GIT, mobile technology and phenology in European schools ... · Lieth (1974), which goes back to Schnelle (1955), modern phenology is the study of the timing of recurring biological
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Phenologit: spatial data analysis and
mobile learning for schools
GIT, mobile technology and phenology in European
schools: state of the art.
THE CENTRE OF INFORMATION TECHNOLOGIES IN EDUCATION (CITE), LITHUANIA
Lead author: PhD. Linas Bevainis
with Harald Brandt, (VIA University College) Egidijus Ceponis (Centre of Information TechnologiesiIn Education) Professor Linda la Velle, Dr Jan Georgeson (University of Plymouth) Maria R Malmierca, (Galicia Supercomputing Centre: CESGA) Milagros Trigo, (O Cruce)
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
2016
WWW.PHENOLOGIT.ORG
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Contents
INTRODUCTION ................................................................................................................................................. 3
I. DEFINITION OF THE TERM “PHENOLOGY” .................................................................................................. 4
II. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN LITHUANIA .................... 6
1. Overview of the educational system in Lithuania ..................................................................................... 6
2. Phenology in the Lithuanian national curriculum ...................................................................................... 9
3. Summary of relevant practices, approaches and initiatives in Lithuania ................................................ 10
III. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN DENMARK ................. 12
1. Overview of the educational system in Denmark ................................................................................... 12
2. Summary of relevant practices, approaches and initiatives. ................................................................... 14
IV. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN SPAIN ........................ 15
1. Overview of the educational system in Spain. ........................................................................................ 15
2. Summary of relevant practices, approaches and initiatives in Spain. ..................................................... 16
V. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN the UNITED KINGDOM 17
1. Overview of the educational system in United Kingdom ........................................................................ 17
2. Summary of relevant practices, approaches and initiatives in the United Kingdom .............................. 21
Nature’s Calendar: Nature in a Changing Climate: Phenology Uncovered ..................................................... 23
VI. NEEDS ANALYSIS – RESUME OF INTERVIEWS WITH PARTNER COUNTRIES’ TEACHERS ......................... 26
1. Needs analysis – resume of interviews with Spanish teachers ............................................................... 26
2. Needs analysis – resume of interviews with Danish teachers................................................................. 27
3. Needs analysis – resume of interviews with Lithuanian teachers ........................................................... 28
4. Needs analysis – resume of interviews with UK teachers ....................................................................... 30
VII. SUMMARY OF THE NEED ANALYSES OF ALL PARTNER COUNTRIES. ..................................................... 31
CONCLUSIONS ................................................................................................................................................. 34
SOURCES .......................................................................................................................................................... 35
APPENDICES ..................................................................................................................................................... 36
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INTRODUCTION
Phenology is a key scientific study area for understanding the periodic processes of interaction
between Atmosphere and Biosphere. The study of periodic plant and animal life cycle events and
how these are influenced by seasonal and inter-annual variations in climate is very relevant for
Nature and Science subjects in both Primary and Secondary education. Phenology has a long
established history in Europe, with national and Europe-wide associations gathering data. Much of
this is provided by thousands of individuals each year, and it is still a science that uses mostly pen
and paper to gather data. Phenology is one of the first activities that can be carried out with children
in schools, and that from a very early age.
Another way of capturing data is for students from primary and secondary school to use mobile
technologies and Geographic Information Technologies (GIT). Mobile technologies and GIT will
allow students not only to observe their surrounding environment and gather new data in an
interesting way but also to acquire complex knowledge of these environments, by collaboratively
creating and sharing new information and using open-source and tailored educational tools to
analyze and reflect upon graphical, spatial and mathematical data.
To this end, research was conducted into current practice, with the aim of evaluating the ability of
teachers in partner countries to use GIT and to teach phenology during the education process.
Main tasks of the research:
1. To develop an overview of the educational systems of partner countries.
2. To find out teachers’ knowledge of GIT and Phenology
3. To assess their ability to use GIT and Phenology
4. To emphasize the main obstacles to using GIT and Phenology in teaching.
In this research teachers from Denmark, Spain, the United Kingdom and Lithuania were
interviewed and recorded, and the results are discussed in this report.
The design of the research.
The research consists of two parts. The first part is called “Needs analysis”. It was undertaken in
order to explore the potential of both phenology and GIT in teaching and learning across different
subjects, and to find out what experienced teachers see as their main affordances and obstacles. The
teachers from Lithuania, Spain, Denmark and the UK answered questions from a “Needs analysis
interview guide”, and the questions also generated further discussion.
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The main aim of the second part of the research was to find out how GIT, mobile technologies and
phenology are used in Danish, Spanish, British and Lithuanian primary and secondary schools.
Partners also provided general background information about the educational contexts in their
countries. In addition, 6-8 instances of ‘best practice’ were provided by each partner. These
consisted of examples of training, guidance or practice being used by schools or other
organizations, which incorporate one or more of GIT, mobile technology and phenology. These
results are also analyzed in the report.
I. DEFINITION OF THE TERM “PHENOLOGY”
According to Koch et al. (2007) ‘“Phainestai”, the ancient Greek word meaning to show or to
appear, is found in many modern language words reflecting the original. Following the definition of
Lieth (1974), which goes back to Schnelle (1955), modern phenology is the study of the timing of
recurring biological events in the animal and plant world, the causes of their timing with regard to
biotic and abiotic forces, and the interrelation among phases of the same or different species. Leaf
unfolding, flowering of plants in spring, fruit ripening, colour changing and leaf fall in autumn as
well as the appearance and departure of migrating birds and the timing of animal breeding are all
examples of phenological events. The task of plant-phenology is to observe and record the
periodically recurring growth stages and to study the regularities and dependency of the yearly
cycles of development on environmental conditions.
Fig. 1. The plant and its environment (Defila, 1992)
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Plant development and thus phenological phases show great interannual variability and also large
spatial differences. Individual (genes, age) and environmental factors (weather and climate
conditions in the micro and macro-scale, soil-conditions, water supply, diseases, competition etc.)
influence plants. They can be viewed as integrative measurement devices for the environment. The
seasonal cycle of plants however is influenced to the greatest extent by temperature, photoperiod
and precipitation. In particular spring development in the mid latitudes depends especially on
temperature in winter and spring, in the tropics and subtropics rainfall regime is predominant.
