South Korea: More questions than answers!

Spatialworlds website

Picture descriptions:
Left Image: The message at Daeil Foreign Language School (Beautiful Dreams, High Hopes)in Seoul during a monsoonal downpour.
Right image: Classic view of a South Korean river.

Seoul, South Korea: N: 37º 01' E: 126º 36'


Questions to ponder
When searching for a country to study, the inquisitive geographer ideally wants to go beyond the mundane and investigate a place full of contradictions and complexities. From July 13th – 26th I was lucky enough to attend the Asia Education Foundation’s Korean Studies workshop in Seoul. What a great experience! The trip went way beyond my expectations and provided an amazing amount of knowledge and awareness of modern South Korea. However despite the copious lectures and input from tour guides on the field trip I was left with many questions about what makes South Korea tick. These questions relate to development, growth, relations with neighbors, education, environment and the culture itself. On the surface the country is beautiful, the economy seems robust, education is highly desired and the people friendly and happy. However the more time I spent in South Korea the more the questions grew in number. This blog sets out to pose questions about South Korean education, using information and experiences gleaned from my two weeks in the country. Future blogs will deal with Korean cultural sustainability, environmental perceptions, relations with neighbours and the rapidly changing demographics of Korea. In no way are the questions posed intended to be a criticism of South Korea but rather the observations of a geographer posing the question of what, where, why, what if and where next.

Competitive education

The educational scene in South Korea is highly valued but also highly competitive. Education is closely linked to South Korea's remarkable development and is seen as a necessary component of South Korea's future. As a result South Korea has some of the highest Program for International Assessment (PISA) scores in the world for literacy and numeracy. Many believe that Korea's attitude to education is determined by the countries confucious traditions and is firmly embedded in the national psyche and society as a result. Students are at school from 8am till 10pm at night (sometimes even later!). Even in the holidays students attend extra schooling to cram for the exams. There are many private tuition firms making a killing from the demand for extra tuition and academic success. Only now are academics and the Korean Government starting to see that this may be exploitation of the young and a potential problem.

The questions!!

* What sort of pressure is this putting on the young people of South Korea?
* Is such a system of exam centred learning creating a creative society?
* Is such a pressure cooker for young people healthy and is it sustainable?
* Will young people eventually challenge such a competitive environment or are Korean young people resilient enough to survive in such a system of education?
* Where will it stop? Can the treadmill of academic endeavour be slowed down?
* What social controls does the system use to ensure conformity and observance of expectations?


Considering the complexities of these questions in relation to education alone, the study of Korea has the potential to be a rich and challenging case study for geography classes. Korea and its amazing development over the past 30 years provide a unique opportunity to study an economy, environment and society going through massive changes over a very short time. This compressed development is not only unique but will continue to be newsworthy in future years. It is inevitable that with its dynamic socio-economic-political nature, South Korea will be frequently in the news. Such currency will provide teachers with a country that will provide plenty of newsworthiness as well as a country worthy of Australians knowing about and understanding in the Asia-Pacific region. Korea and it study will provide plenty of rich multi-dimensional questions for the inquisitive geographer to explore. I hope to pose these questions in future blog entries.

Actioning Geography

Spatialworlds website

Picture descriptions:
Images: From within the Royal Geographical Society building, Kensington, London: The heart of Geography.


Adelaide, Australia: S: 34º 55' E: 138º 36'


