How are geographic technologies used in Education?

[Lori Holcomb]

In 2004, according to the US Geological Survey website, the U.S. Secretary of Labor named geotechnologies as one of the three fields most in demand for 21st Century decision-making.

After you read the article, Using GIS and GPS Technology as an Instructional Tool, you will see that GIS, or Geographic Information Systems, are often used in conjunction with GPS as educational tools. GPS and GIS are two different technologies that are frequently confused by the general public. GPS is the aerospace technology that uses satellites and ground equipment to determine position anywhere on Earth. GIS is a computer system that permits you to analyze and manipulate different types of geographical data by “layering” them on the same spatial coordinates. GIS and GPS can be used effectively together when coordinates from GPS receivers are uploaded into a GIS. However, each can be used very effectively by themselves, as you will see from some more of our listed resources.

Discussion question: How does the use of GPS/GIS contribute to the development of higher-order thinking skills?

[Kay Pitchford]

According to the Marzano Thinking Skills Fact Sheet, Analyzing, Generating, Integrating, and Evaluating are the highest four levels of his Thinking Skills. Using GIS and GPS would help students meet all four levels. For Analyzing, students could determine the characteristics of a location by describing attributes for the area. They could also identify relationships between items at a location, and any patterns that they may find while searching one or more sites. For Generating, they could predict what may happen if the amount of rainfall increased significantally at a certain location, or if a volcano erupted by first analyzing the area. For Integrating, students could combine (synthesize) information found for different sites to describe a certain situation such as the destruction of the rainforests. Students at the highest level could also Evaluate the information that is available. If they were working on a research project and used GIS/GPS technology, they could assess how well the information that was available provided the information they needed.
Since I have never used the technology, I am not familiar with the extent of its usefulness, however, I have been exploring with Google Earth, and I am finding it interesting as a possible addition to my lessons.

Marzano's Thinking Levels

[Jennifer Cable]

By using real data from the student’s surroundings, students can be prompted to search for a deeper understanding of the information. The GIS/GPS can help the students understand the environment in which they live. By analyzing surroundings that they are familiar with, they are able to move into the higher-order thinking skills. Teachers can use the GIS/GPS technology to help the students understand that there is more to a map than just what is seen on paper; that there are many different levels. By using the GIS to develop different layers, students are able to see beyond the surface. I equate GIS technology to a student’s brain. There are different levels and layers. The more levels and layers you peel back, the more you understand. Seeing things in 3-D can help the students gain a deeper understand of their surroundings, thereby stimulate them to search for more answers and encourage them to ask more questions, which will help them, develop higher-order thinking skills.

[Lauren Philbeck]

I think GIS and GPS more contribute to higher order thinking skills because the information cannot just be thrown into the machine and the answer spit out. Students must carefully think about what specific information they need to put into the device and once the device produces results, students must then properly analyze those results in order to be successful. To use these devices students must multitask and participate in more than one subject matter at a time. Finally, higher order thinking skills can arise when the device malfunctions or does not provide the student with the information they wanted. The student must these analyze the malfunctions and come up with solutions to continue.

[Natalie]

The use of GPS/GIS contributes to the development of higher-order thinking skills in various ways. it allows curricula/subject ares to be integrated in new ways such as developing an Excel spreadsheet in math to develop an overlay for geography. Students must gather and analyze data, process the data, and report the findings. GPS/GIS develops critical thinking skills by encouraging thinking on many levels which then leads to greater analyze of relationships. In Broda and Baxter's article, they paraphrase MacEachren by discussing how visualization is a "powerful way to understand problems, identify solutions, and discover the unexpected."

Concrete and higher-level thinking can also be developed through GPS/GIS by allowing students to work on projects at their own pace to develop the skills needed. Broda and Baxter also state GPS/GIS fits with Gardner's multiple intelligences theory which I agree with.

[Joyce Boone]

Colleagues,

My understanding of the idea of higher order thinking is a person's ability to think on a creative level, and in a critical manner that impacts their decision making and problem solving skills. They are also able to identify problems, envision possible solutions, and select and carry out the steps toward a solution (systems thinking). GPS and GIS technology are tools that can encourage this type of thinking because they assist learners in conceptualizing and visualizing locations, interpreting the world around them.

Because this technology is available online and free of charge in many cases, it is readily accessible to learners at all times and can be used to enhance their learning and learn concepts at a deeper level than they could otherwise. GPS and GIS technology are tools that also allow learners to communicate ideas and thoughts in different ways (other than just text).