A more recent and very charming definition comes from Sparks (Menzel, 2002) “Phenology is
pastime with a considerable history. Once considered the harmless activity of a select few country
gentlemen and clerics it has now taken on a new importance since its value as (probably) the oldest
written biological records has been recognised.”’ (Koch et al. 2007: 2)
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II. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES
AND PHENOLOGY IN LITHUANIA
1. Overview of the educational system in Lithuania
(Extract from Lithuania Education System
http://www.mruni.eu/en/norintiems_studijuoti/lithuania_education_system/index.php?print=Y)
The present-day Lithuanian educational system covers pre-school development, general child and
youth education, junior college training, higher education and adult education. There is a binary
higher education system in Lithuania, that is, HE institutions are of two types: universities and
colleges. A higher education is acquired after the completion of undergraduate studies, which last
four or five years in an institution of higher education. Upon completion of the undergraduate
studies, a specialized professional or Master’s degree programme lasting one and a half to two years
can be undertaken, but only at the Universities. Doctoral studies in Lithuania last for four years.
Fig. 2. The educational system in Lithuania
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Table 1. Explanation of Lithuanian educational system
(Taken from http://www.cohab.eu/fileadmin/user_upload/English/Cohab/Cohab_booklet_no__1_-
_final_draft.pdf and http://www.sdcentras.lt/credo/res/Lithuania_esystem.pdf)
1. Pre-school The pre-school programme is on offer for children aged
from 5 to 6 at nursery schools, and is conducted by
qualified teaching staff. It is voluntary.
2. Primary and lower secondary
school
School begins at the age of 6 - 7, with ten class systems
for primary and lower secondary education. The 4-year
primary school education is followed by 6 years of basic
education. If a pupil is successful in the final
examination, pupils gain a basic education certificate (the
equivalent of the intermediate school leaving certificate
in Germany).
3. Upper secondary education After completion of basic education, a two year course of
upper secondary education may be embarked upon. It is
also possible to transfer to an upper secondary school
upon completion of class 8, then continuing until class
12. In classes 11 and 12, pupils are permitted to select
subjects in a targeted way in accordance with their
personal interests and strengths.
4. Vocational education and
training
Vocational education and training can be completed in
vocational schools by young people from the age of 14.
The training comprises the imparting of both theoretical
and practical knowledge. Four types of training
programme are differentiated. Type 1 for young people
from the age of 14 who have not gained a basic education
leaving certificate; this forms the basis of vocational
education and training. This framework also affords the
opportunity of gaining the lower secondary school
leaving certificate. Type 2 is a 3-year vocational
education and training for those who have gained the
basic education leaving certificate. They acquire a VET
qualification (skilled worker status). Type 3 is for those
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who have passed the upper secondary school leaving
certificate, consisting of 1 to 2 years of vocational
training. Type 4 is for those who have passed the upper
secondary school leaving certificate, and is a 3 to 4 year
course of training comprising higher education and an
occupational qualification. Some modules correspond to
Bachelor level, and credit for these may be transferred to
a later course of higher education study. Vocational
education and training, however, is not very popular with
young Lithuanians, since it provides only limited
knowledge which is no longer sufficient for the current
labour market in the form it is imparted. Many young
people wish to obtain more knowledge about work within
the private sector, or about self-employment.
5. Higher education Lithuania has academic (universities) and non-academic
(colleges) institutes of higher education. Students gain
entry via selection procedures which mostly involve
consideration being given to marks obtained for the upper
secondary school leaving certificate. Higher education is
based on the European credit system. The duration of the
course of study leading to the acquisition of a Bachelor
degree (basic higher education study) is 4 years. This can
be followed by a one or two year vocational qualification
diploma, such as a teaching qualification or a Master’s
degree, which in turn can be followed by a Doctorate.
More information:
https://www.european-agency.org/sites/default/files/education_lithuania.pdf
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2. Phenology in the Lithuanian national curriculum
There is no recognized term “phenology” in the Lithuanian curriculum, but during the learning
process geography teachers explain about climatic factors, seasonality and seasonal observations.
Primary education
Class 1-2
Achievement:
Admire natural phenomena; enjoy every season.
1. To describe (based on your experience) summer, fall, winter, spring.
To identify attractive features in every season.
2. Explain how Lithuanian weather is governed by the sun, wind, and water. To be able to properly
dress for a certain season.
Class 3-4
Achievements:
Exploring the environment, to capture and summarize relevant data.
1. Monitor the weather. To be able to fill in a "Weather calendar“. To observe changes in the
weather.
Secondary education.
Scope:
Environmental awareness and research - describes the students' ability to perform geographic
environmental monitoring and research, formulate hypotheses, collect data, perform a variety of
measurements and calculations; to look for solutions, formulate conclusions and evaluate the
results.
Class 5-6
Achievement:
1. Using charts and maps of climate, to be able to describe daily, monthly and annual weather
patterns. Understand the readings of devices used in meteorology.
2. Willingly and safely explore the nearest surroundings. Develop responsibility in environmental
monitoring and research.
3. To know and to describe natural and social objects in their environment.
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4. To create a simple plan of the place, and use it to orientate oneself in the environment. To be
able to draw the main forms of the Earth’s surface.
Class 7-8
1. To identify the possibilities of modern technology (eg GIS), which develop the knowledge of
geography.
2. By analyzing and comparing the climate maps, assess climate-forming factors and their influence
on the formation of different climatic zones.
3. To explain the reasons for temperature distribution on the earth and the consequences of this
process.
4. According to a model, plan and carry out investigations. Properly record results of the test,
recognizing their responsibility for their work. To improve skills of working individually or in
groups, in the classroom or in their local surroundings.
Class 9-10
1. To read various cartographical representations (diagrams, plans, maps, aerial photographs,
natural geographic profiles, space images) and use geographic information systems (GIS).
2. To describe climate factors by analyzing and comparing climate maps and images.
3. To plan natural, social and economic studies and research activities, for selecting appropriate
strategies for identifying the influences upon Lithuanian and European climate. Critically evaluate
weather forecasts.
4. During environmental monitoring and research, to use devices and sources of information to
draw conclusions. To share with others the results obtained in different formats.
3. Summary of relevant practices, approaches and initiatives in
Lithuania
Partners from Lithuania provided some projects as examples of using GIT and GIS for learning in
secondary schools. These are not all projects that were run in Lithuania, but from the examples
provided a picture of the use of GIT and GIS in schools can be seen.
One project incorporates natural sciences, Lithuanian language and literature, human health and
safety, and geography. The main idea is to develop background knowledge of key competencies for
school education (using websites for teachers) and to develop methodologies and materials for
digital teaching and learning (7 websites).
