Malcolm McInerney

GTASA

TECHNOLOGY IN THE TEACHING OF GEOGRAPHY

Approaching the question of using technology in the teaching of geography in a meaningful way

Malcolm McInerney

GTASA

WHAT IS TECHNOLOGY?WHAT IS TECHNOLOGY?DIFFICULT TO CLARIFY DEPENDING ON FIELD OF DIFFICULT TO CLARIFY DEPENDING ON FIELD OF

ENDEAVOUR!ENDEAVOUR!

Technology is often referred to a body of Technology is often referred to a body of knowledge used to create tools, develop knowledge used to create tools, develop skills, and extract or collect materials. It skills, and extract or collect materials. It is also referred to as an application to is also referred to as an application to meet an objective or solve a problem. meet an objective or solve a problem.

MORE THAN JUST MORE THAN JUST ARTEFACTSARTEFACTS

1. Response to a need and/or problem and at 1. Response to a need and/or problem and at the centre of technology lies the design to meet the centre of technology lies the design to meet the need. the need.

2. Technology is informed by values at every 2. Technology is informed by values at every point - in relation to the rightness or wrongness point - in relation to the rightness or wrongness of a particular solution in ethical terms. of a particular solution in ethical terms.

3. Technology is socially shaped and shaping. In 3. Technology is socially shaped and shaping. In this way technology is shaped by society, by this way technology is shaped by society, by consumer choice, yet it could also be argued consumer choice, yet it could also be argued that technology shapes society.that technology shapes society.

It has become appallingly obvious that our technology has exceeded our humanity - Albert Einstein

COMPONENTS OF COMPONENTS OF TECHNOLOGYTECHNOLOGY

1. Technology as objects or artefacts in 1. Technology as objects or artefacts in the form of tools, machines, instruments, the form of tools, machines, instruments, weapons, appliances.weapons, appliances.

2. Technology as Knowledge: The know-2. Technology as Knowledge: The know-how behind technological innovation how behind technological innovation

3. Technology as Activities: What people 3. Technology as Activities: What people do - their skills, methods, procedures, do - their skills, methods, procedures, routines? routines?

4. Technology as a Process: Begins with a 4. Technology as a Process: Begins with a need and ends with a solution need and ends with a solution Any sufficiently advanced technology is

indistinguishable from magic. - Arthur C. Clarke

CLASSROOM TECHNOLOGY IN THE 70’S: IF CLASSROOM TECHNOLOGY IN THE 70’S: IF LUCKY!!LUCKY!!

POST 1980 TECHNOLOGY – AN POST 1980 TECHNOLOGY – AN EXPECTATION!!EXPECTATION!!

CLASSROOM TECHNOLOGY: MORE THAN CLASSROOM TECHNOLOGY: MORE THAN GIS!GIS!

Spatial Information Systems (GIS/GPS etc) Spatial Information Systems (GIS/GPS etc) Internet interfaces and databasesInternet interfaces and databases Internet sites for information, views and activitiesInternet sites for information, views and activities Podcasts for student use Podcasts for student use

(http://www.nationalgeographic.com/podcasts/)(http://www.nationalgeographic.com/podcasts/)

CD/DVD’s for student useCD/DVD’s for student use Electronic communication (blogging, Wiki’s)Electronic communication (blogging, Wiki’s)

The recent changeThe recent change

In recent years many geography classes In recent years many geography classes have moved away from the traditional have moved away from the traditional textbook approach towards the use of textbook approach towards the use of technology in the classroom.technology in the classroom.

Technology for the classroomTechnology for the classroom

•Increasingly, instead of working from a textbook, teachers are using technology in the classroom via computer use.

•In the case of a computer room not being available, teachers are going to the laptop-data projector instruction approach.

•Students are being set technology based tasks for homework and assignments.

•Teachers are increasingly sourcing their teaching materials for lessons from the Internet and other technology resources rather than textbooks.

“The use if ICT can profoundly alter teaching and learning, and can likewise raise new opportunities and issues” Bednarz, Rich and Robinson: 1999

TECHNOLOGY AND GEOGRAPHYTECHNOLOGY AND GEOGRAPHYBEWARE OF CHANGE FOR CHANGE SAKE!BEWARE OF CHANGE FOR CHANGE SAKE!

