Beyond Tracing Paper

“ Beyond tracing paper....” School based GIS Some examples for immediate use in the Geography classroom Alan Parkinson Secondary Curriculum Development Leader Geographical Association

"As I travel the world, I find myself asking questions that only geographers can answer..." Michael Palin

GI = Geographical Information What information do you have ? What do you want to do with it ?

“… a digital map, data located on the map, and a software application (GIS) that links the two together ” Diana Freeman (2004)

Why use GIS ? ,[object Object],[object Object],[object Object]

Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version

High-end GIS ,[object Object],[object Object]

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”

School-based GIS http://www.geography.org.uk/projects/gtip/thinkpieces/gis

Noel Jenkins’ collaborative document http://docs.google.com/Presentation?id=dd3s53jc_46dfnx5cgx

OS Mapping News – latest issue... http://www.ordnancesurvey.co.uk/oswebsite/education/mappingnews/previouseditions/35/p14-16.pdf

What to map ? Jim Morrison Flickr user: mearse

http://livinggeography.blogspot.com

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Background – to guide thinking on what to choose.....

York connection.... ,[object Object],[object Object],[object Object]

...and data matched to that location...

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. ,[object Object]

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The brakes on ICT - GIS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Removing brakes: logistics-economics ,[object Object],[object Object],[object Object],Lower costs Better funding Free resources Wireless laptops PDAs ‘ Old’ computers Computers at home Greater speed and reliability of networks and hardware

Removing brakes: skills - pedagogy ,[object Object],[object Object],[object Object],[object Object],[object Object],Vastly increased Pupils as digital natives and ICTAC Action research by teachers Builds with experience Opportunity to reduce topic content

My results are always good, so why should I spend time using GIS?

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. ,[object Object],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

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

http://www.geography.org.uk/projects/ks4ict/projectideas/ and also LIVING GEOGRAPHY

Juicy Geography: San Francisco http://www.juicygeography.co.uk/googleearthsanfran.htm

Teachers’ TV : hands up who watches ?

Beyond Tracing Paper

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