From ToK to Tech: Mapping Knowledge in the Classroom (and for Myself)

This week has been a fascinating collision of theory and practice. It started in a Theory of Knowledge (ToK) PD session run by John Sprague, where we were exploring maps as a source of knowledge. We examined how different maps of the same place can tell completely different stories, reflecting the knowledge communities of their creators.

It got me thinking: What would a mathematician's map look like? (Lots of vectors and stats, I imagine!)

But the metaphor hit home on a personal level. I'm currently facing a task that frankly terrifies me: writing my first academic essay in 20 years for my Master's. The sheer volume of sources and information feels like an uncharted, overwhelming territory.

How do you "map" a new intellectual landscape?

My Tech Powered Process: The Knowledge Matrix

For me, the answer has been a two-step, tech-driven process.

1. Assimilation (with AI): First, I'm using AI tools not to write for me, but to help me assimilate. I'm feeding my sources into AI to get summaries, extract key themes, and "translate" academic-speak. It's like having a research assistant who can read faster than I can and highlight the key landmarks. (NotebookLM has been my favourite)

   
   

2. Organization (The "Knowledge Map"): Second, I'm taking that assimilated knowledge and organizing it into a digital knowledge matrix.

This is the "map-making" part. It’s a simple concept but incredibly powerful. I'm using a digital tool to create a grid.

• Rows: My key sources (e.g., Article 1, Book Chapter 2).

• Columns: The main themes or topics of my essay (e.g., Topic A, Topic B, Topic C, Topic D).

In each cell, I jot down brief notes, quotes, or data points on what that specific source says about that specific topic.

Suddenly, the "territory" becomes clear. I can see:

• Intersections: Where do all my sources agree, or where do they present similar data? (These are the "cities" on my map).

• Gaps: Which topic has no sources, or where is my data thin? (The "unexplored territory" I need to research next).

• Outliers: Which source contradicts the others? (A "point of interest" to investigate).

What I’ve built not only helps me fill synthesis my understanding, it's a knowledge map. It turns an abstract pile of research into a visual, actionable tool.

You can see in the small screenshot below that one of my sources has alot of information about neoliberalism within education but not much on mathematics specific policy. However, my mastery curriculum source has lots about mathematics specific impact but limited information about neoliberalism within education.

Bringing the Matrix into the Classroom: A "Nerdy but Beneficial" Tool

This is exactly the kind of strategy I want to bring to my students. In fact, I was chatting with some of my students about their challenges with the Extended Essay. They were drowning in deadlines, struggling to synthesize information, and unsure how to identify where their arguments truly lay.

I showed them my own digital knowledge matrix – they called it "nerdy," but immediately grasped the benefit! Seeing how I was organizing quotes, data, and identifying overlaps (and those crucial "research gaps") resonated with them. It transforms the overwhelming task of "research" into a concrete, visual, and manageable process.

Here’s how we can use it with students:

• Visualizing Research: Students can use it to organize notes for a debate, a history paper, or even a science project.

• Identifying Gaps: "Your 'Topic 2' column is empty. What does that tell you about your research so far?"

• Making Connections: "Look, Source A and Source C say the same thing in this cell. How can you combine those ideas in your essay?"

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It empowers them to move beyond just summarizing individual sources to actually synthesizing information and building a cohesive argument.

Tools for Building Knowledge Maps

To answer the question I'm asking myself: "What's the best tool for this?"

• Google Sheets / Excel: The simplest and most accessible. Everyone has it, and it's perfect for a basic matrix. The example above is my simplified version for easy to see viewpoints.

Ultimately, that ToK session on maps was the perfect metaphor for the whole week. Our job isn't just to give students a map of our subject, but to teach them how to be cartographers of their own knowledge.

By giving them a framework like a digital matrix, we're handing them a compass and a protractor, not just a destination. We're guiding them from being passive consumers of information to becoming active, critical synthesizers. Even if it is, as my students pointed out, a little nerdy.

What are your favorite "map-making" strategies for helping students navigate information overload?

#EdTech #ToK #DigitalLiteracy #ResearchSkills #ExtendedEssay #AIinEducation