Many say “If it ain’t broke why fix Many say “If it ain’t broke why fix it!”it!”

butbut

““Technology in geography is just Technology in geography is just what happened to the what happened to the

geographer, while we were busy geographer, while we were busy making other plans!”making other plans!”

Apologies to John LennonApologies to John Lennon

REASONS WHY CHANGE IS NOW POSSIBLEREASONS WHY CHANGE IS NOW POSSIBLE

Increased availability of computer technology in Increased availability of computer technology in classrooms and at home.classrooms and at home.

Improved quality and accessibility of technological Improved quality and accessibility of technological resources.resources.

Cost of textbooks.Cost of textbooks. Sustainability of technological resources.Sustainability of technological resources. Difficulty to find a textbook to cover all aspects of Difficulty to find a textbook to cover all aspects of

courses.courses. Creative enquiry approach does Creative enquiry approach does not need a textbooknot need a textbook Data projectors and computers Data projectors and computers can be used for whole class activitycan be used for whole class activity In a rapidly changing world,In a rapidly changing world, textbooks are often out of date textbooks are often out of date before they get to the classroombefore they get to the classroom

OUT WITH THE OLD AND IN WITH THE OUT WITH THE OLD AND IN WITH THE NEWNEW

If the human race wants to go to hell in a basket, technology can help it get there by jet. Charles M. Allen

If it's green, it's biology, If it stinks, it's chemistry, If it has numbers it's math, If it doesn't work, it's technology - Unknown

TOYS DO NOT MEAN TOYS DO NOT MEAN ENGAGEMENT!ENGAGEMENT!

•Curriculum support.•Academic training.•Vocational relevance.•Empowerment of learning.•Student relevance.•Achievability of the process.•Technological use.•Usefulness.•Motivational value.•Community potential.•Out of school learning.•Fun.

TAKING ON THE TECHNOLOGY LEARNING CURVE

AS A GEOGRAPHY TEACHER CAN BE OVERWHELMING

IT MUST BE FOR MORE THAN JUST

FOR THE GLAT FACTOR!!

Skills that are developed in a GIS Skills that are developed in a GIS

coursecourse Develop maps of a high cartographic Develop maps of a high cartographic

standard.standard. Discuss interdependency when exploring a Discuss interdependency when exploring a

geographical problemgeographical problem Understand the nature of a spatial problemUnderstand the nature of a spatial problem Understand and apply the GIS concepts of Understand and apply the GIS concepts of

buffering, proximity, adjacency, containment buffering, proximity, adjacency, containment and overlayering.and overlayering.

Develop a strategy to investigate a spatial Develop a strategy to investigate a spatial problem.problem.

Create analysis of a spatial problem.Create analysis of a spatial problem. Work in groups.Work in groups. Prepare and present a report associated with Prepare and present a report associated with

the problem created.the problem created. Understand the geographical concepts Understand the geographical concepts

associated with the investigation of the associated with the investigation of the spatial problem.spatial problem.

An ability to:

Academic trainingTechnologies such as GIS provide tools to develop elaborate problem solving and technical skills that are useful to Senior School and Tertiary Geography Studies.

Vocational relevanceVocational relevanceGIS skills are in demand in the public and private sector. The shortage is real!!

“69% of the Spatial Education Industry surveyed indicated that they had vacancies in spatial science related occupations and that these were ‘difficult’ to fill” “…..the broader spatial information workforce numbers approximately 250,000” “It is the recognition of the strategic importance of the industry that is driving governments around the world to invest in the skilling of the workforce.”

From the SEAC report on The Spatial Information Industry in Australia, May 2007

Current Australian shortage of I.T. professionals – 300,000: of this number, spatial 25 percent.are not just in people who are technically skilled in GIS but it is mainly in people who can effectively apply it.DISR, 2001. Positioning for Growth: Spatial Information Action Agenda, Canberra, AGPS.

Usefulness and community potentialUsefulness and community potential

Technologies such as Technologies such as GIS encourages the use GIS encourages the use of the community for the of the community for the collection of data for the collection of data for the purpose of addressing purpose of addressing “real” problems in the “real” problems in the local environment.local environment.

Findon High School

2000 Recycling GIS project

Winner of the 2000 University of New South Wales, Sustainable Living Competition

Empowerment of Empowerment of learninglearning

Students take to technology like Students take to technology like “ducks to water”. Needless to say “ducks to water”. Needless to say that student computer literacy skills that student computer literacy skills and lateral thinking are often better and lateral thinking are often better than teachers. than teachers.

