Ok , I know this is an exaggerated statement, but it does apply to the ones I know. It has struck me that many teachers I meet or find in forums and on twitter are geography teachers, doing great stuff with technology. Has any one else discovered this phenomenon? Or do I need to broaden the range of places I hang out on–line?
But why in geography rather than other subjects? Understanding this could help in meeting the professional development needs of teachers in other subjects and their use of technology.
So here are my thoughts, based on on nothing more than casual observation and anecdotal evidence.
Could it be that Geography teachers are more inclined to use technology, as their subject has traditionally used it ranging from the compass to GPS systems, paper maps to digital imaging? Creating a culture that is comfortable and actively seeks to use technology, not only as part of being a geographer, but also in teaching the subject. I think the applications and technology tools available to Geography teachers are easily identifiable. For example, activities to teach mapping skills can easily be transferred to using the various online maps. The great tools we have at Microsoft, such as Bing Maps, with built in ordinance survey maps and Photosynth, to build 3D views of places. Once seen, their place in the geography curriculum is easily identified. If it were only that simple as just having easily identifiable technology tools that would engage students in their learning. But, plotting points on a paper map can be just as non-engaging when done on a digital map. Real thought needs to be given to the learning activity and learning outcomes that take full advantage of the digital tools, if there is to be any real value in their use. This is not an easy task and requires skill and understanding on the part of the teacher. But, is made easier with identifiable tools. I would like to suggest that perhaps Geography teachers have very little excuse not engage their students with technology. Which is why so many are doing great things. Wouldn’t it be great if other subjects had the same easily recognisable tools as geography? It’s not as easy to identify the maths applications or those suitable for religious studies. Which is why in the Partners in Learning Network we focus on strategies to explore different applications and how they can be used to support learning, even when the connection might not be obvious, such as using Word to explore maths equations . So my questions to you are:-
Could it be that Geography teachers are more inclined to use technology, as their subject has traditionally used it ranging from the compass to GPS systems, paper maps to digital imaging? Creating a culture that is comfortable and actively seeks to use technology, not only as part of being a geographer, but also in teaching the subject.
I think the applications and technology tools available to Geography teachers are easily identifiable. For example, activities to teach mapping skills can easily be transferred to using the various online maps. The great tools we have at Microsoft, such as Bing Maps, with built in ordinance survey maps and Photosynth, to build 3D views of places. Once seen, their place in the geography curriculum is easily identified.
If it were only that simple as just having easily identifiable technology tools that would engage students in their learning. But, plotting points on a paper map can be just as non-engaging when done on a digital map. Real thought needs to be given to the learning activity and learning outcomes that take full advantage of the digital tools, if there is to be any real value in their use. This is not an easy task and requires skill and understanding on the part of the teacher. But, is made easier with identifiable tools.
I would like to suggest that perhaps Geography teachers have very little excuse not engage their students with technology. Which is why so many are doing great things.
Wouldn’t it be great if other subjects had the same easily recognisable tools as geography? It’s not as easy to identify the maths applications or those suitable for religious studies. Which is why in the Partners in Learning Network we focus on strategies to explore different applications and how they can be used to support learning, even when the connection might not be obvious, such as using Word to explore maths equations .
So my questions to you are:-
I look forward to your comments.
An interesting post Stuart. I agree that there are a high number of innovative geography teachers, however, there are also a large number who use little technology.
Your point about the subject having easily transferred activities is correct, however we have also have the added benefit of having technology mentioned as a statutory aspect of the National Curriculum, namely Geographical Information Systems.
For myself, and the team I am lucky enough to work with, we see technology as opening up the door to the awe and wonder of the real world. Geography is connected to real places, and it has never been easier to access those places via technology. It's also handy that the subject is a controversial one, so the impact of the media must be considered.
Finally, I think with any subject, the use of technology must satisfy one question: how does its use transform, support and make learning better? If the answer is 'it doesn't' then I would suggest that there are other methods needed.
PS - Great looking chap in that picture ;-)
I am a geography and history teacher in Sweden, and I am also the leader of ICT at our school. You are so right...
Ok, I agree to a certain extent...
I think most geography teachers are 'failed' maths or science teachers! (Joke)! My image of the typical geography teacher is a PE teacher who can do maths and/or physics and wants to spend most of their time outdoors... (Yeah, I'm a secondary maths teacher and no, I'm not jealous).
Geometry comes from the idea of measuring (the Earth or the real world). Geography, in the original sense of the word, is to do with mapping or drawing the Earth (graphein = draw, Geo- = Earth...)
Of course, no-one ever explained to me that it was possible to draw triangles where the sum of the internal angles was greater than 180 degrees, until I got to Yr12, but geographers don't care about things like that.
Geocaching is definitely cool, though... ;-)
I have recognised this phenomenon since the early eighties when bespoke simulations were being written for the first computers in schools.
In some ways it is as simple as the geographers' desire to explore but it isalso deeper when the educational importance is understood as to explain rather than to describe.
Ultimately, where new technologies really do make a compelling addition to our learning tools is the manner in which we, including the learners, can break-down difficult geographical concepts and real-world contexts as an aid to understanding and, yet, avoid losing sight of the greater complexity.
This is part of the tele-photo shift we mean in our use of the term 'looking through the geographical lens'.
PS - You wouldn't believe what that cyberman on the beach keeps in his red back-pack! :-)
Spot on. In my school, the teacher who is the most technically able and willing (not always the same thing) is the Head of Geography. Makes more use of his IWB than almost anyone else, is easily the most prolific updater of the school website (both for his own department and when helping out others), and this year led the charge for a big push into GIS.
Perhaps they are all frustrated ICT teachers in hiding. I know I was until I retrained in IT. Spatial awareness aspect helps and as geography teachers I think we were always on the lookout for new ways of bringing to life by whatever means possible, places, people and concepts.