Geography for the 21st Century
It is an interesting time for geography in Australia with the growing profile of geography as a result of the work of the National Curriculum Board. As mentioned in a previous blog, the Australian Geography Teachers' Association (AGTA), has been pro-active with other Australian geography associations/societies in ensuring that geography has been identified as a discipline to be developed as part of phase 2 of the National Curriculum due to be implemented in 2012. To support the work of the National Curriculum Board, AGTA, the Institute of Australian Geographers (IAG) and the Royal Geographical Society (RGSQ) in October 2008 established the 'Towards a National Geography Curriculum'(TNGC) project. On June 30th 2009 the TNGC project handed over to the Australian Curriculum, Assessment and Reporting Authority (ACARA) their report. This report, by leading geography educators in Australia in consultation with geography teachers across Australia over the past six months has been written to inform ACARA about the views of geography educators prior to the commencement of their work in developing the National Geography Curriculum. The report is a synthesis of the latest geographical educational research across the world, Australian curriculum documents and views gleaned from geographers at forums across Australia in 2008/09. The report has attempted to provide a coherent view on a geographical definition, procedural knowledge, pedagogical approaches in geography, curriculum structures, conceptual understandings in geography and implementation strategies. In 2009 ACARA is planning to develop a Position Paper on geography, appoint an advisory panel and curriculum writer and conduct consultation forums.
AGTA looks forward to this work and the opportunities the process provides to increase the profile of geography via the development of a national geography curriculum for 21st Century Australia.
It is interesting that what we are going through at the moment is similar to what geography in schools has recently undergone in the United Kingdom. When I was London in April this year I was privileged to spend a day at the Royal Geographical Society in Kensington, London. As well as enjoying the company of Dr Rita Gardner and her team I also learnt in detail about the efforts of the RGS to re-invigorate geography in the UK via their Action Plan. The Plan includes:
1. Chartered Geographers
2. Geography Ambassadors
3. Key Stage 3 resources
4. Virtual fieldwork and local learning
The website ‘Geography Teaching Today’ has been developed as part of the Action Plan for Geography to provide a single point of web-based communication and information sharing.
The UK Geographical Association is leading on other areas of the Action Plan.

To support the work with the National Geography Curriculum, AGTA is also involved in other initiatives which will provide opportunities for geography teachers and students to be involved in the renewal of geography in Australia. As well as the National Geography work the coming months will see AGTA:
1.Continuing to support the work of the RGSQ with the Australian Geography Competition initiative and the World Olympiad.
2.Geography promotions
a.Competition/s
b.Big Week Out
c.AGTA Awards
3.Websites
a.Geo-Careers website
b.Teacher orientated AGTA website
4.Professional Development and resources:
a.AGTA Conference
b.Key Skills publications
c.Geographical Education
d.Geographia newsletter
5.Making links with National and International Geographical Education bodies
a.Membership of NEF/SSI/IAG/AFSSSE/IGU/IAG etc
b.Formal relationship with other geography associations i.e RGS, HKGS
6.Introducing 21st Technology into the geography classroom
via workshops and Industry liaison with the Spatial Science Institute,
7.Geography Teaching Standard project with Melbourne University
8.Beginning Geography teacher programme
(Primary teachers and those between pre-service and experienced)
9 Marketing Geography
a.Australian Geographic liaison
b.Jon Dee’s 'Do something' initiative

The inquisitiveness of Geography

Spatialworlds website

Picture descriptions:
Left Image: Freeways of London.
Right image: English country scene - Suffolk..

Adelaide, Australia: S: 34º 55' E: 138º 36'


Why is it so?

When discussing why geography is important and the reasons it should be part of the school curriculum, the words inquisitiveness and curiosity are often mentioned. An individual will study any subject because of interest and fascination in learning but the concept of inquisitiveness runs very strongly through the history of geography. From exploration and discoveries to map making geography requires a strong desire to ask questions and find out what is (where and how) and why is it? This is not to say there are many other reasons for studying geography but the inquisitive angle of geography seems to be a core requirement for the geographer. Geography covers a wide range of learning and hence has a wide appeal to a diverse group of students. Various attempts to classify geographical knowledge and endevour into themes or branches have been undertaken over the years. These themes provide ample opportunity to cater to the needs of individuals. For example the area of geo-tourism will attract a very different individual to the one interested in geomorphology. Whilst studying people travelling around the globe is very different to learning about rocks and landscapes, what links these individuals together as geographer's is their inquisitive geographical approach when they study or work in their chosen area. This inquisitive approach involves asking key geographical questions such as:
* What is where?
* What is the distribution and shape of what is there?
* Why is what is there there?
* What surrounds what is there?
* Why is what surrounds there there?
* What is the distribution and shape of what surrounds what is there?
* What are the reasons for the distribution and shape of what surrounds?
* What are the interactions between what is there and what surrounds?
* What are the interdependencies between what is there and what surrounds?
* How and why has what is there changed or is changing in nature, distribution and
shape over time?
* What is the future projection for what is there and what surrounds?
* other pertinent geographical questions to the area of geographical endevour!!

