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GTIP Orientation Piece - Using ICT (Primary)
Rachel Bowles (University of Greenwich) indicates how in geography the use of ICT enables collaborative learning to become a reality. Rachel argues that combined with the enquiry approach the subject becomes more manageable.
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| Child working at computer. © BananaStock Ltd |
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Both geography and ICT enable individuals to manipulate (i.e. edit and visually process) images to develop an understanding of the world around them. This understanding is then exemplified through the use of data (numbers which reflect the considerable variations in weather, climate, topography, communication and culture) to highlight the similarities and differences between places and people. Unprocessed data is meaningless until displayed as graphs, diagrams and maps (all time-consuming processes when undertaken manually).
Fisher (1998; 2000), Freeman (1997) and Hassell (2000) have shown how ICT and geography work together. Although their advice is aimed at secondary teachers, the ICT element is similar in both primary and secondary phases.
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All authors emphasise that to ensure ICT forms an integral part of teaching and learning strategies, trainee teachers need to address the following questions: - Is ICT being used to further geographical understanding?
- Is ICT being incorporated efficiently with the least amount of time
- wasted by both child and teacher?
- Are objectives about the expected outcomes from using ICT approaches with geographical data clear?
- Do trainees and their pupils evaluate the benefit or otherwise of using the ICT strategy?
Both the Becta (2004c) and DfES (2004) CD-Rom exemplifications are careful to answer these questions and provide a format for development by under and post graduate. There is no reason for pupils’ ICT capability not to be enhanced by geography (see Becta, n.d.) and geographical capability to be enhanced by ICT (Becta 2003b) .
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There is agreement on the need for pupils to be taught geography effectively through ICT. It is asserted that all pupils are entitled to use ICT to: - Enhance their skills of geographical enquiry
- Gain access to a wide range of geographical knowledge and information sources
- Deepen their understanding of environmental and spatial relationships
- Experience alternative images of people, place and environment
- Consider the wider impact of ICT on people, place and environment.
See Geography- a pupil’s entitlement to IT (NCET/GA, 1994) and ICT and Geography (Becta website).
E-learning
This entitlement involves the primary child in associated curriculum wide e-learning for all subjects and all pedagogies. See the E-learning Strategy (DfES 2003) for the full implications. However, entitlement does not mean that ICT is to be taught through geography:
‘the term “pupil entitlement” focuses on those uses of ICT in which pupils should expect to gain competence during their school geography course and although there may be an overlap they do not have to match core IT skills’ (Hassell, 2000, p. 81).
E-learning effectively brings the outside world into the classroom almost in real time.
M-learning
One can also consider m-learning - embracing the use of mobile technology already used by geographers and other scientists in data logging, global positioning (GPS) and messaging via mobile telephony. M-learning was first demonstrated in Finland in 1997:
‘Pupils were trained to key in their notes in real-life learning situations and to send them back to school by e-mail or fax. Another alternative was simply to use the integrated audio conference function in order to have a live exchange of ideas between the mobile, nomadic “field” group and the “base” group situated in the school building’ (Sariola, 2002, p. 51).
Since 1997 digital photography has revolutionised the capture of images. E-learning can be supported by m-learning because the latter brings real time fieldwork experiences back to base and enables enquiry to become a collaborative learning experience (see m-learning).
Research
Research, though limited, shows key benefits of using ICT in geography (Becta, 2004b): - ICT can make geography more realistic and relevant
- ICT allows more time for observation, discussion and analysis
- Using ICT increases opportunities for communication and collaboration.
Again teachers can maximise the impact of using ICT in geography by: - being clear as to how the use of ICT will support lesson objectives
- using ICT as a tool, not just as an information resource
- giving pupils greater autonomy in their geographical investigations
- incorporating the use of portable ICT equipment in teaching.
See also the work of Storey (2002).
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| The enquiry and the process spiral |
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Geographical enquiry and ICT are ideal collaborators. Both utilise the same learning spiral - Figure 1 (which is taken from the MAPE and Becta websites). Figure 2 indicates the enquiry spiral with ICT possibilities.
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| Figure 1: The process loop. See: Govier, 1997. |
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Download an enquiry planner for ICT and geography here.
