Imagine a world where there is no Internet, no GPS, no cell phones. Wow! What a scary dream! Now wake up and thank technology for the world that we live in. Yet, many educators do without the wonders of our technological age while teaching in the classroom. How can one expect to connect with their students and enforce a citizenship education when they are using materials that could be relics at the local museum?!? In short, being a Social Studies teacher and not using the readily available digital collections, GIS, and online mapping tools as effective learning tools should be illegal! Reading about all the different ways to integrate methods of spatial learning into the classroom is really awesome. By using these vehicles of learning, a teacher can link the past, present, and allow the students to make forecasts about the future. Implementing mapping systems from internet-created to student-created maps give students the opportunity to become explorers. Without using these methods in the classroom, the teacher loses a critical tool in his or her tool belt. Furthermore, using the online mapping tools enforces "citizenship competency" (Beal, 2009) in our students. Is this not the ultimate goal for us teachers? Our goal of creating open-minded, analytical, questioning, curious, and independent thinkers can become a reality if we use the tools and resources that have been made available by the burgeoning of technology in the classroom in the past decade.
Using GIS
Using online mapping technology allows the students to approach a subject/topic/historical event/trends/etc. in a variety of different ways. Not only is a deep level of historical inquiry involved in spatial learning, students can apply easily accessible software such as GIS (Geographic Information Systems) to the topics such as discrimination, segregation, economics, health and welfare, science, language, cultures, etc. Essentially, the possibilities are endless. As shown in the article entitled "Using GIS to answer the 'Whys' of 'Where' in Social Studies" by Alibrandi and Sarnoff (2006), teachers such as Hershel have created student-led inquiry projects that shed light on the past and answer "Why did this occur here and not elsewhere?" (Alibrandi & Sarnoff, 2006). Students can use data, see how the data itself may not be a true display of the historical truth, take the data and create maps, charts, and diagrams from the compilation of information. What was once loose data can be transformed into a comprehensive display where students themselves are finding answers to questions that relate to their localized area, the region, and even the world. What was once limited to geography classes and scholarly researchers can be applied to subjects across the spectrum, especially social studies.
Creating Connections through Mapping Technology
Similarly, Webster and Milson (2011) discuss how using digital map technology such as ArcGIS Explorer allows students to research economic development all across the globe. Using GIS satisfies the major themes of social studies: People, Places, and Environments; Production, Distribution, and Consumption; and Global Connections. If this technology is easily accessible to teachers, then students have hands-on tools that allow them to create meaning along with tangible and visual displays that evolve to an entire new meaning on their own. Students can take an introspective look at how they understand the world and go from there. For me, using these tools give the students' responsibility, thus creating pride in their own work. This is pivotal to creating a school environment that enforces a open and engaged classroom where students are not afraid to succeed and be proud of themselves.
How to Get There
Complementing why we should use GIS in the classroom, Bolick (2006) provides the educator with a outstanding and diverse list of online resources that can be used to integrate mapping technology within the classroom. From historical archives that span from ancient civilizations to different geographical areas of the globe, a teacher can access these resources with the click of a button and provide his or her students with resources that will certainly facilitate exploratory learning. Students must be allowed to be creative, to want to make sense out of things that normally would never "click." Using interactive mapping technology is a great way to encourage our students to "think outside the box" and of equal importance, to critically evaluate history in order to make history themselves.
Cultural Exploration through Mapping
Janine Schall (2010) further enhances the diverse applications of using mapping technology in the classroom. Students can create their own maps to create meaning and connection within curriculum. Students can learn how to create "syllogisms" (Beal, 2009, p. 198), which are paths of understanding. Not only can they use their personal experiences to connect with science, technology, current events, history, etc., using maps will allow students to work through a cognitive process that involves all of the senses. This is a great tool to use in the classroom.
Our Global Society
In closing, using maps is vital in today's global world. We want our students to be able to function in a rapidly evolving world. Twenty years ago, businessmen had to travel across the globe to initiate meetings, make and close deals, and promote their business. Today, one can connect via the internet with "face-time" chats that perform the same function. Our students have to be prepared for the globalized world that we live in. Additionally, we as educators must mold our students into individuals who care about peace, progress, and a democratic way of thinking (Beal, 2009). Without opening their eyes to the realities, injustices, and need for progressive change in our society and others around the world, our vision will never be reached. While this is only a small piece of the puzzle, using maps by allowing students to take control over their education can certainly take we as educators down this road.
References
Alibrandi, M., & Sarnoff, H. M. (2006). Using GIS to answer the “whys” of “where” in social studies. Social Education, 70(3), 138-143.
Beal, C. M., Bolick, C. M., Martorell, P. H. (2008). Teaching social studies in the middle and secondary schools. Upper Saddle River, NJ: Person Merrill Prentice Hall.
Bolick, C. M. (2006). Teaching and learning with online historical maps. Social Education, 70(3), 133-137.
Schall, J. M. (2010). Cultural Exploration Through Mapping. The Social Studies, 101(4), 166-173.
Webster, M. L., & Milson, A. J. (2011). Visualizing economic development with ArcGIS explorer. Social Education, 75(2), 114-118.
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