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Bedford : GISAlan Parkinson
Secondary Curriculum Development LeaderGeographical Association
RSA, CfBT KS3 Project
MenuWhy use GIS ? What can you do with GIS ?How can you get started with GIS ?(with thanks to Fred Martin, ESRI and Vanessa Lawrence)
Some uses of GIS(with thanks to Fred Martin, Ollie Bray and ESRI)
Demo of VISTA GIS system (WILDGOOSE) Information on other systems is also available.
Google Earth as an introductory level GIS (PRACTICAL SESSION – with thanks to Jamie Buchanan Dunlop from Digital Explorer, Noel Jenkins, Sarah Watts)
http://livinggeography.blogspot.com
GTT: Action Plan for Geography 2
“…a digital map, data located on the map, and a software application (GIS) that links
the two together”
Diana Freeman (2004)
• 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 !
What is Spatial Data?What is Spatial Data?What is Spatial Data?What is Spatial Data?
Location DataLocation Data• How Many? – What Kind? – Where?
Scale of DataScale of Data• Local to Global
Data PresentationData Presentation• Words, Charts, Graphs, Tables, or Maps
Estimates are that Estimates are that 80%80% of all data has a of all data has a spatialspatial component component• Data from most sciences can be analyzed spatiallyspatially
GIS at KS3
An Overview
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 • Systems ‘blind alleys’ • Issues of technology
Lower costsBetter fundingFree resources
Wireless laptopsPDAs‘Old’ computersComputers at home
Microsoft dominance
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?
Continuum
FREE EXPENSIVE
EASY TO USE
COMPLICATED
Often web based
BASIC SOPHISTICATEDSometimes a ‘cut-down’ version
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
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
Time needed to teach ‘with’ and ‘about’ GIS – what not to teach
Links to remote sensing, vertical air photos and the GPS
Issues in mapping, e.g. ownership, surveillance, uses of data
Teaching about maps: scale, symbols etc.
New contexts in ‘real world’ applications
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
GIS Demonstration• Ordnance Survey produced a very useful
comparison document....
Continuum
FREE EXPENSIVE
EASY TO USE
COMPLICATED
Often web based
BASIC SOPHISTICATEDSometimes a ‘cut-down’ version
• 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 !
http://earth.google.com/outreach/tutorial_mapper.html
Geography Geek: Helen Young
http://www.geography.org.uk/projects/ks4ict/projectideas/
ORDNANCE SURVEY – GIS ZONE
Juicy Geography: San Franciscohttp://www.juicygeography.co.uk/googleearthsanfran.htm
Mobile Phones
Sarah Watts article
Fast Food LocationAdapted from “Digital Geography” activity produced by Kingston College for ASET Certificate in GIS Pilot Project
One to explore, using web based information.
Can then ‘assemble’ a map using online mapping tools...
Teachers’ TV: hands up who watches ?