During the use of technology During the use of technology students begin to turn to other students begin to turn to other members of their project group for members of their project group for advice when they become stuck advice when they become stuck before requestingbefore requesting assistance. assistance.

This autonomous and independent This autonomous and independent learning is a very positive outcome learning is a very positive outcome for the students, preparing them well for the students, preparing them well for the problem solving demands of for the problem solving demands of Senior School Geography.Senior School Geography.

Motivational valueMotivational value

Students can be motivated Students can be motivated by:by:

Real and relevant projects using a Real and relevant projects using a technology they understand and technology they understand and appreciate.appreciate.

Practical fieldwork out of school.Practical fieldwork out of school. Aerial photographs of their area.Aerial photographs of their area. Recognition from community Recognition from community

groups and the school for their groups and the school for their meaningful work.meaningful work.

Factors of greatest impediment rating

      Insufficient funds at school.

      Access to school computers.

      Software too expensive.

      Limited IT support at school.

Factors of moderate impediment rating

      Insufficient computing capacity at school.

      School release and access to training.

      Cost of data.

Factors of low impediment rating

      No support at school.

      Limited computers at school.

      Training too expensive.

Other impediments to the introduction of ICT into schools placed in order of frequency of response:

      Timetabling so as to access rooms

      Time

      Lack of general IT skills amongst teachers

   Geographical and spatial understandings and skills do not always have priority

WHAT IS STOPPING US?

IMPEDIMENTS TO IMPLEMENTATION:

A TEACHER PERSPECTIVE

Approaching the question of methodology using technology in the

classroom • The need to create a philosophical and intellectual framework around the use of GIS in the curriculum.

• To shift the emphasis from discussing GIS as a thing to do, to a focus on an awareness of spatial learning and the role of GIS in enhancing our efforts to develop student spatial cognition and perceptions.

Issues associated with Issues associated with GISGIS

Equity IssuesEquity Issues:: Who has Who has access to the access to the technology?technology?

Vocational IssuesVocational Issues:: How How does the technology does the technology vocational option or vocational option or pathway?pathway?

Curriculum IssuesCurriculum Issues:: The The place of technology in place of technology in the geography the geography curriculum and beyond? curriculum and beyond?

Future IssuesFuture Issues:: How can How can the System resource and the System resource and support the support the implementation of implementation of technology in the technology in the future?future?

An integrated approach to the model

Core business:

Spatial literacy

Components:Skills

Context

Application

Understandings

Related outcomes:Lifeskills

Fieldwork

ICT

Group skills

Community

Vocational

Fun

Spatial literacy

Spatial Literacy: Everything is Spatial Literacy: Everything is somewhere!somewhere!

Spatial thinking is the ability to understand Spatial thinking is the ability to understand spatial relationships, the knowledge of how spatial relationships, the knowledge of how geographic space is represented, and the ability geographic space is represented, and the ability to reason and make key decisions about spatial to reason and make key decisions about spatial concepts. concepts.

Words are only one way of symbolizing ideas. Words are only one way of symbolizing ideas. Numbers, pictures, graphs, maps, diagrams, Numbers, pictures, graphs, maps, diagrams, photographs, and other means are also used to photographs, and other means are also used to convey information. Researchers refer to convey information. Researchers refer to notational systems such as graphs, diagrams, notational systems such as graphs, diagrams, and maps as "inscriptions." Inscriptions are tools and maps as "inscriptions." Inscriptions are tools that help people to perceive and to talk about that help people to perceive and to talk about spatial worlds. Spatial literacy is embedded in spatial worlds. Spatial literacy is embedded in nearly every discipline in the school curriculum, nearly every discipline in the school curriculum, including mathematics, social studies, science, including mathematics, social studies, science, and the arts. and the arts.

The proliferation of 3D games, flight simulators and use of Google Earth are just some The proliferation of 3D games, flight simulators and use of Google Earth are just some examples of how our young people are growing up using tools and environments that examples of how our young people are growing up using tools and environments that challenge them to think spatially.challenge them to think spatially.

SPATIAL LITERACY:

WHEREVER YOU GO, THERE YOU ARE!