The principles of the project are to integrate modern didactics and the power of digital technologies
to produce effective learning: active, engaging, interactive learning. Key competencies included are
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integrated teaching and learning, exploring natural and societal processes, learning both in digital
and real environments, and methodical support for teachers. The main website is the Development
of the Competencies (http://www.ugdome.lt/kompetencijos5-8/). The website contains a brief
presentation of modern teaching and learning aspects; good teaching and learning practice from the
project schools: lesson plans, projects, approaches applied, samples of students’ work, and filmed
classroom activities; teaching recourses developed since 2009; digital Learning to Learn
Assessment Tool to build students’ skills for learning to learn by helping to understand their own
learning and developing appropriate strategies; five interactive instruments to support diagnostics,
planning, progress monitoring, reflecting on learning and mapping the learning progress (spider
diagram).
The idea of another project is the development of model guidelines, modular programs, methodical
recommendations, for entrepreneurship and employment development. The theory is that these will
lead to more choice for grade 9-12 students, teaching personalization, application of knowledge in
relevant practice, improved career planning and training loadings thus reducing wastage. Creating
methodological instruments will adjust and improve the process of education, increase access to
training for a variety of interest groups, needs and student abilities. During the project innovative
products to benefit teachers were developed, as well as benefits for school administration,
educational specialists and consultants. Results of the project will indirectly affect the pupils, their
parents, social partners, employers, vocational and higher education professionals, and authors of
educational textbooks. The project will seek to take advantage of the advanced experience of other
countries by inviting foreign experts, as well as creating opportunities to collaborate with
international networks.
These projects are oriented directly towards schools, teachers and pupils.
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III. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES
AND PHENOLOGY IN DENMARK
1. Overview of the educational system in Denmark
(Extract from http://www.en.iu.dk/education-in-denmark/the-danish-education-system/primary-and-lower-
secondary-education-1/)
Denmark has a comprehensive school system named “Folkeskolen”. It covers the entire period of
compulsory education. The main law concerning this is the Folkeskole Act,
https://www.retsinformation.dk/Forms/R0710.aspx?id=133039
Fig. 3. The structure of Danish Education
Private schools are self-governing institutions required to measure up to the standards of the
municipal schools. There are different types of private school, and some are based on a specific
philosophy, a particular pedagogical approach or religious belief. Continuation schools (Efterskoler)
are private residential schools for pupils in forms 8-10.
Education in grades 1 – 9 is divided into 3 scholastic areas:
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Table 2. Education in grades
HUMANITIES
PRACTICAL
SUBJECTSMUSIC
NATURAL SCIENCES
Danish (all grades)
Gym (all grades)
Mathematics (all grades)
English (grades 3 9)
Music (grades 1 – 6)
Natural sciences &
Technology (grades 1 – 6)
Christianity (all grades
except that in which
pupils are preparing
for confirmation)
Visual arts (grades 1 – 5)
Geography (grades 7 – 9)
History (grades 3 – 9)
Sewing, workshop and
home economics (one
or more grades in
grades 4 – 7)
Biology (grades 7 – 9)
Social studies
(Grades 8 and 9)
Physics/chemistry
(Grades 7 – 9)
Natural Science and Technology, Geography, Biology and Physics/Chemistry are the subjects most
relevant for PhenoloGIT.
At the completion of 9th grade, pupils must take the compulsory public school final examinations.
For Geography, Biology and Physics/chemistry there is (mandatory for all schools from 2016/2017)
a shared practical, oral examination where students are to demonstrate science competences
(investigative, modelling, perspectivation, communication) working in both problem based and
experimental ways.
Please find more information on the Danish compulsory educational system here:
http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.
Initial Teacher Education (ITE) in Denmark is a 4-year professional bachelor programme at a level
corresponding to that of university bachelor programmes, but with a stronger focus on professional
practice. The professional bachelor in teacher education combines theoretical studies with a
practically oriented approach in the form of a mandatory work placement as a teacher. Natural
science and technology, Geography, Biology and Physics/chemistry are offered as a minimum 30
ECTS course. Unlike the situation in most other countries, the university studies and the
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professionally-oriented ITE in Denmark are organized in two different sectors, under two different
ministries and legislations. A corresponding university bachelor or master programme in science
does not give access to teaching science in primary or lower secondary school.
With respect to Continuous Professional Development (CPD), there are several diploma degrees
(corresponding to the level of bachelor degrees) and masters programmes within the pedagogical
field of education. Danish teachers are also free to participate in in-service training. Most of the in-
service training takes place at the university colleges as short courses or diploma degrees. Most
municipalities will also have their own courses for teachers. Specialized state training institutions,
resource and research centres, teachers’ associations and the Ministry of Education also offer in-
service training activities. More information: http://ufm.dk/en/education-and-institutions/higher-
education/university-colleges/university-college-educations.
2. Summary of relevant practices, approaches and initiatives.
Partners from Denmark provided six tools as basic examples dedicated to the learning of pupils in
primary and secondary schools. Most projects are citizen science-projects created by teaching
institutions or volunteer organizations.
In order to use the learning tools, smart-phones, iPads or sometime tablets are needed. Usually the
tools are apps designed for smart phones: they are freely available on the internet and aimed at
pupils in a small age-range age. Sometimes there is guidance to teachers that explains how to
integrate the app in a school context. Denmark has some tools for kids to learn GIS, for these
lessons kids need tablets with GIS or access to ArcGIS Online. Likewise with some apps pupils are
taught to use GPS to find their location, and for navigation, tracking and mapping.
Using apps teachers and pupils can make field observations, study biodiversity, climate change and
changes in the biological diversity eg gathering marine data, monitoring climate change. Pupils help
to gather knowledge for researchers, but the app can also be used as a knowledge base or an
encyclopedia.
Usually tools do not have a direct relationship to the approved training programs.
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IV. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES
AND PHENOLOGY IN SPAIN
1. Overview of the educational system in Spain.
(Extract from http://www.studying-in-spain.com/spanish-education-system/)
In Spain, the regulating body for education is the “Ministry of Education”. In Spain it is the “Law of
Education” that creates the regulations. According to this law, education in Spain is compulsory and
should be free from “six years to sixteen years of age”. This is supported by the government of the
Spain. From 6 to 16, school attendance is compulsory for every child.
