Previous posts have illustrated the promise of GIS in the geography classroom. How the technology has the ability to influence the subject (Fargher 2017, Hodaz et al 2022). They have ignored a pervasive item in the modern student life, the mobile phone (Gezgin et al 2023).
Yet it is now a useful tool to integrate with GIS in field data collection (Welsh et al 2015). Geography involves data collection (Chang et al 2012) with mobile phones this fieldwork has a built-in Geo-positioning.
A product, such as ESRI Field Maps, is use for in field data collection. The product can collect data, photos and locate the data. The product would allow students’ to originally create a fieldwork form. This process can be repeated over time, by duplication of the map for each year. Further creating an ability for students to create time-series analysis (ESRI).
The benefit is the data collection is defined prior to the field day, it can have defined responses and is digital. While ESRI have included a function for limiting the collection area, the location trigger alert could be used if a student exits the study area (ESRI).
Collecting data in the field relies upon each of the data collectors writing down answers correctly. Using a field work app forces the students to select ‘correct data’ eliminating errors. Enabling students to attach their own pictures within data, located in correct spatial position. For me there is so much upside, for fieldwork no more paper print outs, no more lost reports.
The benefits offered by mobile data collection is they minimise errors and allow the students to create informed data sources (Chang et al 2010).
Geography creates powerful knowledge (Healy and Walshe 2019) of critical thinking. Field work allows students to relate geography to the real world. The use of GIS to promote technology and geography in school is proven pedagogical benefit (Fargher 2017). Geography as the interconnection of related concepts, theories, and explanatory models (Fögele 2017) serves to assist developing the higher order thinking skills of students.
Chang, C.-H., Chatterjea, K., Goh, D. H.-L., Theng, Y. L., Lim, E.-P., Sun, A., Razikin, K., Kim, T. N. Q., & Nguyen, Q. M. (2012). Lessons from learner experiences in a field-based inquiry in geography using mobile devices. International Research in Geographical and Environmental Education, 21(1), 41–58. https://doi.org/10.1080/10382046.2012.639155
ESRI (N.D.) Web site https://www.esri.com/arcgis-blog/products/field-maps/field-mobility/get-to-know-arcgis-field-maps/
Fargher, M., (2017), Chapter 11 GIS and the power of Geographical Thinking. Brooks, C., Butt, G., & Fargher, M. (2017). In The Power of Geographical Thinking. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-49986-4_14
Fögele, J., (2017), Chapter 5 Acquiring powerful thinking through geographical concepts. Brooks, C., Butt, G., & Fargher, M. (2017). In The Power of Geographical Thinking. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-49986-4_14
Gezgin, D. M., Gurbuz, F., & Barburoglu, Y. (2023). Undistracted Reading, Not More or Less: The Relationship Between High School Students’ Risk of Smartphone Addiction and Their Reading Habits. Technology, Knowledge and Learning, 28(3), 1095–1111. https://doi.org/10.1007/s10758-021-09570-x
Healy, G., & Walshe, N. (2019). Real-world geographers and GIS: relevance, inspiration and developing geographical knowledge. Teaching Geography, 44(2), 52–55.
Hodza, P., Berendsen, M. E., & Hamerlinck, J. D. (2021). Towards a holistic framework for delivering quality GIS education within and across disciplines. Transactions in GIS, 25(4), 2146–2167. https://doi.org/10.1111/tgis.12773
Welsh, K. E., Mauchline, A. L., Powell, V., France, D., Park, J. R., & Whalley, W. B. (2015). Student perceptions of iPads as mobile learning devices for fieldwork. Journal of Geography in Higher Education, 39(3), 450–469. https://doi.org/10.1080/03098265.2015.1066315
Technology Savior or Terminator? 