Beyond Tracing Paper
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The document discusses the importance of Geographic Information Systems (GIS) in the geography classroom, emphasizing its role in enhancing student engagement and learning through practical application rather than theoretical instruction. It highlights various resources, tools, and opportunities for integrating GIS into the curriculum while addressing challenges such as cost and teacher competence. The document advocates for a hands-on approach to using GIS to support the learning of geographical concepts and data visualization.
Beyond Tracing Paper
- 1. “ Beyond tracing paper....” School based GIS Some examples for immediate use in the Geography classroom Alan Parkinson Secondary Curriculum Development Leader Geographical Association
- 2. "As I travel the world, I find myself asking questions that only geographers can answer..." Michael Palin
- 3. GI = Geographical Information What information do you have ? What do you want to do with it ?
- 4. “… a digital map, data located on the map, and a software application (GIS) that links the two together ” Diana Freeman (2004)
- 5. 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
- 6. 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
- 7. Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version
- 8. High-end GIS Arc GIS – over £1000 for package and data GA has a project with ESRI funding called Spatially Speaking , which has a range of outcomes included on the school website.
- 9. Peter O’ Connor book Just under £30 for GA members 1 year license plus data, and step-by-step instructions for use – “suck it and see”
- 10. School-based GIS http://www.geography.org.uk/projects/gtip/thinkpieces/gis
- 11. Noel Jenkins’ collaborative document http://docs.google.com/Presentation?id=dd3s53jc_46dfnx5cgx
- 12. OS Mapping News – latest issue... http://www.ordnancesurvey.co.uk/oswebsite/education/mappingnews/previouseditions/35/p14-16.pdf
- 13. Bringing your maps to life...
- 14. Manifesto Link
- 15. What to map ?
- 16. What to map ? Jim Morrison Flickr user: mearse
- 21. 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 !
- 22. The Background – to guide thinking on what to choose.....
- 24. York connection.... John Snow Born in 1813 in York North St. opposite the King’s Arms
- 25. ...and data matched to that location...
- 26. 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
- 27. 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.
- 28. 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?
- 29. 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
- 30. 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
- 31. My results are always good, so why should I spend time using GIS?
- 32. 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
- 33. 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
- 39. Geography Geek: Helen Young
- 40. http://www.geography.org.uk/projects/ks4ict/projectideas/ and also LIVING GEOGRAPHY
- 41. ORDNANCE SURVEY – GIS ZONE
- 42. Juicy Geography: San Francisco http://www.juicygeography.co.uk/googleearthsanfran.htm
- 44. Teachers’ TV : hands up who watches ?
- 45. Contexts