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	ICT and learning ICT Subject Leaders An ICT policy	Inspecting ICT  ICT in Geography  Digital Imagery in the  Classroom
My CV Publications Occasional    papers Services Steam pages Home	© Paul Heinrich 1998 and 2001  Links updated November 2003 Going Places - using ICT in Geography Geographers do it with a computer, if they have taken notice of advice from the Geographical Association and others over the last fifteen years. Geography has always been at the forefront of ICT developments, whether using databases to analyse field data and surveys, simulations to explore coastal erosion or computer enhanced satellite imagery to investigate the weather. Do you have a budding Michael Fish in your class? Geography offers tremendous scope for the development and application of children's ICT skills. These include writing reports using a word processor, illustrations produced with digital cameras, scanned "normal" photographs or even digital maps, created using real Ordnance Survey data. A database to analyse survey data, or spreadsheet to model traffic data are other ideas to explore. Even Roamer and Pixie robots, once liberated from the Maths store, have geographical and spatial value when programmed to move around a map laid out on the classroom floor. Not only is geography learned but key aspects of ICT, Maths and control technology also. Geography really puts ICT in its place so let's explore the possibilities. Enhancing geographical enquiry First hand experience, i.e. fieldwork, is an essential part of children's geographical experience, though cost and time considerations often mean this has to be second-hand, through video, photos, multimedia CD-ROMs and in the near future, the Internet. In both cases an enquiry based approach can be adopted, with children gathering information, forming and testing hypotheses and generally exploring and so developing an understanding of, a range of geographical information and data. Fieldwork need not be complex, nor involve travel; much can take place in and around the school. Weather records are an obvious starting point, involving anything from simple weather maps in MyWorld (SEMERC), to graphs and, later, quite complex databases compiled using data from simple instruments bought for cheaply from catalogue or garden centre. The fields in typical weather databases might include: Day Date Maximum temperature Minimum temperature Rainfall Wind direction Wind speed (Beaufort scale or kph) Pressure Cloud cover (in oktas) Current weather Such a database, used with weather maps from quality newspapers and video of weather forecasts, plus satellite imagery from the Internet (try http://www.nottingham.ac.uk for up to date Meteosat pictures), enable very detailed investigation of weather. Children can explore relationships between wind direction and rainfall or temperature, compare data for different months and consider the weather patterns shown on satellite images. The Nottingham server also provides animations of images for the previous 24 hrs providing a graphic demonstration of the dynamic nature of the atmosphere. If the school can afford an automatic weather station, such as the Weather Reporter Mkll (AU Enterprises) then the aspects of measurement and data logging this allows meets requirements for these aspects of the ICT curriculum. This is living geography. At more basic level children can undertake surveys of micro-climates around the school, types of transport used to get to school, holiday locations, shopping habits, environmental quality and more. The teacher simply needs imagination. With younger children simple data sets can be displayed using one of the excellent graphing packages available such as Counter for Windows (Black Cat), RM Starting Graph, Pictogram (Kudlian Soft) and others. Older children can be introduced to appropriate use of database software. Geography activities provide a vehicle for the teaching of essential skills of sorting, searching and presenting information. Such work does not necessarily require modern computers (though these are preferred), as the venerable OurFacts on a Nimbus 186 or Acorn A3000 can achieve the same results, though not as elegantly or efficiently as First Workshop or Information Workshop (Black Cat) or DataSweet3 (Kudlian Soft). With careful planning many of the requirements for information handling can be delivered through Geography, though teachers should always ensure that such use within other subjects is given due attention. However, the traditional information handling tools are only part of the story. Many teachers are familiar with CD-ROMS, but the vast potential of the Internet sits tantalizingly on the horizon, waiting for the necessary cables and networks to be installed. Information sources - CD-ROMs and other tools Where fieldwork is impossible there is a requirement to use secondary sources. They are certainly necessary when investigating distant localities. Fortunately, a growing range of CD-ROM materials is becoming available, including encyclopaedias, reference materials and interactive explorations. Many schools find the two Dorling Kindersley atlases - My First World Atlas, and The Dorling Kindersley World Reference Atlas very useful while others have used Microsoft's Encarta