beyond tracing paper
DESCRIPTION
Ideas for developing GIS - minus the delegate pack with all the supporting notes, and the presence of AP, bad jokes and all...TRANSCRIPT
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“Beyond tracing paper....”School based GIS
Some examples for immediate use in the Geography classroom
Alan ParkinsonSecondary Curriculum Development Leader
Geographical Association
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"As I travel the world, I find myself asking questions
that only geographers can answer..."
Michael Palin
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GI = Geographical Information
What information do you have ?
What do you want to do with it ?
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“…a digital map, data located on the map, and a software
application (GIS) that links the two together”
Diana Freeman (2004)
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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
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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
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Continuum
FREE EXPENSIVE
EASY TO USE
COMPLICATED
Often web based
BASIC SOPHISTICATEDSometimes a ‘cut-down’ version
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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.
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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”
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School-based GIS
http://www.geography.org.uk/projects/gtip/thinkpieces/gis
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Noel Jenkins’ collaborative documenthttp://docs.google.com/Presentation?id=dd3s53jc_46dfnx5cgx
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OS Mapping News – latest issue...
http://www.ordnancesurvey.co.uk/oswebsite/education/mappingnews/previouseditions/35/p14-16.pdf
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Bringing your maps to life...
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Manifesto Link
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What to map ?
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What to map ?
Jim Morrison
Flickr user:
mearse
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http://livinggeography.blogspot.com
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• 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 !
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The Background – to guide thinking on what to choose.....
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York connection....
• John Snow• Born in 1813 in York• North St. opposite the King’s Arms
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...and data matched to that
location...
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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
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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.
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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?
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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
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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
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My results are always good, so why should I spend time using GIS?
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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
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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
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Geography Geek: Helen Young
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http://www.geography.org.uk/projects/ks4ict/projectideas/and also LIVING GEOGRAPHY
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ORDNANCE SURVEY – GIS ZONE
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Juicy Geography: San Franciscohttp://www.juicygeography.co.uk/googleearthsanfran.htm
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Teachers’ TV: hands up who watches ?
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Contexts
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