Whilst sounding a little confusing, the key to geographical inquisitiveness is to answer such questions in relation to places and spaces. This spatial inquisitevness is at the core of the geographical approach and is what drives explorers, adventurers, researchers, writers and hopefully teachers. This inquisitivesness in the classroom should be the driving force of inquiry teaching methodologies (pedagogies) which pose questions to the students and invite them to use their geographical knowledge and skills to find answers or possible solutions. Giving students the answer without inviting inquiry only goes towards crushing student inquisitiveness and makes the subject no different to others. Geography must embrace an inquiry approach so as to model what geography is all about! Asking questions and seeking answers by exploration of place and space. Spatial technologies are the great enabler for this approach. Spatial technology and the associated data and visualisations can provide the geographer in the workforce or the student in the geography classroom with information on places and patterns/trends across space that can answer the geographical questions developed.

The natural inquisitivenes of students when studying geography must be fed by asking the questions; what? where? why?, when? how? what if? and so what? when studying any of the geographical areas/themes.

What makes Geography Geography??

Spatial Worlds website

Melbourne, Australia: S: 37º 47' E: 144º 58'


Left image: The Melbourne CBD
Right image: The Melbourne Cricket Ground (MCG)

The headset of the geographer

With the context for the National Geography Curriculum presently being developed, the question, "What makes Geography Geography?" is being constantly posed by those coming to grips with the fact that geography is to be introduced in schools from R-12 across Australia in 2012. As a geographer I feel confident in discussing what makes geography different to other disciplines and indeed unique in the curriculum. However, to actually explain the nature of geographical study to the non-geographer is quite a challenge. As I have found out through the "Towards and National Geography Curriculum" project there is even disagreements on this question amongst geographers themselves. In this posting I will have a crack at trying to delineate the uniqueness of geography. In this day of spatial technology and spatial literacy, clarity on this question is essential. In fact, what are the linkages between geography and the world of the spatial scientist? Are geographers spatial scientists, or is the science word to be avoided? It is interesting that in the National Curriculum Board's Shaping Paper for Science, they refer to systems, interdependence, patterns, inquiry methodology, sustainability, climate change, biodiversity and digital and spatial technology. These are all concepts/topics/tools covered and used in geography! So is geographer all that different to Science in its approach? Naturally the answer is no but how then is it different? In the science document there is no reference to geography as a linking discipline and hence makes one wonder if the Science world is also not aware of the nature of geography and how it can compliment other disciplines? Interestingly the sparse mention of spatial variation and geography in the National Curriculum Boards Shaping Paper for history paper, a discipline traditionally closely allied with geography.

So what makes geography unique? To clarify this I thought it would be interesting to list the features of geographical education that I consider makes it what it is!