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| Figure 2: The enquiry process and ICT. After: Pickford, 1999. |
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There are other considerations. Geography requires a high order of thinking; an ability to compare and contrast, synthesise and simulate all the possible elements which go towards giving a place meaning, both locally and globally.
Here ICT can provide, in real time (through e-mail, web cams and video conferencing) rich experiences of other places, people and environments. Stereotypical images can be challenged, views can be questioned and reasons given for considering the uniqueness of each place by presenting quickly and saving effectively alternative images of people, places and environments.
The ‘saving’ element of electronic equipment is essential for showing how places change over even a short period of time, and for re-visiting discussions (e.g. whole-class plenaries conducted using an interactive whiteboard) and re-applying skills of observation and understanding.
Similarly, group discussion outcomes need to be presented, i.e. not just word processed but woven together with images and graphs and maps which illustrate the conclusions being given. Presentation may require guidance: writing frames, templates, a newsletter or web page. The use of appropriate software packages may initially be time-consuming, but with practice help to develop clear thinking and analysis.
By the end of a geography unit in which ICT has been embedded, both teacher and learners should be able to recognise and appreciate the role of ICT in accessing information and knowledge, fostering creativity and facilitating the exchange of ideas. They should also be increasingly aware of the impact of ICT on the changing world (in the workplace, for leisure and for communication).
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Provision of hardware and software
Although computers and peripherals are common in educational institutions, they are often unavailable when required. In addition, not all institutions have the necessary infrastructure and high-speed external connections to meet government expectations. This should not prevent the trainee teacher from planning to embed ICT, and considering alternative applications of ICT (e.g. gathering of material on disk from external sources). At primary level community co-operation can be valuable - see Sherington.
Planning
Ideally, plans to embed ICT should allow time for plenary and group discussion in order to develop priorities for the topic in question, exploration using ICT applications and the internet. This can be followed by group and plenary presentation and discussion of the results. It pre-supposes the use of an interactive whiteboard with data projector/ dedicated computer with individual computer access available.
Successful activities require trainee teachers to explore available software (in either the university or their practice school) to produce a lesson which includes pupil outcomes. Where such activities are produced with access to a primary class and ICT facilities the outcomes often show progression.
Resources
A benefit of ICT is the availability of free map sources. Though care must be taken over map style and scale (which varies depending upon the website used) and the sourcing of images and inspiration (see Geography photos, SLN and QCA websites). The GA , Staffordshire, Kent, Dorset and Kirklees Network websites offer lists of tried sources for all geographical aspects of teaching and learning with ICT.
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| Explorations and activities |
ITE primary geography courses range from the few hours for a taster course to tens of hours devoted to specialisation. Within these limits, and with judicious collaboration with ICT colleagues, the basics must first be covered. These include: - Understanding the criteria for good online, CD-Rom and video resources and their presentation for class use (creation of treasure trails, question routines and guides).
- Appreciating the support available from generic applications to produce professional outcomes for other audiences (slide shows, brochures, letters, and collaborative material for working with other classes). This can include hardware and peripherals.
- Understanding the organisation and manipulation of data gathered by portable means for class use (photographs, surveys, sensors) and the development of concepts from analysis of this data.
- Creating enquiry frameworks for the QCA schemes of work.
- Developing the habit of regularly visiting the Becta advice and QCA exemplifications websites to aid planning and CPD.
In addition
Groups can use National Curriculum in Action ICT opportunities to work out, for a particular age (e.g. year 1), the details for a particular opportunity (e.g. using a programmable robot on-screen to work out a locality route).
Trainee teachers can use teaching practice time to: - prioritise an ICT audit of the school based upon the college audit on the Learn to Learn website, and
- ensure their portfolio includes locality information - complete with maps at different scales, photographs and short (not pasted) resume of the immediate school area for humanities work.
In an assignment, trainee teachers produce a locality study on CD (with the inclusion of the above information as a pre-requisite), which is then given to the school. Another is to collaborate on locality work with the whole school (Moore, 2004), which includes: - the use of day visits to set up collaboration between trainee teachers and classes to explore a geographical theme with the use of ICT (Bowden and Copeland, 2002) , and
- ensuring lessons include geographical ICT material including cross- curricular topics (Leask and Meadows, 2000; Bowles, 2001) and Primary Geographer.
