). Furthermore, teachers have reviewed Popplet declaring that it is entirely appropriate
(Bindel, 2016) for all grade levels. High levels of engagement occur as students comment,
collaborate, and add pictures or videos from websites like YouTube or Google Maps to their
work (Bindel, 2016). From their experience, teachers affirm that there is minimal
troubleshooting (Bindel, 2016) required. Students have more control over their learning with
Popplet as they can show what they know in a visual way as opposed to a more formal writing
assignment. Finally, the finished Popplet can be exported in a variety of formats to be shared and
published.
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 4

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

technology department on how the implementation is progressing. The administration and

technology department will provide follow-up trainings and support to teachers to ensure that all
staff will be supported as they work with the new technology.
The final step for staff involves a personal reflection on how Popplet has transformed their
teaching and the students learning. The administration and technology department will
encourage teachers to reflect on the areas of engagement and understanding for students. Has
adding Popplet to the classroom made the learners more motivated to think critically and has
there been improvement in their knowledge of content and connections to learning (Tomlinson,
2014)? Furthermore, depending on the age and grade level of the students, a short questionnaire
can be given to gather students feedback and reflections on their perceptions of using Popplet in
the classroom as well. As teachers continue to work with Popplet, they will develop new and
innovative ways to enhance their teaching and students learning.
Recommendations and Rationale for Implementation of the Technology
As Tomlinson (2014) stated, differentiation is a way of thinking that begins with the students
in mind: where are they starting and how can I support them as they learn? This process of
differentiation can take many forms, though I believe that Popplet is simply one avenue to help
students learn. Tomlinson (2014) goes on to remark that decision makers must have a solid
understanding of why they believe in differentiation. I believe in it because I have seen a childs
frustration in not being able to learn the way others are and the impact differentiation had on
their view of learning and their self-esteem.
Popplet enables teachers to take a step in progressing towards a more differentiated
classroom. It enables students to organize information similarly to how their brain already does.
Also, students who are visual or auditory learners will benefit from the use of colors, images,
videos and drawing to demonstrate their understanding. Furthermore, the Universal Design for
Learning challenges educators to meet the needs of all students by providing tools and supports
(Universal Design for Learning, 2015). Popplet fits the criteria by supporting students as they
seek to organize information and ideas to make sense of their learning (Principle II, 2014).
Students who may typically seem unorganized or forgetful will be able to organize and record
their ideas. Additionally, concept mapping will empower students to become critical thinkers and
make connections (Tseng, 2015). Teachers can provide the tools, but it will ultimately be up to
the students to do the hard work of learning (Tomlinson, 2014, p. 81). Just as we would expect
our students to stretch beyond their comfort zones, we must do the same by experimenting with
technologies that are proven to meet students needs and enrich their learning (Tomlinson, 2014).
CONCEPT MAPPING TO SUPPORT CRITICAL THINKING 7

References
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