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Geography, GIS, and K-12 Education: Moving to the Web
By Alex Philp, President, GCS Research LLC
(September 30, 2002)
Understanding cause and effect relationships across spatio-temporal matrices
represents a key element in geographical investigation. Associated with the fundamental
concept of landscape, inculcating an appreciation for change remains a significant
challenge in geographical education today. Often geography teachers lack the
professional development necessary to move beyond superficial analyses and explore the
interdisciplinary intersection provided by geographical disciplines. However, the recent
convergence of geospatial technologies combined with a thorough familiarization of
geographical themes provides educators with a new set of tools. The tools, when utilized
in conjunction with field-based programs, project-based learning, and sound geographical
mentors, provide a means to understand the complexity of landscape change over time.
GIS (Geographic Information Systems) is such a tool. Increasing numbers of K-
12 educators and their students have been exposed to an increasing amount of spatial
information. Through the power of data visualization, teachers and students are
investigating geographical information and exploring landscape relationships in
unprecedented ways. Today, GIS and the Internet are intersecting. The result is the
realization of geospatial information technology and the promise is revolutionizing access
to geographical information across an endless array of themes. In sum, Web-based GIS
or mapping systems moves beyond the paradigm of disconnected geographers anchored
to an individual computer and its associated software. Web-based mapping systems and
their interconnection via the Internet provides educators with a constant array of dynamic
tools to broaden their exploration of geography. For many educators, Web-based
mapping systems represent a useful evolution of the tool allowing for greater usability,
flexibility and efficiency in the instructional realm. Combined with discrete thematic
lesson plans, association with national standards, i.e., geography, and assessment
components, Web-based mapping services represent a more effective model for a greater
number of educators as they search for ways to embrace technology in general. Given
declining budgets and increasing time constraints, Web-based GIS provides an inviting
platform upon which geospatial technologies can be integrated into the classroom.
Clearly, this trend does not prohibit increasing levels of sophistication and
analyses provided by more traditional forms of GIS technology. Rather, such a
movement as evidenced by the overwhelming popularity of the National Geographic
Society’s “Map Machine” can be viewed as a starting point for many who would have
been unable to unlock the wonders of geographical information for their students. As
such systems expand, proponents of geography education are combining these Web-
based tools with associated field studies, thematic immersion, and project-based learning
to examine the fundamental concepts of Earth’s dynamics. The key is to combine all
aspects of geography education into a comprehensive and sophisticated approach that
draws upon the qualitative and quantitative breadth of the discipline. Such an emphasis
recovers the power of geographical thought, embraces its incorporation of sophisticated
geospatial tools, and emphasizes an understanding of the landscapes in which we are a
part.
© 2002 by GCS Research LLC. All Rights Reserved.
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