World Atlas to good effect. The latter is complex and certainly not designed for primary schools, although the excellent range of pictures, sounds and videos has immense value, as do the 3-D "fly-through" sequences. This is a relatively cheap product that, with careful planning and well designed worksheets could certainly be used effectively with Years 5 and 6. For infants the Oxford Talking Infant Atlas (Sherston) is a useful introduction to the world map knowledge required by the National Curriculum. Information sources on the World Wide Web Many in education and industry, agree that the main source of information in the future will be the Internet. A powerful tool already what we see now is only the beginning, for the worldwide web is still in its infancy. Shortly, and that means much sooner than we expect, high speed internet services will provide quality sound, video and animation in addition to the excellent text and still images currently available. There are many sites with appropriate information for Key Stage - try those shown in the panel. Undoubtedly the web has the potential to become a key source of information for school geographers, particularly as more pupil oriented sites such as BBC Learning (www.bbc.co.uk/learning)develop further. Argosphere already allow users to explore Pooh Country, Look at Maps and ask questions of Russian children. Explore this site and you find well designed and interactive games, played online at good speed. These represent the beginning of the (possible) future. Anglia have trial sections of their planned subscription service available for review, with an interesting insight into Peru, and much else planned. This site is also available on CD-ROM, updated termly. Once introduced to search engines and their use, itself an important aspect of ICT capability, pupils can be encouraged to explore topics such as weather and climate in Britain, and around the world, volcanoes, environmental problems and more. If you are concerned that children might access undesirable sites use any facilities built into your software or special screening tools such as NetNanny. Alternatively, use a service that is screened at the providers web server, such as that provided by Research Machines, Dialnet and otherse. These should prevent access to most problem sites, though this cannot, of course, be guaranteed. All Internet use by children, whether at home or school needs proper supervision and pupils educated as responsible users. Exploring and understanding patterns and relationships A key skill for geographers is the ability to explore relationships both within and between places. Thus we might investigate whether, in the locality, there are relationships between mode of travel to school and the distance covered, (and discover those living a short walk away who are delivered by 4-wheel drive!). With only three fields - name, mode of travel and distance only a simple database is needed, an easy introduction for Year 2 or 3 children. Relationships can be investigated through sorting records by distance and creating simple graphs. Older children, with support, can design complex questionnaires using software such as Junior Pinpoint (Longman-Logotron). These might support investigations of housing type, age and building materials, surveys of the environmental quality, or children's and parents shopping and leisure choices. Images of people and places Whether of the local area or distant places images are an important tool. Properly use they provide a focus for consideration of natural and human environments together with a basis for comparative studies. Children should be encouraged to use both still and video images and can easily produce their own. A digital camera allows images to be downloaded directly to computer. While still expensive they do not require expensive film or processing so running costs are low. Traditional prints can be scanned - good quality flatbed scanners are now around £50 or so from high street outlets such as Software Warehouse. Once in standard computer format, typically a "JPEG" or "TIFF" type file, the image can be imported into a word processor, presentation package or multimedia authoring software. Video capture cards is allow video images to be used in the same way. Images of more distant places can be found on, and exported from, suitable CD-ROMS e.g. Encarta World Atlas and used in the same way. In this case be sure to explain to pupils the basics of copyright law and the importance of acknowledging their sources. Web sites are another good source of images, again with the essential copyright proviso. Just because something is on a web page does not mean that it is public domain. Teachers do need to be aware that it is now extremely easy for children to download materials from such sources and pass them off as their own. It is important to recognise when this has been done and ensure that pupils are taught how to extract only that which is of use and to label it as such. The Impact of ICT in a changing world This is a theme within both the Geography and ICT curricula. Information technologies bring the people of the world closer together - many schools now have email and even video conferencing links with schools in other countries We must ensure that children are aware of