Geographers are interested and inquisitive about the:
* bio-physical (natural) environment and the built environment of humanity
* inter-actions within and between environmental systems
* interdependencies and intricacies of environmental interactions
* spatial variation evident across space and the reasons for the variation
* patterns and trends that can be identified when viewing spatial changes and environmental phenomena over space
* changes in land patterns and landuse over time
* processes which create landscape features and phenomena
* visual representation of places and their distribution over space

The way the geographer looks at the world though a geographical lens is what makes geography geography.
The advent of modern spatial technologies has put in the hands of geographers an array of tools which enable the geographer to visualise and describe the world geographically beyond our imagination only a few years ago. In this blog I will continue to present the latest spatial technologies which make geography one of the most exciting disciplines in the world when we are trying to visualise, describe, explain and analyse the world around us. The geographers headset is unique and needs to be clearly articulated if we expect good geography to be taught in our schools. The question needs to be asked, is the writing of a national geography curriculum going to improve geographical education in schools? The answer can be only yes when we develop professional learning strategies that enable non-geographically trained teachers understand what makes geography geography. It is not about the content of geography to be taught in the classroom but the headset of the geographer.

Great for Pirates! Real time never ceases to amaze

Spatialworlds website

Picture descriptions:
Left Image: The Conola(called Rape in Europe)fields of Flanders.
Right image: The Riqueval Tunnel at Bellicourt, Picardie, France. Built by Napoleon in 1811 and still in use.

Adelaide, Australia: S: 34º 55' E: 138º 36'

Spatial technology sites never cease to amaze me with their power of communication and ability to visually represent what is happening now in the world. This is particularly true of real time sites which are great for the teaching of current affairs. A great example of such currency are two sites I have recently come across which relate to shipping around the world and piracy. Piracy is a hot topic on the international scene and a topic which continues to enthrall. Maybe the interest in piracy relates to those stories we all read or watched in our childhood about buccaneers. Regardless of the reasons, piracy on the seas is a real issue with associated security issues, under-development of countries, trade and trade routes and the rights of the haves to go unimpeded with their wealth.

1.Tracking shipping around the world (a gift to pirates!!)
This is an amazing site which shows the marine traffic on the oceans in real time. Not only does it show the location, type and travel direction of shipping but also the speed, image and name of the boats. Have a play with the site and you will find much more spatial information for analysis (i.e.why concentration of shipping, routes and shipping lanes etc). A great example of the power of spatial technology to inform and analyse.
This site is particularly topical considering the pirate issue on the high
seas at the moment.

2. Live Piracy map: A gift to the anti-piracy efforts!
As a follow up to the shipping map, here is a Google Map link on pirate attacks in recent years (International Chamber of Commerce Commercial Crime Service). The attacks are shown by date, type of attack, ship type, ship name and location with a crime report for each. Some interesting comparisons over time.

What a great way to combine current affairs, development studies, economic geography,international law of the sea, media spin and spatial technology. All in real time with temporal comparison!

The spatial and war

Spatialworlds website

Picture descriptions:
Left image: Using telescopes in the trenches at the Newfoundland Memorial site.
Right image:Using modern spatial technology on the battlefield.

Amiens, Belgium: N: 49º 53.506' E: 002º 18.561'

