National Geographic Map Maker

Peter Fantigrossi

Summery• Map maker online found here: http

://mapmaker.education.nationalgeographic.com/ • This MMLE is a great tool for social studies teachers that want to provide a

map or allow students to interact with a high quality map to suit the needs of the curriculum. a student or a teacher can make a map for any purpose with the ability to save and export it. For students this is a good device to teach geography and for teachers they can make a custom map that fits with what they are teaching. Users can draw lines add layers and text boxes. They can zoom in and out and can add layers.

• For NYS common core standards for 9-12 it requires students to, “Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750” (NYS common core standards 10.1 B P. 20). This map online will allow teachers to help meet this standard

Screen shot

This screen shot shows the overview of the webpage. It is very wide open and there Is little to no guidance on where and how to start.

Screen shot

Students can zoom in on the map to make more detailed edits. On the right they can alsoEdit what the map could look like add layers or different data points

Screen shot

On the right students can add layers like the gross domestic product of countries. This is good for economics classes to compare the economic health of different countries.

layers

Moreno and Mayer

• This map tool is a good tool but it is a perfect demonstration of the negatives of corrective feedback. It is corrective feed back because it allows the user a wide usage with little to know focusing tasks, “novice learners, often become lost and frustrated and eventually resort to ineffective trial-and-error strategies when asked to discover scientific principles without guidance (Moreno and Valdez 2005).” Moreno and Mayer 2007 P. 319.

• to make this tool more effective, explanatory feed back must be given to focus students and make meaning out of the tool. I had a hard time figuring out how to use it at first but I do think it can be a great tool for students and teachers.

• This tool does not address the pacing principal because there is not task control devices built in. it is an open project where the user can go anywhere and do anything in any order. Moreno and Mayer 2007

• I believe that it does lead to a extraneous processing because a student is not guided and will waste a lot of time trying to figure out what it can do then on the task at hand. Moreno and Mayer 2007