Using ICT and assignment time in group, pair or individual work trainee teachers can: - Develop web-based or PowerPoint presentations that cover themes and concepts from the geography programme of study, e.g. settlement (see School Train).
- Consider future developments of ICT, e.g. with mobile learning (m-learning).
- Create a guide to the opportunities available through ICT for developing geographic thinking and creativity.
- Plan a series of 4-6 lessons on a geographical topic which develop the subject knowledge of the pupil alongside identified aspects of ICT capability (see Becta (2004c) and DfES (2004) for exemplification). If possible, use them with a class and evaluate learning objectives achieved and any operational difficulties.
In all of these areas thinking across subject boundaries should be encouraged. Whole-year and whole-school opportunities and strong external links with communities and schools in other places should also be included.
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| Bibliography and weblinks |
A more extensive bibliography can be downloaded here.
Becta (2003b) A Pupil’s Entitlement to ICT in Primary Geography. Coventry: Becta.
Becta (2004a) Getting the Most from your Interactive Whiteboard: A guide for primary schools. Coventry: Becta.
Becta (2004b) Effective Use of ICT in Subject Teaching (Primary) (CD-Rom - ref: 15146) (provides practical examples and activities of how to use ICT across the curriculum for years 1-6, with two exemplar lessons per year per subject).
Bowden, D. and Copeland, P. (2002) ‘Developing ITT and teaching and learning in ICT’ in Bowles, R. (ed) Best Practice in Raising Achievement. London: Register of Research in Primary Geography (pp. 23-4).
Bowles, R. et al (2001) Primary Internet Investigator. London: WWF-UK (use of the worldwide information highway to introduce ESD).
DfES (2003) Towards a Unified E-learning Strategy (consultation document). Nottingham: DfES.
DfES (2004) Primary National Strategy: Learning and teaching using ICT (Ref DfES 0315-2004G) (CD-Roms for foundation and years 1-6 cover each subject, with 2-4 lesson extracts per subject).
Fisher, T. (1998) Developing as a Teacher of Geography. Cambridge: Chris Kington Publishing.
Fisher, T. (2000) ‘Developing the educational use of information and communications technology…’ in Fisher, C. and Binns, T. (eds) Issues in Geography Teaching. London: Routledge Falmer, pp. 50-65.
Freeman, D. (1997) ‘Using information technology and new technologies in geography’ in Tilbury, D and Williams, M. (eds) Teaching and Learning in Geography. London: Routledge, pp. 202-17.
Govier, H. (1997) Making Sense of Information in MicroScope Information Handling Special.
Hassell, D. and Pickford, T. (1999) Planning for ICT and Geography at KS1 & 2. Sheffield: Geographical Association.
Hassell, D. (2000) ‘Issues in ICT and geography’ in Fisher, C. and Binns, T. (eds) Issues in Geography Teaching. London: Routledge Falmer, pp. 80-92.
Leask, M. and Meadows, J. (eds) (2000) Teaching and Learning with ICT in the Primary School. London: Routledge Falmer (especially chpaters 5, 6 and 10).
Moore J. (2004) ‘Developing a locality resource using ICT ‘ in Catling, S. and Martin. F. (eds) Researching Primary Geography. London: Register of Research in Primary Geography, pp. 289-97.
Owen, D. (2004) ‘Computer supported collaborative mapmaking and pupils talk’ in Catling, S. and Martin. F. (eds) Researching Primary Geography. London: Register of Research in Primary Geography.
Pickford, T. (1999) Geography Guidance ICT: An enquiry approach. Sheffield: Geographical Association.
Sariola, J. et al (2002) ‘The LIVE project revisited‘ in Loveless, A. and Dore, B. (eds) ICT in the Primary School. Buckingham: Open University Press, pp. 48-65.
Sharp, J. et al. (2002) Achieving QTS: Primary ICT: Knowledge, understanding and practice (second edition).
Storey, C. (2002) ‘Using ICT to support the teaching of 'place' in geography’ in Bowles, R. (ed) Best Practice in Raising Achievement.
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