“Beyond tracing paper....”School based GIS

Some examples for immediate use in the Geography classroom

Alan ParkinsonSecondary 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 ?

• 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

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

Continuum

FREE EXPENSIVE

EASY TO USE

COMPLICATED

Often web based

BASIC SOPHISTICATEDSometimes a ‘cut-down’ version

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.

Peter O’ Connor bookJust 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 documenthttp://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

Bringing your maps to life...

Manifesto Link

What to map ?

What to map ?

Jim Morrison

Flickr user:

mearse

http://livinggeography.blogspot.com

• 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 !

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

York connection....

• John Snow• Born in 1813 in York• North St. opposite the King’s Arms

...and data matched to that

location...

KS3 Curriculum opportunities

During the key stage pupils should be offered the following opportunities that areintegral 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

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.

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?

Removing brakes: logistics-economics

• Cost of hardware/software

• Access to hardware • Issues of technology

Lower costsBetter fundingFree resources

Wireless laptopsPDAs‘Old’ computersComputers at home

Greater speed and reliability of networks and hardware

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 teachersBuilds 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.

• 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

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

Geography Geek: Helen Young

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

ORDNANCE SURVEY – GIS ZONE

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

Teachers’ TV: hands up who watches ?

Contexts