Education before 6 years of age is termed pre-primary education, or kindergarten education, and is
divided into two groups. The first is up to 3 years and the second is from 3 to 6 years of age. From 6
to 16 years of age, education in Spain is divided into two groups. The first group, called primary
education, is for students between the ages of 6 and 12, the second for 12 to 16 years (called
secondary education). The primary education phase is divided into three cycles 1) 6 to 8 years (first
cycle) 2) 8 to 10 years (second cycle) and 3) 10 to 12 years (third cycle). During this stage, the
average number of students in a class is around 25 in Spanish schools.
Fig. 4. The Spanish education system
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More information: http://www.studying-in-spain.com/spanish-education-system/
2. Summary of relevant practices, approaches and initiatives in Spain.
Partners from Spain provided seven projects as examples of using GIT for learning in primary and
secondary schools. Obviously these are not all projects that were led by Spain, but from the
examples provided, a picture of the use of GIT in primary and secondary schools in Spain can be
viewed.
Mostly the projects are focused on the natural sciences and biology. Programmes are devoted to
environmental monitoring such as atmosphere, invasive species, biodiversity, climate change or
hydrology. Most programmes could only be used in Spain because they have been adapted to
function in Galician or Spanish. During the projects mobile devices, computer and web access were
used.
Tools (apps) were created that enable all interested persons, e. g. nature-loving people, to carry out
environmental monitoring and to publish their observations on the Internet, on Twitter or using
other platforms. All gathered data are freely available on the Internet or can be downloaded and the
programs are easy to use because they mostly have step-by-step guides. This kind of tool can be
used by many people, because anyone who has a mobile device can use them. Unfortunately these
tools are not aimed directly at pupils, and have no learning objectives: they are meant only for
monitoring. Although these tools are not aimed at pupils, and some of them could be too complex
particularly for kids in primary school, teachers could possibly use them as a part of a study
process.
Some projects in Spain are oriented directly to schools, they also, as in the previously described
project, were oriented towards phonological monitoring. After gathering these data some
observations and analyses were made and the results published on the internet. However for the
implementation of these projects no GIT was used, data was gathered on sheets of paper.
Another project worth paying attention to is the GLOBE project, which is carried out in the Canary
Islands. The objective of GLOBE is to promote the teaching and learning of science by making data
or measurements of different environmental parameters grouped into basic protocols, mainly:
atmosphere, hydrology, soils, land cover, biology and phenology. Pupils participating in this project
have the opportunity to contact scientists, share their experiences and communicate with each other.
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V. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES
AND PHENOLOGY IN the UNITED KINGDOM
1. Overview of the educational system in United Kingdom
(Extract from https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf)
Across the UK there are five stages of education: early years, primary, secondary, Further
Education (FE) and Higher Education (HE). Education is compulsory for all children between the
ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education
which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The
fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-time
students, takes place in universities and other HEIs and colleges.
Early Years Education.
In England since September 2010, all three and four year olds are entitled to 15 hours of free
nursery education for 38 weeks of the year. Early Years education takes place in a variety of
settings including state nursery schools, nursery classes and reception classes within primary
schools, as well as settings outside the state sector such as voluntary pre-schools, privately run
nurseries or childminders. In recent years there has been a major expansion of Early Years
education and childcare. The Education Act 2002 extended the National Curriculum for England to
include the Foundation Stage which was first introduced in September 2000, and covered children’s
education from the age of 3 to the end of the reception year, when children are aged 5. The Early
Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and
quality framework for the provision of learning, development and care for children in all registered
early years settings between birth and the academic year in which they turn 5. The EYFS Profile
(EYFSP) is the statutory assessment of each child’s development and learning achievements at the
end of the academic year in which they turn 5.
In Wales, children are entitled to a free part-time place the term following a child’s third birthday
until they enter statutory education. These places can be in a maintained school or a non-maintained
setting such as a voluntary playgroup, private nursery or childminder which is approved to provide
education. The Foundation Phase is a holistic developmental curriculum for 3 to 7-year-olds based
on the needs of the individual child to meet their stage of development. Statutory rollout of the
Foundation Phase framework started in September 2008 and the process was completed in the
2011/12 school year.
In Scotland, education typically starts with pre-school. Local authorities have a duty to secure a
part-time funded place for every child starting from the beginning of the school term after the
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child's third birthday. Pre-school education can be provided by local authority centres, or private
and voluntary providers under a partnership arrangement. In Scotland, early years education is
called ante-pre-school education for those who are start receiving their pre-school education in the
academic year after their 3rd birthday until the end of that academic year (note: depending on when
the child turned 3 years of age, some children may only receive part of an academic year’s worth of
ante-pre-school education (e.g. 1 term), whereas other children may receive an entire academic year
of pre-school education). All children are entitled to receive a full academic years’ worth of pre-
school education in the academic year before they are eligible to, and expected to, start primary
school.
The commitment in the Northern Ireland Executive’s Programme for Government is to ‘ensure that
at least one year of pre-school education is available to every family that wants it.’ Funded pre-
school places are available in statutory nursery schools and units and in those voluntary and private
settings participating in the Pre-School Education Expansion Programme (PSEEP). Places in the
voluntary/private sector 2 are part-time whilst, in the statutory nursery sector, both full-time and
part-time places are available. Pre-school education is designed for children in the year immediately
before they enter Primary 1. Taking into account the starting age for compulsory education in
Northern Ireland this means children are aged between 3 years 2 months and 4 years 2 months in
the September in which they enter their final pre-school year. The Programme incorporates a
number of features designed to promote high quality pre-school education provision in all settings
including a curriculum which is common to all those involved in pre-school education.
Primary
The primary stage covers three age ranges: nursery (under 5), infant (5 to 7 or 8) (Key Stage 1) and
junior (up to 11 or 12) (Key Stage 2) but in Scotland and Northern Ireland there is generally no
distinction between infant and junior schools. In Wales, although the types of school are the same,
the Foundation Phase has brought together what was previously known as the Early Years (from 3
to 5-year-olds) and Key Stage 1 (from 5 to 7-year-olds) of the National Curriculum to create one
phase of education for children aged between three and seven. In England, primary schools
generally cater for 4-11 year olds. Some primary schools may have a nursery or a children’s centre
attached to cater for younger children. Most public sector primary schools take both boys and girls
in mixed classes. It is usual to transfer straight to secondary school at age 11 (in England, Wales
and Northern Ireland) or 12 (in Scotland), but in England some children make the transition via
middle schools catering for various age ranges between 8 and 14. Depending on their individual age
ranges middle schools are classified as either primary or secondary.
