Radley Geography Home
ICT developments in Geography
John Harris - Head of Geography, Radley College - mjh @
radley.org.uk
The "Global geography classroom" has existed for several years,
along with more recent concepts such as the "Virtual field trip".
Students and teachers can now exchange information at the click of a
mouse button. Global positioning systems (GPS) can be coupled to
automatic data logging devices and linked direct to palmtop computers
and entered onto remote databases accessible to schools worldwide.
Digital cameras and camcorders feed images straight onto school
websites and video conferencing allows students to
exchangeinformation and ideas, in real time, with other schools and
organisations. News, images, sound and animations are instantly and
constantly available on the web. Classroom activities such as
electronic worksheets can direct students to a whole range of
exciting online resources.
And yet the reality is that the uptake of school ICT is still very
patchy. Many educational practitioners lack the time, will,
confidence and opportunity to develop ICT competence. ICT Key Skills
are now a crucial requirement both for teachers and students.
So how can ICT confidence and competence be enhanced?
Experience suggests that it is better to start with an achievable
target and to build on that initial success. The following may
provide some ideas to investigate.
Word processors
The most basic word processor has tremendous ICT potential when
used imaginatively. Apart from the obvious uses in reporting and
record keeping, worksheets or exams most word processing applications
allow other geographical ideas to be pursued:
- Maps, images and movies can be copied eg from the web and
pasted into word processed documents. Arrows can be drawn to
identify key locations and text can be incorporated and linked to
questions. With ingenuity it is even possible to create a full
synoptic weather chart. Blank text boxes could allow students to
incorporate their answers on-screen.
- Electronic worksheets can be used by students to fill in
missing facts, figures and examples. Applications such as Word and
Claris Works allow the embedding of hyperlinks to web pages, maps,
data and other sources. In a similar way it is possible to
hyperlink associated worksheets to allow swift transfer between
assignments.
- The graphic tools, available on most word processing
applications, can be used to draw simple flow-line maps,
proportional circles and isoline maps. These can be superimposed
onto self-drawn maps or those acquired eg from the internet or OS
map tiles.
The great things is to experiment with a simple task and to then
build on this initial success.
Spreadsheets
Many "office" applications include a simple spreadsheet facility
and some allow the incorporation of spreadsheet, drawing, painting
and graphing into the same word-processed document. There are also
stand-alone spreadsheet applications which offer a wider variety of
powerful and sometimes bewildering possibilities.
Again it is best to build up confidence by starting with simple
spreadsheet tasks:
- Spreadsheets make light work of such things as sorting
alphabetic class or year lists, adding up marks and automatically
grading exam results, accounts and budgets, phone lists and
address labels.
- Data, as collected during field trips, can be neatly tabulated
and then selected to plot a variety of charts and graphs which can
then be pasted into other documents.
Databases
Most database applications are now very easy to use. Nevertheless
it is worthwhile spending some time planning database fields and
setting up labour-saving shortcuts such as automatic field entry and
validation.
There are a many possible uses of databases:
- Departmental resources such as slides, videos, maps, books or
magazine articles can be logged onto a database and then instantly
retrieved and sorted. The initial process of entering information
can be tedious but will allow long-term saving of time and
frustration as departmental resources proliferate.
- Student lists, profiles, marks and mailing lists can be
entered into a database and then reproduced in a variety of
formats.
- The latest databases allow teachers to create self-test
student exercises which can be submitted online and then
automatically marked. These could play an important part in future
diagnostic testing and profiling.
Web
Despite the great potential offered by the worldwide web, the
reality is that it remains the "worldwide wait" for many users,
either due to limitations of access, poor search routines or slow
loading of inappropriate websites.
A new generation of search engines has greatly enhanced the speed
and intelligence of searching and the ISDN revolution has given
schools faster and more reliable internet connection. A significant
number of staff and students now run their own websites allowing
publication and exchange of information and data and customised links
to useful websites.
- Many organisations provide updated lists of useful
geographical websites. These are a good starting point for web
research.
- Frequently accessed websites can be bookmarked or added to the
favourites lists of your web browser.
- Web authoring software is now widely available and is almost
as simple to use as a word processor. Home-produced web pages can
be tailored to your specific requirements eg a list of websites on
a particular theme. With a little more effort and technological
expertise such websites can be uploaded to the school intranet or
onto the web.
- Schools can participate in interactive projects where students
exchange ideas and information worldwide eg the Metlink
International weather project and Project Globe. There is also
scope for live video-conferencing and links to technical
expertise.
Email
Email access has become a reality for many students, staff and
parents. This opens up a wide range of possibilities when used
imaginatively. Time and distance are no longer handicaps to instant
communication.
- The same work assignment can be emailed to a whole group,
either within school or at home and during vacations. Similarly
work can be emailed to be marked, on screen, and returned without
the intervention of paper at any stage.
- Hyperlinks to useful websites can be embedded into an email
message, directing students to relevant online resources.
- Text, graphics, sound and movie files can be sent as
attachments and linked to appropriate tasks eg analysis of the
latest Meteosat weather movie or comments on an item of world
news.
- Modem contact with the school ICT system can be maintained eg
during field trips. Remote access systems allow the uploading and
downloading of school network files.
Examples of good practice in ICT will be published in due course
on the teacher's forum and users are encouraged to send in their
ideas for inclusion.
For more information, please contact