Spatial thinking, defined by US educators Spatial thinking, defined by US educators as the knowledge, skills, and habits of mind as the knowledge, skills, and habits of mind to use concepts of space, tools of to use concepts of space, tools of representation, and processes of reasoning representation, and processes of reasoning to structure problems, find answers, and to structure problems, find answers, and express solutions to these problems, is express solutions to these problems, is coalescing across disciplines as a coalescing across disciplines as a significant area of research, advocacy, and significant area of research, advocacy, and outreach.outreach.

Perceptions involving:

Location of features.

Identification and location of environments.

Distance and depth of features and environments.

Distance between features and environments.

Vertical and horizontal interactions at localities and between localities.

Distribution patterns and trends within identified localities and across environments.

Interdependencies of features and environments and the multiplicity of cultural and human features at a particular location interplaying and interacting with each other.

Appreciation of:

Changes across space that occur over time.

The diversity of environments across space.

The relationships between places and landscape features.

The transition and changes in environments across space.

The reasons for the relative location of features and environments.

Core business: Spatial Literacy

Spatial literacy involves the ability to: Describe the relative location of features and environments.

Estimate distance and depth.

Analyse interdependencies between places and environments.

Discuss and analyse the reasons for the relative location of features and environments.

Identify and describe spatial trends, patterns, correlations and overall relationships

between places and places, places and environments and between environments.

Spatial literacy understandings

Distance and depth

Location of features and environments

Vertical and horizontal spatial interactions

Relative location

Distribution patterns

Locational reasoning

Change over space and time

Interdependencies

Spatial correlation

http://blog.core-ed.net/derek/2006/04/http://blog.core-ed.net/derek/2006/04/thinking_spatially.htmlthinking_spatially.html

A geographic information system A geographic information system mirrors many of the functions and mirrors many of the functions and operations of spatial thinking. A operations of spatial thinking. A GIS can serve as one means of GIS can serve as one means of support for spatial thinking and as support for spatial thinking and as a model for exemplifying the a model for exemplifying the challenges and ways of challenges and ways of incorporating spatial thinking into incorporating spatial thinking into K–12 education.K–12 education.

Approaching the question of methodology using

technology in the classroom

• To enhance the development of spatial literacy there is a need to create a philosophical and intellectual framework around the use of the technology advocated as the tools for the classroom i.e. GIS.

•To shift the emphasis from discussing the use of technology in subjects such as geography as a thing to do, to a focus on an awareness of the type of learning and the role of technology in enhancing our efforts to develop student spatial cognition and perceptions (spatial literacy).

•.

There is a need to ensure any use of technology in the classroom is used to broaden experience, communicate, develop resources access skills, to acquire knowledge and to create informed discussion.

AVOIDING THE COPY AND PASTE SYNDROME!!

The updated technology does not mean the teaching will be better!

Technology can be used for knowledge consolidation and

creative enquiry•There is a danger that the use of technology in the classroom could just become another “busy tool” to occupy students for the purpose of “crowd control”.

•To avoid the mis-use of technology we need to have a debate about the reason why we have introduced technology into the classroom.

The “Creative enquiry” approach using technology.•Is the application of technology in the classroom about

the consolidation of knowledge or is it about creative enquiry? Both are quite valid but the great variety of resources available via technology is particular conducive to the creative enquiry approach.

•The use of technology in the classroom can provide the means and medium to explore, discuss and possibly resolve societal issues and problems .

During the application of such an approach During the application of such an approach students students will will have the opportunity to: have the opportunity to:

Develop a problem/issue to explore.Develop a problem/issue to explore. Collect primary and secondary data via Collect primary and secondary data via

technology.technology. Decide on the type of presentation.Decide on the type of presentation. Conduct analysis, identifying trends and Conduct analysis, identifying trends and

patterns.patterns. Draw conclusions and future recommendations.Draw conclusions and future recommendations.

A problematic approach

AN EXAMPLE OF USING TECHNOLOGY AN EXAMPLE OF USING TECHNOLOGY FOR CREATIVE ENQUIRYFOR CREATIVE ENQUIRY

For the purpose of this presentation we will focus on the use of For the purpose of this presentation we will focus on the use of spatial technology to demonstrate the creative enquiry spatial technology to demonstrate the creative enquiry approach.approach.

Suburban heritage

Earthquakes

Explorers

HeritageHeritage

Virtual Tourism

World population

CarYards

Urban morphology

Appeasement

Human Rights

Local demographics

SOME CREATIVE ENQUIRIES

•  Where in the local area would the Environmental Health be the best?

