“ 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 ? 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

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

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 SOPHISTICATED Sometimes 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.

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 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

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 !

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

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 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

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.

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?

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 costs Better funding Free resources Wireless laptops PDAs ‘ Old’ computers Computers at home Greater speed and reliability of networks and hardware

Cost of hardware/software

Access to hardware

Issues of technology

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

Teacher competence

Pupil competence – lack of co-ordination

Pedagogy to use ICT

Content crowding

Lack of incentive – how does it improve standards?

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

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. 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 Francisco http://www.juicygeography.co.uk/googleearthsanfran.htm

Teachers’ TV : hands up who watches ?

Contexts