Using GPS/GIS, learners develop higher order thinking skills by creating maps and interpreting maps. The technology promotes creativity also because of the visual format of maps and the ability to enhance them with multmedia objects. Learners can also develop higher order thinking skills via collaborating with others in the development and interpretation of maps. This enhances their communication and teamwork, accountability, and interpersonal skills.

Joyce

[Kelly Maxwell]

One of the main things that comes to my mind when I think of whening of higher order thinking skills would be to use the basic information that has been learned and expand on it. This allows for the students to take the information they have already been presented and be able to analyze it. Incorporating GPS and GIS the students would have to take their data and put it into the device and be able to analyze the results. I like how Lauren stated that you just cant put the machine just does not spit out the information, and that is why the analyzing the information is so important. When teachers are able to incorporate the use of GPS into interesting assignments like geocaching then students are able to realize that geography and maps are more then just a piece of paper and can be interactive when they use their higher level thinking skills.

[Veronica Lewis]

By using these 2 resources it can increase higher order thinking, decision-making and creative thinking skills with my students. As an example, my friend is a location planner for Wal-mart. Students can role play what it takes to scout a location for a future store. They can research past history and navigate how the site would fail or succeed based on the information. Using this geographical data, they can point out the advantages or disadvantages of locating the store in a particular region or neighborhood.
They can also use this information to look at their own cities to see how it has changed over time and make informed decisions about schools, public parks, homes and businesses located in their surroundings. This can open up a whole new thought process when they see a public bond or county money being spent in some areas.

[Karen Hughes]

How does the use of GPS/GIS contribute to the development of higher-order thinking skills?

I will have to admit that I was not familiar with GIS before reading this week’s articles. This technology contributes to the development of higher-order thinking skills because it allows students to ask questions. When students are given the opportunity to analyze a learning situation and decide for themselves what they need to ask in order to obtain the needed information, students become more engaged in the lesson. As stated by Broda and Baxter, “The ability to create visualizations and spatial queries makes GIS a powerful tool for students, both in solving problems and engaging their minds.” (p. 49)

GPS also contributes to the development of higher-order thinking skills when students are given the opportunity to search for a cache using GPS coordinates. The cache can provide more coordinates and clues to lead the students to yet another cache where the hunt can continue or end with clues which the students have to combine in order to gain the solution to the activity.

Karen

[Rhonda W]

I really answered this question in the GPS discussion. Putting the two technologies together makes it a much more meaningful in terms of thinking skills. If you are looking at a GPS alone, it would be hard to work in much analysis. Combining GPS and GIS forces students to put together disparate sets of information, find where they are similar, find where they are different, and explain their relationship. Using real data instead of just solving a problem in the book makes it more relevant to the student. They can understand why they might need to do this in the real world.

[Loretta Batchelor]

How does the use of GPS/GIS contribute to the development of higher-order thinking skills?

First of all, student have to become familiar with their surroundings and use technology to guide them throughout areas in which they are unfamiliar. It also teaches the fact that you must use common sense since technology is not perfect! Some GPS lead you to lakes, rivers, dead end roads etc. The use of GPS surely has enhanced driving experiences and helped you get from Point A to Point B to Point C which is faster and more convenient than using Google Maps. I do like the way GPS makes student use Math, Science, English and Technology skills at one time!

[Rhonda W]

I used to live on a street that had been reconfigured and Mapquest directions were totally messed up. Almost every day someone would drive up with this computer printout in their hands trying to figure out where in the world they were.

One of my favorite commercials is where a driver is following instructions from the GPS and turns right into a storefront. You do still need to engage your brain. Maybe that's an important lesson for today's students -- technology isn't infallible.

[Jennifer Tingen]

GPS/GIS systems provide a great way to develop higher-order thinking skills in the classroom. Students can analyze and manipulate data layers through the GIS, while the GPS continually gathers real-time data. This gives students a glimpse of the numerous connections between geography and the animal/human population in the area. They can discover intriguing facts about their own community, which leads to a greater respect for each and every stream, landfill, and city planning decision. By identifying trends in their data set, students apply the theoretical to the practical. They can propose solutions to stream pollution, or explain their opinions about why certain locations consume more twinkies. Obesity does, after all, have a geography. GPS/GIS systems appeal to the theory of Multiple Intelligences through the linguistic, logical/mathematical, spatial, interpersonal, and naturalist spheres. This type of learning utilizes a great deal of higher-order thinking skills.