•  Where would be the best location in the local area for a family (mother, father, two boys and a girl) with the following requirements to build their house? To be near a primary and high school, public transport to the city, park for jogging, gym and football club and shopping facilities.

• Would the facilities provided be better in a high socio-economic area than those offered in a lower socio-economic.

• Are the rubbish bins appropriately placed around the school? Are they placed to optimise collection?

•  What are the Football team allegiances across the local Council area?

• How do streetscapes differ between Socio-economic areas and what can be done to improve the aesthetic appeal of a suburban area? Maps to be developed that show ratings of aesthetic appeal in buffer zones across the region.

LET’S CHECK OUT THE TECH LET’S CHECK OUT THE TECH SCENESCENE

WHAT’S AVAILABLE?WHAT’S AVAILABLE?

CD provided at the GTANSW conference for individual teacher use.

Available (see paperwork) as school license for network installation and copying.

Issues associated with Issues associated with GISGIS

Equity IssuesEquity Issues:: Who has Who has access to the access to the technology?technology?

Vocational IssuesVocational Issues:: How How does the technology does the technology provide a vocational provide a vocational option or pathway?option or pathway?

Curriculum IssuesCurriculum Issues:: The The place of technology in place of technology in the geography the geography curriculum and beyond? curriculum and beyond?

Future IssuesFuture Issues:: How can How can the System resource and the System resource and support the support the implementation of implementation of technology in the technology in the future?future?

TOP TEN TIPS: OVERCOMING TECH TOP TEN TIPS: OVERCOMING TECH ANXIETYANXIETY

TO INTRODUCE 2007 TECHNOLOGY INTO YOUR TO INTRODUCE 2007 TECHNOLOGY INTO YOUR CLASSROOMCLASSROOM

TIP 1: TRUST THE TIP 1: TRUST THE STUDENTSSTUDENTS

Don’t be afraid to let your students work with the technology and take you with them.

TIP 2: TAKE SMALL STEPS AT A TIP 2: TAKE SMALL STEPS AT A TIMETIMEA step by step skill development

process avoids technological indigestion!

The GIS skill development process

TIP 3: EXPLORE KEY WEBSITESTIP 3: EXPLORE KEY WEBSITESFor example the site http://edcommunity.esri.com/ just keeps going and growing the more you look.

TIP 4: REGISTER ON TIP 4: REGISTER ON TECHNOLOGY INFORMATION TECHNOLOGY INFORMATION SITESSITES

StOzEd (Spatial Technologies OZ Educators) teacher network which aims to. create email information and a chat facility on GIS for Australian teachers.

StOzEd Spatial Technology on-line community via

www.gtasa.asn.au

TIP 5: ON-LINE TRAINING TIP 5: ON-LINE TRAINING OPPORTUNITIESOPPORTUNITIES

TIP 6: ATTEND TRAINING TIP 6: ATTEND TRAINING OPPORTUNITIESOPPORTUNITIES

There are plenty of training opportunities provided by ESRI Australia which helps you to negotiate the technological learning curve.

TIP 7: VIEW SPATIAL TECHNOLOGY TIP 7: VIEW SPATIAL TECHNOLOGY RESOURCESRESOURCES

TIP 8: TAKE THE TECHNOLOGY TIP 8: TAKE THE TECHNOLOGY HOMEHOME

TIP 9: PROFILE STUDENT WORKTIP 9: PROFILE STUDENT WORK

TIP 10: USE PATHWAY FLOW TIP 10: USE PATHWAY FLOW CHARTSCHARTS

Concluding statementsGenerally it is now recognised that technologies such as the Internet and GIS are wonderful tools for teachers in schools to use to create and deliver new and exciting learning experiences and pathways for students. However we must now go beyond the “wow” or GLAT stage of implementing technology into the classroom and honestly and realistically examine why we want to use such technology and how we will use it in the future. Such methodology and pedagogical discussions are imperative if tecnology is to be more than just classroom entertainment.