Mapping our ANZACS
For many years we have spoken about how GIS technology is a product of military necessity. Whilst this is true for modern spatial technology, the historical importance of maps and spatial skills became very obvious to me when I visited the battlefields of France and Belgium in April this year. As part of my job I am fortunate to be involved in organising the South Australian Premier's ANZAC Spirit School Prize. This prize involves 6 students being selected to visit the battlefields of Europe and enact commemoration ceremonies at the graves of soldiers they have investigated. As part of the tour a military historian traces the last days of the soldier's life and this is where the skills of mapping and spatial thinking became so obvious. Despite not having GIS and GPS, the military strategist and commanders of the Great War needed high level spatial skills (and geographic naturally) to interpret maps and landscapes. Questions they would have frequently asked when looking at their maps and observing the landscape would be: where is the highest point, what is the line of sight for a location, where would a bombardment land, what is the aspect and gradient of a slope, what is the vertical exaggeration of the topography, where are the transport routes, how can we get water supplies to the soldiers, where are the natural barriers, what is the shortest route etc. The interesting thing is that these life and death spatial decisions were carried out with just maps,telescopes and basic aerial photography. How many lives could have been saved with the accuracy of modern spatial technology! Or would they? Even the best locational intelligence needs good decision making by commanders!
One of the thrills I had when in London at the Royal Geographical Society the same week was to view the original Gallipoli maps used by the British and Turks. The detail of the maps and contour intervals used by the Turks and British was startling and highlighted the importance of appropriate map making and usage. For example the Gallipoli landscape looked more gradient friendly on the British map with larger contour intervals than the smaller contour intervals of the Turkish map. If I was an Australian soldier using the Turkish maps I would have realised very quickly that the cliffs were imposing and next to suicidal for attacking (if they could read the map in the first instance!). With these thoughts in mind, maybe one can say that an army marches on its spatial knowledge as well as its stomach!
As you can see in the photographs above the students were required to read original battlefield maps as they followed the journey of the soldier to his death. A great example of the integration of history with geography in the field. Although difficult for the Australian geography classroom to get to France to undertake the fieldwork, such techniques could be a useful virtual fieldtrip for a combined history and geography class. Why not use the following website resources to research a fallen soldier and get some World War 1 maps for the activity.
Soldier records at:
http://www.awm.gov.au/database/biographical.asp
http://www.awm.gov.au/research/
http://www.naa.gov.au/collection/explore/defence/service-records/army-wwi.aspx
The Commonwealth War Graves Commission at http://www.cwgc.org/ for details on the European war cemeteries and graves in France.
World War 1 maps at:
http://www.pbs.org/greatwar/maps/
http://www.worldwar1.com/maproom.htm
http://www.firstworldwar.com/maps/index.htm

Increasingly maps and spatial simulations are being used to explain chronological events. Here is one on the progress of World War 2 in Europe.

Some neat OER websites for Geography

Spatial Worlds Website

Picture descriptions:
Left image: The participating teachers at the Brussels OER workshop.
Right image:Brussel streetscape.

Brussels, Belgium: N:50º 52' E: 4º 22'

One of the great aspects of being involved in the OER intiative was that a huge range of innovative resources were presented. Here are just a few to have a go at!
Physical Geography
Geography games
World Demographic Clock
Environment
Designing an habitable planet
History and DNA (I know it is not Geography but really neat as a site)
Historical maps
Earthquakes
Outer space and geography
The breathing Earth
Lifestyle and the environment
Mapping worlds differently

It is worth looking at the http://creativecommons.org/and well travelled initiatives related to Open Education Resources. Considering more and more teachers are using websites in their teaching today there is a need to start working on some type of quality control to ensure that the websites support good pedagogy in the classroom. Naturally this is true for geography as well. For example when looking at a website do you consider the following to make sure it is OK for your quality teaching and student learning?** If it was a book I am sure these questions would be foremost in your review.
Is the website:
o Culturally appropriate
o Gender appropriate
o Current
o Agenda of the developer- bias
o Credibility
o Authentic
o Interactive
o Advertising Free
o Attractive
o Engaging
o Easy to navigate
o Relevant to curriculum (even if not designed specifically for a given curriculum or for any curriculum)
o Adhere to W3C Accessibility
o Modular
o Content independent of structured
o Language Independent or Multilingual
o Remixable
o Easy to download and save
o Stored as a file type that is readily accessible with generally
available software
o Cross Browser Compatibility
o Cross Platform Compatibility
o Accessible outside of login
o Unlikely to be blocked by firewalls
o Degree of Openness (eg Rights)
o No cost to use
o Labeling
o Indexed for Searchability
o Time Limitations

** These criteria developed at the April 2009 OER workshop in Brussels.

All good questions and need to be reviewed before the website is used as a teaching tool.

