Gis for online cpd unit
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The document discusses the importance of Geographic Information Systems (GIS) in school education, emphasizing the need for students to learn through engaging with GIS rather than just theoretical instruction. It outlines opportunities for integrating GIS into the curriculum to enhance learning, while also addressing challenges such as technology access and teacher competencies. The document advocates for hands-on experiences and varied resources to improve student engagement and understanding of geography.
Gis for online cpd unit
- 1. “ Beyond tracing paper....” Thoughts on school based use of GIS
- 2. GI = Geographical Information What information do you have ? What do you want to do with it ?
- 3. “… a digital map, data located on the map, and a software application (GIS) that links the two together ” Diana Freeman (2004) One definition of GIS...
- 4. Why use GIS ? Highlighted within the new KS3 Programmes of Study and AB specifications A need for pupils to be skilled in this area (‘ vocational’ ) Natural link to enquiry , and use of ICT to display and interrogate data
- 5. Why use GIS ? Pupils need to learn what GIS is, but as a way of exploring geography. This should be through using it , rather than learning about the software. Ideally start with something that the pupils are already confident (and competent) in using There should be some plan for progression
- 6. Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version
- 7. Peter O’ Connor book Around £35 for GA members 1 year license plus data, and step-by-step instructions for use – “ suck it and see ”
- 8. School-based GIS http://www.geography.org.uk/projects/gtip/thinkpieces/gis
- 9. OS Mapping News – Issue 35 http://www.ordnancesurvey.co.uk/oswebsite/education/mappingnews/previouseditions/35/p14-16.pdf
- 11. 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
- 12. 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.
- 13. 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?
- 14. Removing brakes: logistics-economics Cost of hardware/software Access to hardware Issues of technology Lower costs Better funding Free resources Wireless laptops PDAs ‘ Old’ computers Computers at home Greater speed and reliability of networks and hardware
- 15. 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
- 16. 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
- 17. 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