Beyond Curriculum Mapping: Using Technology To Delve Deeper into Inquiry Learning（1）

Beyond Curriculum Mapping: Using Technology To Delve Deeper into Inquiry Learning
by Pamela Morehead, Ph.D., and Barbara LaBeau
At Graham Elementary, part of L‘Anse Creuse Public Schools in Michigan, our elementary school staff decided to take an evaluative look at the use of technology in the classroom through a self-study process and a district technology initiative called Project 2000 over a two-year period. The faculty had the opportunity to determine a new direction relative to technology integration, and, to that aim, we determined that curriculum mapping, study groups, and an onsite technology coach would be a model for our professional development efforts.
Our process included identifying curricular content, essential questions, and technology connections by grade level through a curriculum mapping process (Morehead & LaBeau, 2005). Through a self study of classroom technology use, Barbara LaBeau (technology consultant) and I (principal) decided that without a focus on curriculum reorganization through a curriculum mapping process, the school would not make enough progress toward the integration of computer technology into students‘ learning experiences. We determined through the self study that some teachers had developed projects and lessons that had only an appearance of integration with technology. We both questioned whether the lesson or project would continue to develop with meaningful technology integration without support and agitation of a technology consultant.
As we looked at the examples of technology, we asked ourselves, "Did the technology really become an integrated and essential part of the lesson?" Moreover, we pondered whether the initial restructured lesson or project allowed for the inclusion of technology event for just the sake of technology. In other words, we considered whether the true nature of the project or lesson using technology existed as a natural connection to the curriculum or as simply contrived. We agreed the situation was the latter and decided on a plan of action.
Curriculum Mapping, Integration and Inquiry Learning
Barbara and I organized a curriculum mapping process that included the expectation that teachers would begin to make technology connections. We encouraged teachers to consider how learning processes or concept development, such as compare and contrast or change over time, could incorporate computer technology applications, such as Inspiration, Kidspiration, Graph Club or Timeliner. Teachers continued to match the learning processes with the tools that best facilitated the process.
When the teachers began to see that computer technology enabled students to use inquiry for information, we encouraged them to study inquiry-based learning as a powerful model for acquiring deep understandings. Barbara and I decided to investigate inquiry learning as a possible pathway to allow teachers to see the value of incorporating technology into their teaching strategies.
During a summer retreat the teachers were introduced to the concept of inquiry learning. We explained multiple methods of using inquiry-based learning in the classroom to include learning centers, collaborative learning, cooperative learning, project-based leaning, and problem-based learning. Using a real worm bin, we linked models of inquiry-based learning for each grade level to the worm bin. By giving the teachers examples of essential questions appropriate to each grade level and content standard coupled with group work and discussion, the teachers worked on informational questions and concepts in which their students could participate and that aligned with their grade level standards.
Essentially, this process was the beginning of the teachers‘ understanding of how they could integrate inquiry appropriate to their grade level.
Also during the summer staff retreat we began with a discussion of inquiry-based learning and linked examples of what teachers where doing in their classroom that could easily be molded into a thematic unit and bridge the information that students were learning into broader concepts. We asked teachers to continue during the day to meet in grade-level meetings and, with their curriculum map in hand, to connect individual units into thematic units. Barbara and I both found that the teachers benefited from ongoing opportunities following the retreat to collaborate, reflect, research, and study teaching strategies and technology integration using the curriculum maps as a guide.