Open Education Resource Conference: Brussels

Spatial Worlds Website

Picture descriptions:
Left Image: Historical square in central Brussels.
Right image: The OER workshop

Brussels, Belgium: N:50º 52' E: 4º 22'

Event: Open Education Resource Workshop
Dates: April 15th-17th 2009
Organisers of the event: European Schoolnet

This week I have been fortunate to attend the Open Education Resource Workshop in Brussels. The OER Teacher's Network Project is a scoping and feasibility study federating learning resource repositories both in Europe and internationally. The goal is to examine quality criteria for OER in order to promote more effective exchange of learning resources between repositories. I am particularly interested in this project because of its potential for the sharing of open education resources in geography and with spatial education resources in particular.

The study investigates how new mechanisms may now be required in order to facilitate in international K-12 OER collaboratives, particularly so that stakeholders can take a significant step forward as regards understanding what types of OER ‘travel well’ or have the most potential to be used and re-used in different K-12 curriculum frameworks, including in those countries in the less developed world where ICT deployment is still at a very early stage.

The Project is led by EUN SchoolNet with teacher participants from Europe, Australia, Africa, Finland, South Africa, Switzerland, Czechoslovakia, Zambia, Roumania, Spanish and the U.S. Fortunately there are about 4 geography teachers amongst the 16 teachers at the workshop for me to explore the use of OER resources in geographical education.
In this blog I will put down relevant facts, perceptions and resources which come out of the workshop. However what are Open Education Resources and what is the concept of travel well?

Open Education Resources:
http://www.oercommons.org/ The Hewlett Foundation describes these as teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge.”
OER's enable teachers to republish material in new formats, publish online, permits reuse and remix of material, promotes innovation, promotes equity and accessibility and reduce costs - such resources are free of copyright and free to use.

Travel well:: Is the ability of an OER to be used across the globe in as widest range of contexts as possible. To be a travel well website one must consider copyright, language, visual representation, text density and is it easy to navigate, adapt and re-use.


Creative commons: Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Reserved.


Website resources for sharing which provided the basis of the workshop
http://oertn.eun.org/forum/9
http://oertn.eun.org/forum/8

Of interest to the world of the geography teachers is the plethora of data which is regularly used to construct maps and other spatial representations. Is this data an open education resource or are we risking prosecution? This workshop is exploring the issues of copyright of such resources and what can be done in the future for teachers to feel comfortable and protected when accessing educational resources and data from a huge range of industry and contexts.

The spontaneity of Geography

Spatial Worlds Website

Picture descriptions:
Left Image: Living on the water and high rise buildings in Hong Kong.
Right image: Hong Kong at night.

Adelaide, Australia: S: 34º 55' E: 138º 36'

With much talk happening in regards to core/foundation content for geography and the need to provide students with essential knowledge and skills it is important not to neglect one of the attractions of geography for students, and indeed teachers. That is, the spontaneity of the subject in the classroom. It would indeed be a tragedy if a teacher did not stop and embrace a current event because of the perceived need to get through the ‘content’ of the course. The Victorian bushfires are an excellent example of the potential of geography to provide classrooms the opportunity to explore causation, impact and most importantly provide the vehicle for teachers to debrief the students on the event. Such subject spontaneity is critical to keep the subject of geography relevant, useful and motivating for students. An ally to the opportunity for spontaneity is the capacity of spatial technologies to provide the medium for real- time data and visual representations as events unfold. Here are a few sites which over the years have provided an immediate and dynamic resource for teachers to respond to unfolding events. Needless to say, all rely heavily on the ability of spatial technology (particularly Google Earth and Google Maps and Flickr) to deliver current and accurate visualisations of place and space associated with the event. Such spontaneity and relevant tangential possibilities and the use of state of the art spatial technology should be a selling point for geography and not seen as an add-on hindering content delivery.

