Using ICT in Geography

1. Using ICT in Geography Workshop Themes • Learning Online • Citizenship, Europe and identity • Networking, you and your schools • Virtual Globes and geo-information

2. What are our geographical tools? • create and use appropriate information • presentpatterns and processes • explore geographical relationships • predict and solve geographical problems • act as responsible citizens in a ‘new’ Europe • all of which can be enabled by ICT

3. Why use ICT in the ‘new’ Europe? • enhance skills of enquiry • gain access to a wide range of knowledge and information sources • deepen understanding of environmental and spatial relationships • consider the wider impact of IT on people, place and environment GA/NCET (1998), A pupil’s entitlement to IT, Geographical Association Sheffield, UK

4. Roles of ICT 1. Information Retrieval • core of most Internet classroom activities (access - process - present - represent) • combine use of different media - multimedia • preparing and sharing authentic information • source of relevant, useful, authentic resources

5. Roles of ICT 2. Experimentation and reflection • study complexity and dynamics of given situations • values, attitudes and decision-making • responsibility for own actions • tools to help in understanding and interpreting situations and to reflect on outcomes EURO.GEO Project (2003), Needs Analysis Report, http://www.eurogeo.org

6. Experimentation and reflection: some needs Use examples that will encourage: • modeling, simulation and scenario building • interpretation and understanding of links and factors • cyber-places (individual-collective reflection) • systems that will encourage • action planning • critical skills of analysis • with a view to decision making

7. Roles of ICT 3. Collaboration and communications • opportunities for more learning beyond our classrooms, to work with others • networks allow communicative interaction, multi-user dialogue (Collis, 1997) • teachers unaware of ‘C’ opportunities of ICT • synchronous and asynchronous learning modes • structure of teaching and learning needs to change Collis, B. (1997b). Cooperative learning on the World Wide Web. In J. A. Chambers (Ed.), Selected Papers from the National Conference on College Teaching and Learning (pp. 47-55). Jacksonville, FL: National Conference on College Teaching and Learning.

8. REQUEST DATA RESPONSE DATA SERVER Examples: ICT, geography and citizenship 1. Data, statistics and information 2. Powerful communications 3. Interactive Geographical worlds 4. Managed learning environments

9. HERODOT collaborative Environment (Moodle) • HERODOT supports different groups of geographers • information and searchable facilities • latest news • access to relevant and useful resources • communications and networking area • links to others • Result will be up to you ….. return

10. Learning environment components A network which allows you to participate together • Your profile • Activities • Information • Collaboration • Latest news • Advice and guidance • Involving others

11. Workshop Activity 1 Web site http://www.herodot.net/community • Go to the Web site, register as a new user • You must have a valid email address, you regularly use • Enrolment key = geography workshop • Complete your profile • Explore different parts of the community

12. Geography and Citizenship • Euro.Geo materials (section 2) • I ACT project (section 3) • European links (section 4) • Other networks (section 5) • My Europe • Friendship Schools • Environment OnLine (ENO)

13. Workshop Activity 2 • Explore in pairs the Geography and Citizenship materials • Look at the I ACT Project – could your school be involved in this? • Examine the different European links and networks • Discussion

14. research conceptualise and reflect analyse and evaluate Citizenship Approach - through deeper learning, different teaching discover experience thinking about places, people, environments, cultures EURO.GEO Project, http://www.eurogeo.org

15. Integrating citizenship in the learning process • gather, sort and sift information • share and collaborate • reflection in appropriate learning situations • search for knowledge and understanding • critical opinions and ideas develop • communicate to express viewswith others • promote actions of responsible citizens • creativity, imagination and critical thinking DEGREE OF Active Citizenship Matache M and Donert K (2002), Environmental Education in Europe, Proc. 3rd European Conference E-COMM-LINE 2002, Bucharest, September 26-27, 2002

16. eCommunications • local and wide networks • email • chat • bulletin boards • conferencing …. text, audio and video • public spaces – eg Facebook, YouTube

17. Workshop Activity 3; Virtual Globes • Try out Google Earth • presentations – Definitions - Examples • Open and explore Google Earth • Go to workshop links • Try some Google Earth examples • Visit pedagogical concepts presentation • Visit the HERODOT forum - see messages there on some new Google Earth examples • See Digital Geography news

18. Virtual globes • Very powerful • Provide information • Create scenarios • Encourage discussion • Enable participation and engagement • Open your classroom to the world Conclusion: How should you use ICT in your classroom?