SOME CLASSROOM ACTIVITIES USING SOME CLASSROOM ACTIVITIES USING THE INTERNETTHE INTERNET

Geotourism activity on the net at Geotourism activity on the net at http://www.nationalgeographic.com/xpeditions/lessons/06/g35/ghttp://www.nationalgeographic.com/xpeditions/lessons/06/g35/geofriendly.htmleofriendly.html

Checking out world development via Checking out world development via CARTOGRAMSCARTOGRAMS AT AT

http://www.sasi.group.shef.ac.uk/worldmapper/textindex/text_mhttp://www.sasi.group.shef.ac.uk/worldmapper/textindex/text_movement.htmlovement.html and Gapminder at and Gapminder at http://www.gapminder.org/http://www.gapminder.org/

VIRTUAL TOURISM ON THE INTERNET USING 360 VISUALVIRTUAL TOURISM ON THE INTERNET USING 360 VISUALS S http://www.panoviews.com/index/home_en/piazza-caprera-basilhttp://www.panoviews.com/index/home_en/piazza-caprera-basilica-of-santa-margherita-ligure/ica-of-santa-margherita-ligure/

Virtual geography resources using Virtual geography resources using Google Earth Google Earth at at http://earth.google.com/http://earth.google.com/ and and EarthcamEarthcam at at http://www.earthcam.com/http://www.earthcam.com/

Issue resources on the Internet for societal debate topics Issue resources on the Internet for societal debate topics http://www.google.com/Top/Society/Issues/http://www.google.com/Top/Society/Issues/

Databases and atlases on the net Databases and atlases on the net http://www.atlas.sa.gov.au/http://www.atlas.sa.gov.au/

The GIS Skill Development component

•A GIS skill development process that has demystified and simplified GIS skills and provided a sequential approach to the acquisition of the required skills. As a result, the development of GIS skills has become more achievable for teachers, more relevant to the curriculum and hence more likely to be introduced into the classroom.

Objective: Students learn the manipulation and potential of the GIS software.

Activity: Demonstration of GIS skills and student self-progression through GIS Skill Development activities. Development of hypothesis methodology introduced.

Outcomes: Students engage with the processes of GIS and develop skills that can be used for a wide variety of applications.

The sequential GIS Skills Development course contained on the CD Rom.

The CD Rom, “GIS in the Geography Classroom”. Developed to provide a simple and achievable introduction to GIS for teachers.

The GIS Skills Development Course PART A: BASIC GIS SKILLS INVOLVING DATABASE MANIPULATION AND MAP DEVELOPMENT

 PART B: CREATION OF STUDENT GENERATED DATABASES AND CUSTOMISED MAPS

Stage 1: Orientation to the programme.

Stage 2 and 3: Building “Thematic maps”.

Stage 4: The creation of “Selection maps”.

Stage 5: The development of “uncluttered Composite maps”.

Stage 6: Query maps and buffering .

Stage 7: The creation of customised maps from scanned images, topographic maps and aerial photographs.

Stage 8: The development of databases from the collection of data.

PART C: THE APPLICATION OF DIGITAL IMAGES, DIGITAL MAPS AND AERIAL PHOTOGRAPHS.

PART D: THE USE OF GLOBAL POSITIONING SYSTEMS(GPS) AS A DATA DEVELOPMENT TOOL

AND MAP GENERATION TECHNIQUE.

•The process outlined above is not intended to be prescriptive and “set in cement”. However teachers have gained much comfort from the process being available and the stages of development have reduced the overwhelming feeling many of us felt when embarking on the GIS learning curve with no tertiary training in the area.

Stage 9: Reinforcing spatial concepts, GIS skills and introducing GIS theory.

Stage 10 & 11: These stages instructs students to integrate their digital base map into the purchased topographic map or aerial

photograph.

Stage 12: Using GPS in you GIS work.

Stage 13 & 14: Mapping techniques such as geoprocessing, inserting pictures, hotlinks etc.

•Many teachers consider that this aspect of spatial learning needs to be taught as a distinct entity early in the student experience while others consider that it can be integrated into the GIS skill development course.

•The Internet provides many excellent sites that make the teaching of the spatial context component a simple and creative task.

The Spatial context componentObjective: Students introduced to Geographical concepts such as global referencing, scale, projections, symbols, directions and GIS application concepts such as, geo-referencing, proximity, adjacency, buffering, over-layering etc.

Activity: Experiences and learning involving written material, Internet, workplace visits, videos, quest speakers/demonstrators and examples of GIS work

Outcomes: Students have a spatial context and concepts within which to use GIS skills.

RESOURCES AVAILABLE FOR THE APPLICATION STAGE

ESRI TEACHING RESOURCES

GIS LESSONS AND RESOURCES AVAILABLE ON THE ESRI AUSTRALIA SITE:http://gis.esri.com/industries/education/arclessons/arclessons.cfm