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The major goals of primary education are achieving basic literacy and numeracy amongst all pupils,
as well as establishing foundations in science, mathematics and other subjects. Children in England
and Northern Ireland are assessed at the end of Key Stage 1 and Key Stage 2. In Wales, all learners
in their final year of Foundation Phase and Key Stage 2 must be assessed through teacher
assessments.
Secondary
In England, public provision of secondary education in an area may consist of a combination of
different types of school, the pattern reflecting historical circumstance and the policy adopted by the
local authority. Comprehensive schools largely admit pupils without reference to ability or aptitude
and cater for all the children in a neighbourhood, but in some areas they co-exist with other types of
schools, for example grammar schools. Academies, operating in England, are publicly funded
independent schools. Academies benefit from greater freedoms to help innovate and raise standards.
These include freedom from local authority control, the ability to set their own pay and conditions
for staff, freedom around the delivery of the curriculum and the ability to change the lengths of
terms and school days. The Academies Programme was first introduced in March 2000 with the
objective of replacing poorly performing schools. Academies were established and driven by
external sponsors, to achieve a transformation in education performance. The Academies
Programme was expanded through legislation in the Academies Act 2010. This enables all
maintained primary, secondary and special schools to apply to become an Academy. The early
focus is on schools rated outstanding by Ofsted and the first of these new academies opened in
September 2010. These schools do not have a sponsor but instead are expected to work with
underperforming schools to help raise standards.
In Wales, secondary schools take pupils at 11 years old until statutory school age and beyond. 3
Education authority secondary schools in Scotland are comprehensive in character and offer six
years of secondary education; however, in remote areas there are several two-year and four-year
secondary schools.
In Northern Ireland, post-primary education consists of 5 compulsory years and two further years if
students wish to remain in school to pursue post GCSE / Level 2 courses to Level 3. Ministerial
policy is that transfer should be on the basis of non-academic criteria, however legally post primary
schools can still admit pupils based on academic performance.
At the end of this stage of education, pupils are normally entered for a range of external
examinations. Most frequently, these are GCSE (General Certificate of Secondary Education) in
England, Wales and Northern Ireland and Standard Grades in Scotland, although a range of other
qualifications are available. In Scotland pupils study for the National Qualifications (NQ) Standard
20
grade (a two-year course leading to examinations at the end of the fourth year of secondary
schooling) and NQ Higher grade, which requires at least a further year of secondary schooling.
From 1999/00 additional new NQ were introduced in Scotland to allow greater flexibility and
choice in the Scottish examination system. NQ include Intermediate 1 & 2 designed primarily for
candidates in the fifth and sixth year of secondary schooling, however these are used in some
schools as an alternative to Standard Grades.
Further Education
Further education may be used in a general sense to cover all non-advanced courses taken after the
period of compulsory education. It is post-compulsory education (in addition to that received at
secondary school), that is distinct from the education offered in universities (higher education). It
may be at any level from basic skills training to higher vocational education such as City and Guilds
or Foundation Degree.
A distinction is usually made between FE and higher education (HE). HE is education at a higher
level than secondary school. This is usually provided in distinct institutions such as universities. FE
in the United Kingdom therefore includes education for people over 16, usually excluding
universities. It is primarily taught in FE colleges, work-based learning, and adult and community
learning institutions. This includes post-16 courses similar to those taught at schools and sub-degree
courses similar to those taught at higher education (HE) colleges (which also teach degree-level
courses) and at some universities.
Colleges in England that are regarded as part of the FE sector include General FE (GFE) and
tertiary colleges, Sixth form colleges, Specialist colleges (mainly colleges of agriculture and
horticulture and colleges of drama and dance) and Adult education institutes.
In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or,
more commonly, sixth forms within secondary schools.
In England, further education is often seen as forming one part of a wider learning and skills sector,
alongside workplace education, prison education, and other types of non-school, non-university
education and training. Since June 2009, the sector is overseen by the new Department for Business,
Innovation and Skills, although some parts (such as education and training for 14-19 year olds) fall
within the remit of the Department for Education.
Higher Education
Higher education is defined as courses that are of a standard that is higher than GCE A level, the
Higher Grade of the SCE/National Qualification, GNVQ/NVQ level 3 or the Edexcel (formerly
BTEC) or SQA National Certificate/Diploma. There are three main levels of HE course:
21
(i) Postgraduate courses leading to higher degrees, diplomas and certificates
(including Doctorate, Masters (research and taught), Postgraduate diplomas and
certificates as well as postgraduate certificates of education (PGCE) and professional
qualifications) which usually require a first degree as entry qualification.
(ii) Undergraduate courses which include first degrees (honours and ordinary), first
degrees with qualified teacher status, enhanced first degrees, first degrees obtained
concurrently with a diploma, and intercalated first degrees (where first degree students,
usually in medicine, dentistry or veterinary medicine, interrupt their studies to complete
a one-year course of advanced studies in a related topic).
(iii) Other undergraduate courses which include all other higher education courses, for
example SVQ or NVQ: Level 5, Diploma (HNC/D level for diploma and degree
holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and
Diplomas in HE.
As a result of the Further and Higher Education Act 1992, former polytechnics and some other
HEIs were designated as universities in 1992/93. Students normally attend HE courses at HEIs,
but some attend at FE colleges.More information:
https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf
2. Summary of relevant practices, approaches and initiatives in the
United Kingdom
The United Kingdom partner quoted 9 projects as basic examples of GIT usage.
Tools have been created by teaching institutions, teachers or charity organizations. Some of the
tools are dedicated directly to schools and aimed at learning; in most cases, but not all they are
associated with assessed curricula. Often one programme is adapted for use across several age
groups, with tasks for older pupils being more difficult and complex. Tools dedicated for learning
GIS are addressed to older pupils.
All projects are freely available on internet and, in English, but situated in the context of the United
Kingdom or one part of it. Therefore the use of these tools in other countries would be complicated.
Generally in order to use the tools, access to a computer and the internet is needed, and for some
mobile devices are needed as well.
The tools are aimed at the study of the natural environment, centred on areas such as biology,
ecology, and geography and often tools are Cross-Curricular. Some are water or air surveys. There
are several projects dedicated to woodlands e.g. identification of trees or environmental monitoring.
22
In some tools information gathering is continually updated and provides an archive of phenological
data.
Participants of projects can usually give feedback via social media, e.g. Twitter, Facebook.
