Teaching geography with the computer: possibilities and problems

Shepherd, Ifan D. H.

doi:10.1080/03098268508708921

Cited by 30 publications

(16 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Much of the early literature on computer-mediated learning in geography was dominated by highly specialised discussions that concentrated on the technical aspects of computer-mediated resources (including the teaching of statistical methods, physical geography, remote sensing and exploring the uses of the Worldwide web) but had far less to say about broader geographic pedagogy (Shepherd, 1985;Rees, 1987;Flowerdew & Lovett, 1992;Bishop et al, 1993;Bishop et al, 1995;Newnham et al, 1998). While recent discussion has moved beyond the mechanics of speci c computer methods to engage theoretical and practical pedagogical issues involving the integration of computer-mediated learning into the classroom (Kemp et al, 1992;Walsh, 1992;DiBiase, 1996;Foote, 1997;Krygier et al, 1997;Summerby-Murray & Ollerhead, 1997), there remains considerable scope for the evaluation of computer-mediated methods as pedagogical tools.…”

Section: Gis As a Learning Tool For Geographymentioning

confidence: 99%

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Summerby-Murray¹

2001

Journal of Geography in Higher Education

View full text Add to dashboard Cite

This article examines a practical classroom experience using GIS technologies to analyse aspects of a local heritage landscape. An inventory of historic buildings comprising architectural and construction details was revised in the eld and then analysed using GIS software. Elements of the geographies of these buildings were displayed using thematic mapping and students used these maps to develop explanatory hypotheses and to suggest policy options for future management of the heritage landscape. Practically, the project demonstrated the contribution GIS can make to historical geography methods, engaged students in an externally supported research partnership working with real-world data, and suggested directions for local public policy formation. Pedagogically, the project demonstrated that historical GIS can be used effectively to shape problem-based inquiry and constructivist learning.

show abstract

Section: Gis As a Learning Tool For Geographymentioning

confidence: 99%

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Summerby-Murray¹

2001

Journal of Geography in Higher Education

View full text Add to dashboard Cite

show abstract

“…However, critics point to the absence of meaningful computer activity in the schools as an indication that misconceptions about the computer technology in those institutions are hampering the response to the needs of the changing society [Shepherd, 1985;Hannafin et al,1988;Reed, 1986, etc.]. Swadener and Jarrett [[1986/87] compiled a list of current uses of computers in secondary schools and found the uses were very specialized and isolated [in Hannaford, 1988].…”

Section: Mythsmentioning

confidence: 99%

“…A summarizing view on the literature on microcomputer misconceptions in schools indicates that the most common of those misconceptions is concerned with: -Time, e.g., "the computers can save time" pointed out by Shepherd et al [1985], or "Teachers are too busy to deal with computers as an additional responsibility" elaborated by Tetenbaum and Mulkeen [1986];…”

Section: Mythsmentioning

confidence: 99%

“…The new electronic technologies can be employed in the course of lecture delivery in two ways. The first way is teaching by computer, where video recorder, film projector and tape-slide system combine high quality visual and audio output, pose a great threat to "stand and deliver" [Shepherd, 1985]; this is even more true as laser vision and videodiscs become more common place.…”

Section: Lecturesmentioning

confidence: 99%

“…For example, all of these programs can be used for producing hand-outs, and reading lists, and as indexing and retrieval facilities for teaching resources [Shepherd, 1985]…”

Section: Lecturesmentioning

confidence: 99%

See 2 more Smart Citations

Implementation of microcomputers in the high school geography programs - the Ottawa case.

Nikolova¹

View full text Add to dashboard Cite

At this stage of microcomputer use in Ontario secondary schools, the problem of effective implementation is not only one of appropriate design plans, but also one of application of these plans. This problem of effective microcomputer implementation is presented from a two-level theoretical perspective of curriculum implementation, i.e., the Ontario Ministry of Education and the school board/geography teachers' perspectives. The relevant issues discussed are: the ministry policy for introduction of New Educational Technologies (NET), the characteristics of the educational innovation, school boards' microcomputer implementation policies, geography teachers experience with, and interest, in using microcomputers for geography; frequency of use, applications, hardware/software issues, and teachers training. The research uses a case study methodology based on four boards of education in the Ottawa region. The results are compared with previous reports, interpreted in the light of existing implementation theories and summarized in a set of suggestions for administrators and teachers. iii I would like to express my deepest thanks to my both advisors Dr. D.R.F. Taylor and Dr. Tom Wilkinson, for taking time to discuss problems and read my work. Without their guidance and advice this task would have been much more difficult. I also wish to thank the geography supervisors at the four boards of education, and the educational officer at Merivale Road for their interest in my study, and readiness to provide information and help. I am indebted to Karen Cughan, Dr. Charles Gordon and Dr. Gordon Deecker for editing this thesis. Finally, I wish to thank you my mother, and my dear friends Steven Prashker and Alun Hughes for their trust, constructive criticism and moral support. iv Contents I How is Innovation in Education Assessed ? 1 1.1 What is the Scope of this Study? 1 1.2 What is the Rationale for this Study? 5 1.3 Research Design 8 1.3.1 Research Approach 9 1.3.2 Data Acquisition H 1.4 Thesis Organization 13 II Microcomputers and Their Implications for Teaching Geography 14 2.1 Microcomputer-Innovational Technology, Attributes and Myths 14 2.1.1 Innovational Technology 14 2.1.2 Microcomputer Attributes 16 2.1.3 Myths 17 2.2 Teaching Methods and Use of Microcomputers 19 2.2.1 Lectures 20 2.2.2 Reading 21 2.2.3 Tutoring and Tutorials 22 2.2.4 Simulations and Simulation Games 24 2.2.5 Written Assignments 2^ 2.3 Conclusion 26 Microcomputer Implementation Policy at the Design Level-Ontario Ministry of Education 30 3.1 Microcomputer Implementation in Ontario 31 3.1.1 Aspects of Ministry NET Implementation Policy 3.1.2 Ministry Expectations Regarding the Educational Uses of NET 39 3.2 Ministry Steps Towards Integration of Microcomputer into the Geography Curriculum 3.3 Characteristics of the Implemented Technology 44 3.4 Conclusion 49 IV Microcomputer Implementation at the Local Level-Boards of Education 51 4.1 Methods 51 4.2 Ottawa Board of Education 52 4.3 Ottawa Roman Catholic Separate School Board 4.4 Carleton Board of Education ...

show abstract

Limestone landform studies and their curriculum applications

Paterson

1987

Earth Surf Processes Landf

View full text Add to dashboard Cite

This paper reviews the educational merits and application of limestone landform studies in British secondary schools and considers these in the context of recent developments within geomorphology and the geography curriculum. The relevance of both traditional and newer approaches to the field study of karstforms is highlighted together with developments in classroom activities. School-based work is shown to have benefitted considerably from advances in educational technology.

show abstract

Teaching geography with the computer: possibilities and problems

Cited by 30 publications

References 40 publications

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Analysing Heritage Landscapes with Historical GIS: Contributions from problem-based inquiry and constructivist pedagogy

Implementation of microcomputers in the high school geography programs - the Ottawa case.

Limestone landform studies and their curriculum applications

Contact Info

Product

Resources

About