1. Curriculum, pedagogy and GIS Mary Fargher Institute of Education, University of London m.fargher@ioe.ac.uk This presentation addresses a specific aspect of secondary school geography education, the role of GIS in supporting curriculum development. It begins with a review of the relationship between school geography curriculum development, pedagogy and GIS. The review is followed by a summary of classroom-based findings from a recent PhD study. A model of geographical knowledge construction in GIS is presented as a device for supporting and developing teachers’ further engagement with GIS in school geography. The presentation concludes with recommendations for using the model in conjunction with the new KS3 Geography curriculum.

2. School Geography and GIS - A Review Conventional GIS Adapted industrial software e.g. ArcGIS GIS for schools e.g. Aegis Neogeography Virtual globes Web-based Geography apps e.g Bing

3. GIS USED IN THE CLASSROOM ENQUIRY PREDICTION PROBLEM-SOLVING ANALYSING SPATIAL PATTERNS LINKING STATISTICAL ANALYSES EG CORRELATION TECHNIQUES TEACHERS AND STUDENTS USE GEO- REFERENCED DATA UPLOADED BY OTHERS STUDENTS CREATE AND ADD THEIR OWN INFORMATION INFORMATION IS CREATED IN A NUMBER OF FORMATS EG TEXT, VIDEO, AUDIO CONVENTIONAL GIS NEOGEOGRAPHY NEW/FUTURE GIS?

4. NEOGEOGRAPHY ‘ Neogeography combines the complex techniques of cartography and GIS and places them within reach’ (Turner, 2006)

5. Student experiences, motivations, learning Geography: the subject discipline Teachers’ pedagogic choices and performance Underpinned by Key Concepts Thinking Geographically using scale as a lens Learning Activity e.g. Viewing regional disparity in Worldmapper How does this take the learner beyond what they already know? Curriculum Making with an online mapviewer (Adapted from Lambert and Morgan, 2011)

6. VIEWING REGIONAL DISPARITY OF WEALTH THROUGH WORLDMAPPER www.worldmapper.org/display.php?selected=149www.worldmapper.org/display.php?selected=149# THE QUESTIONS PUPILS WANT TO ASK: Where and why do children have to work? What are the impacts of our consumption? What is it like to live near such contrast? (Making Geography Happen, 2009) ‘The map shows the earnings of the poorest tenth of the population living in each territory. Japan is disproportionately large because Japan is the territory where the poorest have the highest average incomes. The larger the territory appears relative to its population, the better off its poor are in a global context.’

7. http://storymaps.esri.com/stories/torchrelay/ ESRI ARCGIS ONLINE Storymaps – The Olympic Torch Relay http://www.geography.org.uk/projects/planetsport/london2012 http://video.esri.com/watch/2860/story- maps-a-new-medium

8. Housing quality data survey using GIS in a school GCSE project : MAPPING THE URBAN STRUCTURE OF BISHOP’S STORTFORD (O’Connor, 2007) USING CONVENTIONAL GIS TO SUPPORT GEOGRAPHY

10. Christian Nold ‘ Greenwich Emotion Map’ (2006) DEEP MAPPING?

11. Teach First student teachers ArcGIS online ARGOL Mapping microclimates via satellite/mobile phones/cloud data Storymapping

12. PhD Research Summary – Fargher 2013 Focus on role of GIS in supporting relational understanding of place 2 case studies + 1 practitioner research enquiry 9 teachers, 44 students, 1 practitioner researcher Key GIS roles : - Geographical integration - Geovisualisation - Limits to place construction in GIS - Advantages of a hybrid combining spatial analysis and Neography to broaden place knowledge construction - Key role of specialist in combining subject and technological content knowledge

13. GEOGRAPHICAL INTEGRATION The principal purpose of geography scholarship is (thus) synthesis, the integration of material on relevant characteristics to provide a total description of a place or a region which is identifiable by its peculiar combination of those characteristics. (Johnston and Sidaway, 1979, p 51)

14. GEOVISUALISATION – the ‘fourth r?’ (Goodchild, 2008) Using digital geospatial tools – conventional GIS and ‘neogeography’ to develop geographical understanding

15. PROCESS GEOGRAPHY KNOWLEDGE LIMITATIONS PROCESS CONVENTIONAL GIS VIRTUAL GLOBE A C B D E F OPPORTUNITIES T A MODEL OF TEACHING AND LEARNING GEOGRAPHY THROUGH GIS TEACHER T

16. ‘provides reliable and in a broad sense provides ‘testable’ explanations or ways of thinking; is the basis for suggesting realistic alternatives; enables those who acquire it to see beyond their everyday experience; is conceptual as well as based on evidence and experience; it is always open to challenge; is acquired in specialist educational institutions, staffed by specialists; is organised into domains with boundaries that are not arbitrary and these domains are associated with specialist communities such as subject and professional associations; it is often but not always discipline-based.’ (Michael Young, Tübingen,2009 Keynote Lecture: Educational policies for a knowledge society: reflections from a sociology of knowledge perspective,) POWERFUL KNOWLEDGE

17. NEW CURRICULUM AND GIS RECOMMENDATIONS ‘Contextual knowledge’ ‘Scale’ ‘Interconnection’ ‘Collect, analyse and communicate with a range of data’

18. Scale ‘An enabling concept’ (Herod, 2010)...........What does this mean for GIS in education?

19. Scale is not as fixed as we can sometimes imagine Places are made at a local level – partly regionally and globally but not at the expense of one another. (Latham, 2002)..........Scales interplay with each other Scale is a central dynamic GIS can be used as a means of adjusting the scale lens to better understand in-between scales of the global, regional, local Creative use of scale in GIS can enhance geographical understanding