* Let’s start with the Victorian bushfire.
Within hours of such an event spatial sites appear often functional sites for emergency services and the community. Launched the Sunday, the day after Back Saturday, this Google Map that showed the extent of the Victorian bushfires (with associated photographs)
http://www.google.com/maps/ms?ie=UTF8&hl=en&msa=0&ll=-37.09024,145.360107&spn=5.467626,6.778564&z=7&msid=102713443485350180116.0004625c0e5a723331061

* Queensland floods: a study ready to goThe following sites provide an array of daily images, maps and commentary to aid the teacher covering the floods in Queensland during February 2009.
http://www.bom.gov.au/hydro/flood/qld/
http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=37051
http://www.abc.net.au/local/photos/2009/01/30/2478669.htm?site=westqld
http://www.bom.gov.au/hydro/flood/qld/brochures/river_maps.shtml
http://www.flickr.com/photos/sunrise7/3290986661/
http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=16571
http://www.mainroads.qld.gov.au/web/AttachStore.nsf/allobjects/january-2009-flood-info/$file/road-closure-map-090302-9am.pdf

A real time Swine flu website
The Flutracker website is a map and the data behind it compiled by a biomedical researcher in Pittsburgh, Pennsylvania, using technology provided by Rhiza Labs and Google. The map is compiled using data from official sources, news reports and user-contributions and updated multiple times per day.

* The use of spatial technology in newsroom communications
Reuters AlertNet site: Alerting humanitarians to emergencies
It includes an interactive mapping tool (fed from MS Virtual Earth) and viewable by conflicts, storms, food security, health etc. http://www.alertnet.org/map/index.htm?ct=2&style=2&ex_iso=AF,AF,RU .
Another interesting approach to news and media is the mapping of news coverage around the world. The following sites provide some interesting spatial perspectives.
Newspaper coverage map sites.
Other world according to newspapers at
http://www.observatoiredesmedias.com/2008/03/24/le-monde-dans-les-yeux-dun-redac-chef-lamericaine-version/
Newsmapping at http://marumushi.com/apps/newsmap/
Buztracker: world news mapped: http://buzztracker.org

* Earth Album is a great geography relevant site that does a "mash up" of google earth maps and flickr images This a great site for students investigating current information on countries

* Mind's Wonderings: Education and Technology
Rebecca Nicholas (Victorian geography teacher and AGTA Secretary) has decided that it is not hard to be enthusiastic about the developments in technology and the applications these have on education and teaching. Each new development sends her mind wandering and wondering about how she can use this to teach her kids to enhance their learning? Such musing has resulted in her Wondering minds blog. Rebecca’s site is a great resource with regular new spatial websites posted. Keep an eye on it!

An example of a site explored on Rebecca’s site is the Satellite tracking site It apparently updates every 30 seconds and shows the path of each satellite etc.
What a great site to create a sense of spontaneity and immediacy in the geography classroom.

The discomfort of not knowing!

Spatial Worlds Website

Picture descriptions:
Left image: The workshop participants.
Right image: Members of the organising committee and presenters at dinner on December 19th, 2008.

International Geo-spatial Information Technology Workshop for School Education

Hong Kong: N: 22º 12.646' E: 114º 01.775'


