ICT developments in Geography

by John Harris
( Head of Geography, Radley College)

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 exchange information 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, for instance, 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 e.g. 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.

John Harris is the head of geography at Radley College.

He will be following up this article with a series examining in closer depth the new
possibilities in ICT with hints and ideas on how to make use of the applications he has
mentioned in class.

If you want to address a question or comment to John (or to any other writers on our
website), just mail it to us using the form in our Your Tip section.