Table 3. Summary of relevant practices, approaches and initiatives of partner countries
Country Project Purpose Subject IT
requirements
Accessibility Date
Spain Témporas Phenological data Natural
sciences,
biology
Internet access Galician
language
only
2003-
2006
still
active
Proxectorios Environmental
monitoring of rivers
(prepared reports
published twice a
year. Observations
were made using a
form on paper)
Natural
sciences
Internet
access
Galician
language
only
-
Iastracker Application of
geographic
information
documents from
mobile devices
Natural
sciences
Mobile
devices
Freely
available
2015
Fenodato Phenological
observations
Natural
sciences
Mobile
devices,
internet access
Freely
available on
Twitter,
Spanish only
2015
Myseasons Phonological
observations
Natural
sciences
Mobile
devices,
internet access
Freely
available
2015
Denmark Naturtjek.dk –
bioblitz
Biodiversity,
collecting data in the
field
Field
observation
Mobile phone
or an iPad
Freely
available
2015 -
2020
The ant hunt Learning about the
ants‘ lifecycle
Scientific
methods
No IT
requirements
Example is
freely
available
2015
Discover the
sea
Marine biodiversity Interdisciplin-
ary
opportunities
Smart phones
or tablets
The app
“Opdag havet”
Freely
available -
the app
“Opdag
havet”
2014-
2016
23
Woop App Get out into nature Making
various
outdoor games
for students
Mobile
devices, GPS
features on a
smartphone
Free app for
smart phones
in Danish
2012
Teaching
geography with
GPS
GIT using handheld
GPS to find their
location
Using GPS,
understanding
GIS
Handheld GPS
or smart
device with
GPS
Freely
available
2012
Public
Participation
GIS
Citizenship and
geography
Using GIT to
tag graffiti and
display the
target images
on
ArcGIS.com.
ArcGIS
Online
Freely
available
2012
United
Kingdom
Learning
Outsidethe
Classroom
Practice, training,
guidance
Cross
curriculum
Computer and
internet access
On-line with
open access.
Ror on
Rails??????
NB this is
free
softwareRub
y ??purchase
2006
Nature’s
Calendar:
Nature in a
Changing
Climate:
Phenology
Uncovered
Public
understanding of
and participation in
science.
Biology,
geography
Computer
with access to
the internet
Open access
-
Track-a-Tree
Seasonal
observations,
focusing only on
Spring
Biology,
geography
Computer and
internet access
Freely
available. In
English and
focused on
UK
participation
2015
Future
Classrooms:
Introducing
Mobile
technology. A
handbook for
all schools in
Northern
Ireland.
Put into context the
potential and
affordance of digital
mobile technological
devices within the
21st Century
requirements of
creativity and digital
literacy in the school
curriculum
Whole school
curriculum
and extra-
curriculum
Mobile
devices
Freely
available
2013
24
Interactive
Institutions:
using Blippar
in the
Classroom
Harness the power
of technology to
extend learning
beyond the
classroom
Cross-
Curriculum
Mobile device
with ‘Blippar’
app
Freely
available
2015
Countryside
Classroom
Learn about and
experience food,
farming and the
natural environment
Cross-
Curriculum
Computer and
internet access
Freely
available
2016
Leafsnap UK
App
Identify common
tree species
Biology,
ecology
iPhone and
internet
access.
Freely
available,
pertinent to
the UK
ecosystem.
2011
Opal Explore
Nature
Observing and
recording the world
around us.
Biology and
Ecology
Access to
computer and
internet.
Freely
available
2007
GIS
(Geography
Information
Systems) in
Geography
Teaching and
Learning
Learning GIS Geography
Mobile
technologies
Access to
computers and
internet;
Examples of
software with
prepared maps
Open access 2014
Lithuania Wealth of
natural
resources -
from atoms to
minerals and
rocks. Human
chemical map
Rock and mineral
distribution;
chemical elements
in the human body
Geography,
chemistry
Access to
computer and
internet
Publicly
unavailable
2013
Plan your trip
in Lithuania
To plan a trip in
Lithuania
GIS Access to
computer and
internet;
Based on GIS
programme
“Akis-M”
Publicly
unavailable
2011-
2012
The future map
of Europe in
the eyes of
To make Future
Europe maps
Cross-
Curriculum
Access to
computer and
internet
Publicly
unavailable
2012
25
Lithuanian
students'
Karmėlava:
between past
and present
To create interactive
map
Geography Access to
computer and
internet,
mobile devises
Freely
available
2015
The external
processes
shifting surface
of the Earth
Erosion, karst and
aeolian processes.
Geography Access to
computer and
internet,
mobile
devices,
www.quizlet.c
om
Freely
available
2013
The external
processes
shifting the
surface of
Lithuania
Create a poster using
Glogster EDU
Geography Access to
computer and
internet,
mobile
devices,
http://edu.glog
ster.com
Freely
available
2011
Smart robots Plants‘ adaptation to
different seasons.
Biology Access to
computer and
internet
Freely
available in
Lithuanian
2014
Diversity of
winds in the
world
Winds Geography Access to
computer and
internet
Freely
available in
Lithuanian
2015-
2016
26
VI. NEEDS ANALYSIS – RESUME OF INTERVIEWS WITH
PARTNER COUNTRIES’ TEACHERS
In order to explore the potential of both phenology and GIT in teaching and learning across
different subjects, and to find out what experienced teachers see as their main affordances and
obstacles, teachers from Lithuania, Spain, Denmark and the UK responded to questions from the
PhenoloGIT “Needs analysis interview guide”.
1. Needs analysis – resume of interviews with Spanish teachers
1) Profiles of the teachers
Interviews were carried out with five teachers. Their ages are from 36 to 51 years and their teaching
experience ranges from 6 to 28 years. Some of them are secondary school teachers specializing in
biology or geology. Others are elementary and primary schoolteachers. The main subjects they
currently teach are literature and language, maths, natural sciences, social sciences, citizenship
values, arts, biology, geology, scientific culture, physics and chemistry. They teach pupils whose
ages are between 9 and 16 years.
2) Do you have any previous experience/knowledge of phenology, and what affordances
do you see?
All teachers agreed that the study of phenology would fit perfectly into the classes, as an approach,
and it could be used for the observation of surroundings. Just one teacher had actual experience in
using phenology. He was involved in a previous project ten years ago (http://temporas.cesga.es/)
where phenological data were gathered by children from different schools in Galicia. He thought
that 12-14 year old pupils would be the most appropriate group to work with in this context, in
biology classes. Other teachers thought that Phenology was interesting for teaching since it allows
opportunities for pupils to become aware of the biological reality of their environment, to take time
to notice and appreciate the living beings around them as something important and interesting.
