This document discusses using GIS (geographic information systems) in geography education. It provides an overview of key concepts in GIS like base maps, data layers, and querying spatial data. It also addresses challenges to using GIS in schools like costs, teacher skills, and curriculum constraints. Suggestions are provided to help overcome these challenges, such as using free online GIS tools and emphasizing hands-on learning. Examples are given of how GIS can enhance geography lessons and student understanding through activities like mapping field data and exploring real-world applications. Overall it promotes the educational benefits of incorporating GIS into the geography curriculum.

1. Suffolk Geography
Conference
Session 2
GIS Basics
Resourcing Workshop

2. Animoto movie...
http://biz.animoto.com/education/faq.html
rebecca@animoto.com

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

4. • 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 !

5. These are the essential skills and processes in geography that pupils need to
learn to make progress.
2.1 Geographical enquiry
Pupils should be able to:
• collect, record and display information
• find creative ways of using and applying geographical skills and
understanding to create new interpretations of place and space
2.3 Graphicacy and visual literacy
Pupils should be able to:
• use atlases maps at a range of scales, photographs, satellite images
• construct maps and plans at a variety of scales, using graphical techniques
to present evidence.
4. Curriculum opportunities
Pupils should be able to:
d. use varied resources, including maps, visual media and geographical
information systems
f. make links between geography and other subjects, including citizenship
and ICT.
The Growing importance of GIS

7. 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.
80% of all data has a spatial component

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

9. The brakes on ICT -
GIS
Logistics - economics
• Cost of hardware/software
• Access to hardware
• Issues of technology
Skills - pedagogy
• Teacher competence
• Pupil competence – lack of ICT co-
ordination
• Content crowding
• Lack of incentive – does it improve
standards?

10. 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

11. Removing brakes: skills - pedagogy
• Teacher competence
• Pupil competence – lack
of co-ordination
• Content crowding
• Lack of incentive – how
does it improve
standards?
Vastly
increased
Pupils as
“digital natives”
Opportunity to
reduce topic
content

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

13. 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
All aspects
– not just a
map skill
‘Hands on’
use of
software

14. Impact of GIS on the
quality of learning in
geography
Higher technical quality of
drawing maps and displaying
maps data and better
processing of data with
statistical tools
Links to remote
sensing, vertical air
photos and GPS /
SATNAV...
Issues in mapping, e.g.
ownership, surveillance,
uses of data, “Big
Brother”
Teaching about
maps: scale,
symbols etc.
New contexts
in ‘real world’
applications

15. The time is right
Demand from
teachers – respond
to KS3 orders –
syllabus reform
Focus on GIS from GA
and RGS
Interest in
vocational
learning
Involvement of GIS
companies
Input from
OS

18. Geography Geek: Helen Young

19. http://www.geography.org.uk/projects/ks4ict/projectideas/

20. ORDNANCE SURVEY – GIS ZONE

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

23. Teachers’ TV: hands up who watches ?

25. Google MyMaps

26. Simon Renshaw

28. ALBUM ATLAS
Find and tag the location of an album /
CD cover...

29. Extra points for going to the
location....

30. How can we use Google Earth in
Lesson?
Bringing case studies to life to
support learning and to
encourage investigation and
research.

31. Using overlay to spatial illustrate information

32. Produce ‘path movies’ to take pupils on
visual journey.
Example: CBD to Rural-Urban Fringe.
1
2
3

33. Develop Enquiry Work – Windfarm Debate

34. Displaying Field Data – Temperature Longridge Fell

35. Displaying Field Data
Distribution of Pubs in CBD

36. Displaying Field Data – Blackpool: Origin of Visits

37. Other Good (Free) GIS Sites
Windows Local Live is an excellent site (http://maps.live.com/). Similar to Google Earth,
but the air-photo resolution is often much higher.
The Magic site (http://www.magic.gov.uk/) is a really good way of getting into some free
GIS, simply by using the internet. The site advertises itself as a multi-agency countryside
resource. Type in a place or postcode to see a map with countryside information. The
best thing is that you can change and manipulate the maps layers.
A final recommendation is the Quikmaps site (http://www.quikmaps.com/). Draw pictures
and label things on a Google map using simple clicks and drags. Easily move the map to
anywhere in the world. The user-friendly nature of the site makes it ideal for students to
create maps of their local or personal geographies and fieldwork activities.
http://www.ononemap.co.uk/ See properties and prices in an area that are for sale (uses
the Google local platform). Good for comparing across areas, regions or postcodes.

38. Climate Change and Plants
Your views.....
(10 minutes)

40. The Full Monty

41. James and the Giant Peach
Digital story-telling...
http://tbarrett.edublogs.org/

44. http://www.mapjack.com
via
http://www.gotoweb20.net

45. Top Ten Tips

46. A few last words...

47. http://wordle.net
TOY for manipulating words...

48. http://geographical.ning.com
Over 280 members

49. KS3 Ning
http://ks3geography.ning.com
Over 450 members

50. My contact details
alanparkinsonatthega
aparkinson@geography.org.uk
GeoBlogs
GeoBlogs
http://www.geographypages.co.uk
http://livinggeography.blogspot.com

51. CREDITS
Some slides by:
Fred Martin (GIS)
Christine Lloyd Staples (Media and Film)
Noel Jenkins (Wordle and Juicy Geography)
Helen Young
Digital Explorer
Simon Renshaw and students
West Ribble Geography Network
Via GTT CGeog Networks section
Some work by Tom Barrett – check him out !