the way in which ICT is changing social and economic structures. Opportunities arise within locality studies, for example comparing employment patterns in the area now with those in the past or looking at holiday booking systems in relation to a study of St Lucia. The latter could be set up as part of a travel agent role-play. Digital OS maps (usually available from your LEA) are another important tool. For those with Internet access and a school web site, the creation of web pages providing an electronic guide book to the local area are another possibility and could be the culmination of a major study that also supports work in English, History and Art. Planning Ahead Many schools will be reviewing ICT policies and schemes of work thanks to the new emphasis on ICT from September 2000. In this updated planning they must ensure that use of ICT is firmly embedded in subjects and not taught in isolation. This should certainly be no problem in geography. Ideas! - Key Stage 1 Use geographical terms : annotate digitised pictures e.g. from an digital camera or scanner incidental learning through use of simulation ad adventure software Roamer and PIP robots programmed to follow directions and routes Undertake fieldwork activities the digital camera again collect data on houses, travel, leisure Make maps and plans MyWorld Geography Key Stage 1 drawing and painting software e.g. use Paint or similar to create an island map imaginary places presented as maps using MyWorld weather symbols on a base map, MyWorld Use secondary sources pictures of places from CD-ROM or the Internet clip art graphics video images Places CD-ROM e.g. Exploring Nature Internet images video adventure and simulation games e.g. Teddy Bears Picnic (Post Office activity) talking topic programs involving places maps and plans of imaginary places using MyWorld Village and Town files data handling activities e.g. weather records, graphing software database software such as First Workshop (Black Cat) Quality of the environment surveys in the local area analysed using graphing and database software digital and scanned photographs Ideas! - Key Stage 2 Collect and record evidence prepare and use questionnaire sheets using Junior Pinpoint laptop computers Analyse evidence, draw conclusions and present findings graphing and database software of all types together with spreadsheets word-processing and DTP to present evidence and conclusions multimedia and web authoring software can also be used to present results Make plans and maps MyWorld maps from Town and Village, and Junior Map Reading create maps using drawing programs or map creation tools such as that in Local Studies (Soft Teach) OS digital map data Undertake fieldwork design and use questionnaires photographs Use secondary sources CD-ROM sources e.g. DK atlases, Encarta World Atlas etc World wide web sites Places - contrasts and similarities explore development data investigate the local area using databases, photographs etc newsroom simulations Contrasting Localities packs (Bedfordshire Education Service) Rivers collect and analyse field study or secondary data relating to a local stream CD-ROM or WWW materials Weather - a weather database, either short term or long term exploration of weather patterns using Weather Mapper (TAG) satellite imagery from the Internet Settlement compare size and function using a database explore population and occupation structures using census data land use mapping onto digital OS base maps newsroom simulation exploring e.g. planning and development issues Environmental change explore environmental issues using simulation programs such as Being a Scientist (Anglia Multimedia), Exploring Nature (Main Multimedia) or The Animals of Farthing Wood (BBC) write reports on environmental issues using graphics and information from web sites Model the impact of change e.g. undertake a traffic survey and explore the effect on surrounding roads of restricting HGV traffic. These are just a starting point - imaginative teachers will think of many more ideas! Surf Watch – web sites to explore Interactive activities: www.bbc.co.uk/learning Other sites: The Virtual Teachers Centre www.ngfl.gov.uk Weather satellite imagery www.eumetsat.de/en/index.html  More satellite imagery, including NOAA atschool.eduweb.co.uk/radgeog/MetNetEur/MetNetEur.html . Weather reports from around the UK www.meto.gov.uk Sutton Weather Pages – an interactive weather site www.sutton.lincs.sch.uk Online Weather Interface – up to date forecasts www.impactweather.co.uk/ Volcanoes www.volcanoworld.org Earthquake data www.ngdc.noaa.gov/seg/hazard/ or neic.usgs.gov/neis/bulletin/ Rain Forest Action Network www.ran.org Friends of the Earth: www.foe.co.uk LANDSAT and other satellite imagery – downloadable images: atlantis.idinc.com/landsat/ or earthshots.usgs.gov/ A beginners guide to GIS www.ordnancesurvey.co.uk/gis/ Software Sources AU Enterprises Phone: 01707 266714 Bedfordshire Education Services Phone: 01525 405220 Black Cat Phone: 01874 622114 Research Machines 01235 826000 SEMERC Phone: 0161 627 4469 Sherston Software Phone: 01666 840433 Home    Other essays and publications Last updated: 16th September 2001 This article may be freely copied provided that its source is acknowledged. The copyright remains with the author at all times