Bedford Gis Session
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The document discusses using geographic information systems (GIS) in secondary geography curriculum. It provides an overview of GIS, describing what it is, examples of how it can be used, and opportunities to learn with and about GIS. It also addresses challenges of using GIS in the classroom and strategies to overcome those challenges.
Bedford Gis Session
- 1. Bedford : GIS Alan Parkinson Secondary Curriculum Development Leader Geographical Association RSA, CfBT KS3 Project
- 2. Menu Why use GIS ? What can you do with GIS ? How can you get started with GIS ? (with thanks to Fred Martin, ESRI and Vanessa Lawrence) Some uses of GIS (with thanks to Fred Martin, Ollie Bray and ESRI) Demo of VISTA GIS system (WILDGOOSE) Information on other systems is also available. Google Earth as an introductory level GIS (PRACTICAL SESSION – with thanks to Jamie Buchanan Dunlop from Digital Explorer, Noel Jenkins, Sarah Watts)
- 3. It’s a NING THING... Join at http://geographical.ning.com
- 5. GTT: Action Plan for Geography 2
- 6. “… a digital map, data located on the map, and a software application (GIS) that links the two together” Diana Freeman (2004)
- 7. A base map – drawn or imported - digital Data for lines, areas (polygons) points Data referenced to the map View data as selected layers Display data in different ways Process and query the data – ENQUIRY BASIS TO LESSON !
- 12. What is Spatial Data? Location Data How Many? – What Kind? – Where? Scale of Data Local to Global Data Presentation Words, Charts, Graphs, Tables, or Maps Estimates are that 80% of all data has a spatial component Data from most sciences can be analyzed spatially
- 13. GIS at KS3 An Overview
- 14. KS3 Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. use varied resources, including maps, visual media and geographical information systems
- 15. GIS is valuable for mapping and visualising information as well as linking and analysing different spatial datasets. There should be opportunities to learn with GIS and to learn about GIS.
- 16. The brakes on ICT - GIS Logistics - economics Cost of hardware/software Access to hardware ‘ Blind alleys’ Issues of technology Skills - pedagogy Teacher competence Pupil competence – lack of ICT co-ordination Pedagogy to use ICT Content crowding Lack of incentive – does it improve standards?
- 17. Removing brakes: logistics-economics Cost of hardware/software Access to hardware Systems ‘blind alleys’ Issues of technology Lower costs Better funding Free resources Wireless laptops PDAs ‘ Old’ computers Computers at home Microsoft dominance Greater speed and reliability of networks and hardware
- 18. Removing brakes: skills - pedagogy Teacher competence Pupil competence – lack of co-ordination Pedagogy to use ICT Content crowding Lack of incentive – how does it improve standards? Vastly increased Pupils as digital natives and ICTAC Action research by teachers Builds with experience Opportunity to reduce topic content
- 19. My results are always good, so why should I spend time using GIS?
- 20. Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version
- 21. During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. use varied resources, including maps, visual media and geographical information systems Interpret as ‘throughout’ ‘ Integral’ – not a separate module with a box to tick Maps and GIS? All aspects – not just a map skill No definition or indication of progression or quality of GIS work ‘ Hands on’ use of software
- 22. GIS is valuable for mapping and visualising information as well as linking and analysing different spatial datasets. There should be opportunities to learn with GIS and to learn about GIS. To ‘draw’ maps with appropriate ways of showing quantitative data To identify relationships – process and query data No mention of GPS Using GIS as a tool ‘ Real world’ applications – social- and political issues in use of GIS
- 23. Impact of GIS on the quality of learning in geography Higher technical quality of drawing maps and displaying maps data and better processing of data with statistical tools Time needed to teach ‘with’ and ‘about’ GIS – what not to teach Links to remote sensing, vertical air photos and the GPS Issues in mapping, e.g. ownership, surveillance, uses of data Teaching about maps: scale, symbols etc. New contexts in ‘real world’ applications
- 24. The time is right Demand from teachers – respond to KS3 orders – syllabus reform Focus on GIS from GA and RGS Interest in vocational learning Involvement of GIS companies Input from OS
- 26. GIS Demonstration Ordnance Survey produced a very useful comparison document....
- 27. Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version
- 29. A base map – drawn or imported - digital Data for lines, areas (polygons) points Data referenced to the map View data as selected layers Display data in different ways Process and query the data – ENQUIRY BASIS TO LESSON !
- 34. Geography Geek: Helen Young
- 36. ORDNANCE SURVEY – GIS ZONE
- 38. Juicy Geography: San Francisco http://www.juicygeography.co.uk/googleearthsanfran.htm
- 39. Mobile Phones Sarah Watts article
- 40. Fast Food Location Adapted from “Digital Geography” activity produced by Kingston College for ASET Certificate in GIS Pilot Project One to explore, using web based information. Can then ‘assemble’ a map using online mapping tools...
- 41. Teachers’ TV : hands up who watches ?