» Geography Teachers' Association of SA Inc.
The following articles give an insight into the PD provided by the GTASA. In particular they relate to the use of Spatial Technology in schools.
Article 1: GIS in the classroom
GIS is a wonderful learning tool for the classroom and over recent years much time and effort has gone into the areas of skill training and classroom resource development. This paper will attempt to move the discussion of the use of GIS in schools into the area of classroom methodology and pedagogy. There is a need to create a philosophical and intellectual framework around the use of GIS in the curriculum. This shifts the emphasis from discussing GIS as a thing to do, to a focus on an awareness of spatial learning and the role of GIS in enhancing our efforts to develop student spatial cognition and perceptions. The introduction of GIS into the curriculum is more than just about the introduction and use of a new technology but is really concerned with engaging students in meaningful spatial learning. We have moved on from just using the technology as a “cool” tool. The next step is to develop a Spatial Learning Model using GIS and the development of a teaching approach that can incorporate GIS as a meaningful enhancer of spatial cognition and hence spatial learning.
In an effort to develop a framework to guide teachers using GIS, this paper proposes a spatial learning model as a starting point to discuss issues of methodology and approach. The model is a work in progress and has provided an interesting starting point for teachers incorporating GIS into their teaching. In particular, the model has provided a stimulus for teachers using GIS skills and gathering the necessary GIS resources available. Indeed, the processes involved in such a discussion is imperative if teachers are to develop their methodology and teaching approach using GIS in their classroom.
Article 2: Green auditing with GIS
“Trees in the city do more than soothe, they keep the air cooler and cleaner, filter pollutants and slow stormwater runoff and build community. Support greener and cleaner cities.” (American Forests website 2005)
Most geography teachers agree with the sentiments contained in the statement above and do their best to impart to students the view that trees are an important part of the urban environment. However this view is often seen purely in the aesthetic sense and not necessarily in economical and environmental terms. To address this imbalance in perception a newly developed GIS programme called CITYgreen has been produced by the American Forests organisation (http://www.americanforests.org/productsandpubs/citygreen/citygreen5.php).
This article outlines the nature of the CITYgreen ESRI Extension and demonstrates its potential use and application in the classroom.
Article 3: Historical Geography
This article sets out to explore the potential of GIS in the area of historical studies in particular. In essence we need to focus on the concept that time studies have a spatial dimension that can be highlighted by the use of GIS processes and field studies. Such a premise is nothing new and has always been at the core of our treatment of many historical topics. What is new is that we have a resource and technological tool in the form of GIS that can bring place, space and time studies alive for the students. GIS processes such as area, point and line representation and tracing, image/feature/script hotlinking and thematic representation are perfect to trace and display historical data across space.
Article 4: Spatial Industry and schools
GIS in the classroom has been happening in various schools around
