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“ Beyond tracing paper....” School based GIS  Some examples for immediate use in the Geography classroom Alan Parkinson Se...
"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 (...
Why use GIS ? <ul><li>Highlighted  within the new KS3 Programmes of Study and AB specifications </li></ul><ul><li>A need f...
Why use GIS ? <ul><li>Pupils need to learn what GIS is, but as a way of exploring geography. This should be through  using...
Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes  a ‘cut-down’ version
High-end GIS <ul><li>Arc GIS – over £1000 for package and data </li></ul><ul><li>GA has a project with ESRI funding called...
Peter O’ Connor book Just under £30 for GA members 1 year license plus data, and step-by-step instructions for use – “suck...
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-...
Bringing your maps to life...
Manifesto Link
What to map ?
What to map ? Jim Morrison Flickr user: mearse
 
 
 
http://livinggeography.blogspot.com
<ul><li>A  base map  – drawn or imported - digital </li></ul><ul><li>Data for lines, areas (polygons) points </li></ul><ul...
The Background – to guide thinking on what to choose.....
 
York connection.... <ul><li>John Snow </li></ul><ul><li>Born in 1813 in York </li></ul><ul><li>North St. opposite the King...
...and data matched to that location...
KS3 Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral t...
<ul><li>GIS is valuable for mapping and visualising information as well as linking and analysing different spatial dataset...
The brakes on ICT - GIS <ul><li>Logistics - economics </li></ul><ul><li>Cost of hardware/software </li></ul><ul><li>Access...
Removing brakes: logistics-economics <ul><li>Cost of hardware/software </li></ul><ul><li>Access to hardware  </li></ul><ul...
Removing brakes: skills - pedagogy <ul><li>Teacher competence  </li></ul><ul><li>Pupil competence – lack of co-ordination ...
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 enhan...
GIS is valuable for mapping and visualising information as well as linking and analysing different spatial datasets. There...
 
 
 
 
 
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
 
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Beyond Tracing Paper

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Ideas for developing GIS - minus the delegate pack with all the supporting notes, and the presence of AP, bad jokes and all...

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Beyond Tracing Paper

  1. 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. 2. &quot;As I travel the world, I find myself asking questions that only geographers can answer...&quot; Michael Palin
  3. 3. GI = Geographical Information What information do you have ? What do you want to do with it ?
  4. 4. “… a digital map, data located on the map, and a software application (GIS) that links the two together ” Diana Freeman (2004)
  5. 5. Why use GIS ? <ul><li>Highlighted within the new KS3 Programmes of Study and AB specifications </li></ul><ul><li>A need for pupils to be skilled in this area (‘ vocational’ ) </li></ul><ul><li>Natural link to enquiry , and use of ICT to display and interrogate data </li></ul>
  6. 6. Why use GIS ? <ul><li>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. </li></ul><ul><li>Ideally start with something that the pupils are already confident (and competent) in using </li></ul><ul><li>There should be some plan for progression </li></ul>
  7. 7. Continuum FREE EXPENSIVE EASY TO USE COMPLICATED Often web based BASIC SOPHISTICATED Sometimes a ‘cut-down’ version
  8. 8. High-end GIS <ul><li>Arc GIS – over £1000 for package and data </li></ul><ul><li>GA has a project with ESRI funding called Spatially Speaking , which has a range of outcomes included on the school website. </li></ul>
  9. 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. 10. School-based GIS http://www.geography.org.uk/projects/gtip/thinkpieces/gis
  11. 11. Noel Jenkins’ collaborative document http://docs.google.com/Presentation?id=dd3s53jc_46dfnx5cgx
  12. 12. OS Mapping News – latest issue... http://www.ordnancesurvey.co.uk/oswebsite/education/mappingnews/previouseditions/35/p14-16.pdf
  13. 13. Bringing your maps to life...
  14. 14. Manifesto Link
  15. 15. What to map ?
  16. 16. What to map ? Jim Morrison Flickr user: mearse
  17. 20. http://livinggeography.blogspot.com
  18. 21. <ul><li>A base map – drawn or imported - digital </li></ul><ul><li>Data for lines, areas (polygons) points </li></ul><ul><li>Data referenced to the map </li></ul><ul><li>View data as selected layers </li></ul><ul><li>Display data in different ways </li></ul><ul><li>Process and query the data – ENQUIRY BASIS TO LESSON ! </li></ul>
  19. 22. The Background – to guide thinking on what to choose.....
  20. 24. York connection.... <ul><li>John Snow </li></ul><ul><li>Born in 1813 in York </li></ul><ul><li>North St. opposite the King’s Arms </li></ul>
  21. 25. ...and data matched to that location...
  22. 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. <ul><li>use varied resources, including maps, visual media and geographical information systems </li></ul>
  23. 27. <ul><li>GIS is valuable for mapping and visualising information as well as linking and analysing different spatial datasets. </li></ul><ul><li>There should be opportunities to learn with GIS and to learn about GIS. </li></ul>
  24. 28. The brakes on ICT - GIS <ul><li>Logistics - economics </li></ul><ul><li>Cost of hardware/software </li></ul><ul><li>Access to hardware </li></ul><ul><li>‘ Blind alleys’ </li></ul><ul><li>Issues of technology </li></ul><ul><li>Skills - pedagogy </li></ul><ul><li>Teacher competence </li></ul><ul><li>Pupil competence – lack of ICT co-ordination </li></ul><ul><li>Pedagogy to use ICT </li></ul><ul><li>Content crowding </li></ul><ul><li>Lack of incentive – does it improve standards? </li></ul>
  25. 29. Removing brakes: logistics-economics <ul><li>Cost of hardware/software </li></ul><ul><li>Access to hardware </li></ul><ul><li>Issues of technology </li></ul>Lower costs Better funding Free resources Wireless laptops PDAs ‘ Old’ computers Computers at home Greater speed and reliability of networks and hardware
  26. 30. Removing brakes: skills - pedagogy <ul><li>Teacher competence </li></ul><ul><li>Pupil competence – lack of co-ordination </li></ul><ul><li>Pedagogy to use ICT </li></ul><ul><li>Content crowding </li></ul><ul><li>Lack of incentive – how does it improve standards? </li></ul>Vastly increased Pupils as digital natives and ICTAC Action research by teachers Builds with experience Opportunity to reduce topic content
  27. 31. My results are always good, so why should I spend time using GIS?
  28. 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. <ul><li>use varied resources, including maps, visual media and geographical information systems </li></ul>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
  29. 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
  30. 39. Geography Geek: Helen Young
  31. 40. http://www.geography.org.uk/projects/ks4ict/projectideas/ and also LIVING GEOGRAPHY
  32. 41. ORDNANCE SURVEY – GIS ZONE
  33. 42. Juicy Geography: San Francisco http://www.juicygeography.co.uk/googleearthsanfran.htm
  34. 44. Teachers’ TV : hands up who watches ?
  35. 45. Contexts

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