3) Do you have any previous experience/knowledge of GIT/GIS, and what affordances
do you see?
All teachers thought that GIT would be very useful in creating a more thorough approach to work in
class. Three teachers had experience of working with GIT in class. Some of them used Google
Earth to look for their school, village, street or some buildings, which would be useful to identify
the location. They also used it to identify several geographical elements and “travel around the
27
World”. There was experience in projects involving GIT use to follow animal tracks. One of them
“The Wolf in rural areas” obtained an award from Fundación Barrié in 2015
(http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-rural-
lugo/0003_201410L16C9991.htm ).
Two teachers had never used GIT in the classroom, although they thought it would be interesting.
4) What affordances does PhenoloGIT have for your teaching?
Teachers agreed that using this type of technology would be sufficient motivation for students.
Some of them did not see any problem in adapting technology use to the curriculum. Teachers
would be very interested to work like this because it appeals to the introduction of collaborative
work using a constructivist approach, and also because data gathering using clear scientific criteria
could be really engaging for the class.
However, there are some doubts regarding the use of mobile devices. Who was going to be
responsible for them and their use? As for obstacles, teachers saw that the key challenge might be
the adaptation of the project to the curriculum. They thought it might only be adaptable to the 1st
ESO course (12-13 year olds) and maybe 4th ESO (15-16 year olds).
2. Needs analysis – resume of interviews with Danish teachers
1) Profiles of the teachers
Interviews were carried out with two teachers. They were 31 and 49 years old and their teaching
experience was respectively 6 and 15 years. One teacher was working in lower secondary school
and teaching science subjects: biology, physics/chemistry and mathematics. The second one was
teaching biology, geography, mathematics and history in primary and lower secondary school.
2) Do you have any previous experience/knowledge of phenology, and what
affordances do you see?
One teacher explained that he did not mention the word phenology, but he addresses the subject
with his students when discussing hormonal driven processes, and prevalence patterns. The teacher
considered that this complex relationship was too difficult for students in lower secondary. He also
considered phenology to be too complex to address in primary school. The teacher felt confident
teaching how seasonal changes affect flowering and mating seasons, and how this effects nature
management.
28
The other teacher had no previous knowledge of phenology as a research area. He did not mention
the word “phenology” with his students (obviously) but said that he discussed seasonal changes
when studying ponds and waterholes and the different species that can be identified in winter and
summer, focusing on the implications for e.g. food chains.
3) Do you have any previous experience/knowledge of GIT/GIS, and what
affordances do you see?
One teacher knew about Google maps and the use of mobile phones and GPS-location. He also used
Google maps in biology to study prevalence patterns.
The second teacher was not using GIT/GIS. Giving examples of GIS/GIT that he was familiar with,
he said that he used smart phones with apps like Woop App to do quiz-event-races with GPS. He
was also using digital maps (GO-kort): physical, thematic, topographic and historical maps,
whenever he found it relevant to teaching geography and history.
4) What affordances does PhenoloGIT have for your teaching?
Both teachers agreed that motivation and student interest were important arguments for using
PhenoloGIT. They mentioned the new national examination in Science as a selling argument for
PhenoloGIT in a Danish context.
3. Needs analysis – resume of interviews with Lithuanian teachers
1) Profiles of the teachers
There were interviews conducted with four teachers. Their ages were from 28 to54 years and their
teaching experience from 5 to 30 years. Three of them were secondary school teachers with a
specialization in geography. One was an elementary and primary school teacher. The main subject
they teach is geography, but the teacher who works in elementary and primary school also teaches
Lithuanian language, maths, and English language. The teachers from secondary schools teach
pupils whose age ranges from 12 to 19 years. The teacher from elementary and primary school
works with age groups from 6 -11 years.
29
2) Do you have any previous experience/knowledge of phenology, and what affordances
do you see?
Apart from one teacher, all others have experience of teaching phenology. They think that
phenological observations are available to everyone. Such observations need neither tools nor
complex devices. You only need to carefully and accurately monitor natural phenomena. The most
likely topic for phenology is in studying the context of geographic zones, undertaken in the seventh
grade. Studies include investigating what wildlife prevails in a given area and why different flora
and fauna live in certain areas.
Teachers reported that in speaking about phenology with students, they were trying to exploit their
local environment – e.g. monitoring the trees in the schoolyard by looking at the dendrological
analysis and its seasonal changes. Also, they reported trying to use more visual material based on a
range of interactive materials (Learning Object: "Smart robots”, www.mokinukai.lt, Nature 5-6
classes, and various online educational websites (both in Lithuanian (http://g.nepo.lt) and in English
(bitesize.com.)), plus a variety of maps including interactive sources, e.g. Google maps.
3) Do you have any previous experience/knowledge of GIT/GIS, and what affordances
do you see?
All teachers had experience working with GIS/GIT in classes and felt it was very useful for pupils.
Some of them think that the preparation of the work with GIT and GIS often takes a lot of time - to
find the right material, make it suitable for students by age, and try to make it attractive and useful.
They found out that material was missing or absent for younger pupils, also that various foreign
sites often change their information, making it difficult to follow. Others thought that during
geography lessons it would be useful to learn how to measure the distances between objects,
identify the coordinates of objects, to identify their geographical location, and to determine the
distribution of forests, etc.
Teachers also used interactive maps for the analysis, and spatial insights in the delivery of a specific
subject studied. They felt this complemented and enriched the secondary school geography lessons.
(http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f9406
6d3c64a78551)
In geography lessons, the teachers operated Samsung “Smart class” tablet devices for eg their poster
creation tools: https://padlet.com. "Padlet" - is a free online tool and gadget (IOS), which provides
an online space for ideas, thoughts or other content exchange and publishing.
30
4) What affordances does PhenoloGIT have for your teaching?
All teachers agreed that motivation and student interest were important arguments for using
PhenoloGIT. Pupils could apply their experiences in new activities; provide solutions, and use their
collected data in developing their digital maps (in GIS). Teachers noticed that students willingly
cooperated, sharing their experiences. This they felt encouraged independence, tolerance, an ability
to understand other approaches, respect for the opinions of others, rationality (the ability to think
logically and healthily), tolerance and responsibility. Use of interactive tools always increased the
students' curiosity, they observed, their interest in the subject and their motivation. They considered
that students gained new knowledge in these topics, and focused on a detailed knowledge of life.