As a follow-up to my Churchill visit to Hong Kong in October 2007 I was invited to present a Demonstration Class at the International Geo-spatial Information Technology Workshop for School Education at the Baptist University in Hong Kong on December 19th, 2008. The workshop, attended by 60 Hong Kong Geography teachers was a great opportunity to meet with Hong Kong teachers interested in using spatial technology in their classrooms. As I reported in my October 2007 blog entry, the new Hong Kong curriculum has made the use of spatial technologies such as GIS an expectation for those teaching geography. Read more about the Hong Kong Curriculum at http://www.edb.gov.hk/FileManager/EN/Content_5185/nss_e_geog%20_pfd.pdf
This workshop was one of the numerous efforts to provide Hong Kong teachers with training and perspectives in relation to the use of GIS in the classroom. The day was action packed with my demonstration class titled ‘Getting a start with GIS skills on a meaningful task in the classroom‘ heading the program, followed by a diverse grouping of presentations including:
* Steve Dunn and Mark Smith, geography teachers from the Grammar School at Leeds presented classroom GIS activities using World, Brazilian and Hurricane data.
* Dr P.C.Lai from Hong Kong University presented a demonstration class on the use of GIS in the classroom setting while studying rainfall distribution and agricultural production in China.
* David Brian from the Chinese International School, Hong Kong presented a demonstration class on the use of GIS to study Air Quality.
The workshop was organised by Hong Kong Baptist University, Hong Kong GIS Association, Hong Kong Polytechnic University and the Hong Kong Geographical Association. As always the workshop provided the opportunity to discuss the implementation of GIS in the classroom with the interested and passionate. An amazing outcome of the experience was that all those involved, whether from Leeds, Hong Kong or Australia were all saying the same things in relation to the approach we need to take with the introduction of GIS into schools. That is, for GIS to be a problem solving and creative tool for students to explore their world. Such an approach should embrace the philosophy of ‘the discomfort of not knowing’ when developing student tasks involving the use of spatial technologies. The technology should be the enabler for students to find out for themselves and in turn, ‘know’. For many of the teachers attending the workshop there was a degree of discomfort in not knowing the technology and all presenters did their best to ease any anxieties about using the technology and provided an impressive range of teaching materials and resources.
Here are a few of the resources provided on the day which may be of use to those interested in extending their use of GIS in the classroom.

Air quality in Hong Kong resources from the Chinese International School GIS classroom.
Those who have visited Hong Kong will be aware that Hong Kong is one of the most polluted cities in the world. Hence as a case study the mapping of pollution levels on a day to day basis from real time Internet data is a great GIS activity. These website provides all you need to undertake some great GIS classroom activities about air pollution and attempts to monitor and remedy.
Hong Kong Environmental protection Department at http://www.epd.gov.hk/epd/english/environmentinhk/air/air_quality/air_quality.html
Hong Kong clear the air website at http://www.cleartheair.org.hk/

Steve and Mark are doing some great work on GIS in the classroom at Leeds Grammar.
In particular I found the use of some free Brazilian homicide data and the activities the lads have developed for their students to be a really an interesting approach. Steve and Mark have put many of their excellent classroom activities up on the ESRIUK website for teachers to use. Their approach was really inspiring and confirmed and affirmed my philosophy and approaches in using GIS in the classroom. I hope to catch up with Steve and Mark in the future to keep an eye on their great efforts in the UK. Australian teachers certainly would gain from their expertise and enthusiasm for the task.

Dr Lai and her graduates from Hong Kong University presented as excellent integrate activity using rainfall and agricultural production data.
The workshop produced maps to explore the relationship between rainfall distribution, rice production and wheat production. For more information on the work of Dr Lai and Hong Kong University in the area of GIS in schools go to the HKU website at http://geog.hku.hk/giscourse/index.htm.
Some of the websites Dr Lai used were:
* Chinese Climate Data Centre at http://lwf.ncdc.noaa.gov/oa/ncdc.html provides real time precipitation data for mapping.
* The Centre for Earth Science Information Network at http://sedac.ciesin.columbia.edu/china provided comprehensive Chinese provincial data.
* Chinese grain production data at http://sedac.ciesin.columbia.edu/china/econ/agr/agr49-90desc.html

Attending and presenting at this inaugural international gathering in Hong Kong of those involved in the implementation of GIS in Hong Kong classrooms was a great honour and a wonderful experience. Special thanks to Professor Zhou Qiming for his invitation to present and Matthew Pang for all his hard work in organizing the event and my participation.
I hope this link between Australian and Hong Kong Geographers continues to grow into the future. We face many of the same challengers and share similar approaches to the use of GIS in the classroom. It would be a pity not to learn from each other as we tackle the difficult task of implementing GIS in the classroom.