They reported believing that through these applications of tools to their local environments, the
students understood better that everything that is learned in school could be applied to real life.
Teachers stated that it was good news that such methods could also demonstrate the latest
technological and scientific developments to children.
As an obstacle, teachers mentioned field trips, because pupils have many lessons in one day and it is
complicated to leave school for a whole day.
4. Needs analysis – resume of interviews with UK teachers
1) Profiles of the teachers
Interviews were carried out with four UK teachers. Their ages were between 25 and 31 years and
their teaching experience ranged from a newly qualified teacher (one year) to 15 years. Their
educational backgrounds were Marine biology and oceanography, biological science, medical
science and biochemistry undergraduate degrees. The age groups of students they teach were 7-9
years old and 11 – 18 years. Some of the teachers (primary level) were teaching all subjects
including literacy, maths, science, while the secondary (11-18) teacher only science-biology and
chemistry.
2) Do you have any previous experience/knowledge of phenology, and what affordances
do you see?
All teachers were familiar with phenology from the biology syllabus, except one teacher, who had
no experience of it at all. Teachers’ practice included using observations in the field (at age 13); the
teaching of climate change, plant reproduction and life cycles; and systematic observation of
31
different species in a fixed outdoor area (age 7-9). All of them felt they would be confident teaching
phenology.
3) Do you have any previous experience/knowledge of GIT/GIS, and what affordances
do you see?
Talking about their previous experience and knowledge of GIT/GIS, two teachers said they did not
use these technologies. Others were familiar with GIT via personal interest or from their academic
studies. Some teachers did not use GIT/GIS in their teaching. Others were using Google earth to do
research, also at age 16 -18 in fieldwork they used spatial/locational observations within a season.
Teachers talked about geo-spatial issues when teaching climate change, also species movement
according to changes in sea temperatures etc.
The majority of teachers let pupils use ipads, mobile phones if for an educational activity. Only one
teacher thought that pupils were too young to use these technologies.
4) What affordances does PhenoloGIT have for your teaching?
All teachers thought that PhenoloGIT would motivate and encourage students in their work. Getting
students outdoors and away from classroom-based learning was felt to be valuable. EU
collaborative learning was very interesting and to participate in an international project and collect
and share data at this level would be very good international experience.
As obstacles, teachers mentioned field trips, because of concerns for pupils’ and the devices’ safety
& security. One teacher thought that the ‘South West Grid for Learning’ could enable internet
access for uploading data to the PhenoloGIT website. Some of the teachers mentioned that they
didn't have class sets of tablets or laptops. Pupils didn't have much opportunity to use these
technologies in science currently, but it was felt to be very interesting although making them
accessible to every pupil in the class (one school is in a mixed economic area) would be the
challenge.
VII. SUMMARY OF THE NEED ANALYSES OF ALL PARTNER
COUNTRIES.
Regarding teaching of phenology, the majority of teachers is familiar with phenology and have
experience of teaching pupils in examples such as studying climate change, plant reproduction and
life cycles (UK teachers), trying to exploit the local environment – eg monitor the school yard and
its seasonal changes (LT teachers), teaching how seasonal changes affect flowering and the mating
season, and how this will effect nature management (Spanish teachers), or phenology in teaching
32
allowing pupils to become aware of the biological reality of their environment (Danish teachers). It
is necessary to mention that Lithuanian and Spanish teachers do not use the term “Phenology” when
they explain things related to Phenology. The majority of teachers of partner countries feel they
would be confident teaching phenology.
All teachers of partner countries agree that GIT/GIS would be very useful in having a more detailed
and focused approach to class work. A lot of teachers use Google Earth to look for their school,
village, street and buildings, which could be useful in identifying their location. They also use it to
identify several geographical elements and to “travel around the World”. Talking about examples
of GIS/GIT, teachers said that they used smart phones with apps or GPS. Lithuanian teachers think
that preparation for working with GIT and GIS often takes a lot of time - finding the right material,
making it suitable for students by age, and trying to make materials attractive and useful. But in
general almost all teachers of partner countries have experience with GIT/GIS and use it to a greater
or lesser degree in their educational processes.
Fig.5. Teachers' (of partner countries) ability to use GIT and teach phenology, in percentages.
All teachers think that PhenoloGIT would motivate and encourage pupils to work. Pupils could
apply their experience to new activities, to provide solutions, and to use their collected data in
developing their digital maps (in GIS). Teachers noticed that students were willingly cooperating
and sharing their experiences. This was felt to encourage independence, tolerance, the ability to
understand the other’s approach, respect for the opinions of others, rationality (the ability to think
logically and reasonably), tolerance and responsibility.
Table 4. Summary results of the Needs analyses:
Country
Age Experience,
in years
Teaching subjects
Age
of
pupils'
taught
Phenology
teaching
GIT usage
33
Spain 50 28 literature and language,
maths, natural sciences,
social sciences, citizenship
values, arts
9-10 No Yes, only
Google Earth
51 17 biology, geology, science 12-18 Yes No
39 6 biology, physics and
chemistry
12-15 No Yes
36 9 biology 12-13 Yes No
45 20 biology, geology, physics
and chemistry
14-16 Yes No
Denmark 49 15 biology, physics/chemistry
and mathematics
12-16 Yes Yes, only
Google maps
31 6 biology, geography,
mathematics and history
7-16
No Yes
United
Kingdom
26 Newly
Qualified
Teacher
literacy, science and maths 7-9 Yes No
25 2 All subjects 7-9 Yes Yes, only
Google earth
unknown 4 science 7-9 Yes No
31 6 biology, physics, chemistry. 11-18 Yes Yes
unknown 11 biology 9-13 No No
Lithuania 28 5 geography 13-17 Yes Yes
54 30 geography 12-19 Yes Yes
52 29 geography 12-14 No Yes
39 17 literacy, science and maths 6-11 Yes No
There are several obstacles that teachers mentioned. Spanish teachers had some doubts regarding
the use of mobile devices. Who was going to be responsible for them and their use? As for other
obstacles, teachers felt that the most challenging might be the adaptation of the project to the
curriculum. Also as an obstacle teachers mentioned field trips, because pupils have many lessons in
one day and it is complicated to leave school for the whole day. UK teachers also mentioned field
trips, due to pupils’ and devices’ safety & security concerns. A UK teacher thought that the ‘South
West grid for learning’ should enable internet access for uploading data to PhenoloGIT website, so
the uploading of data should not be an obstacle
34
Some teachers mentioned that they don't have class sets of tablets or laptops (LT, UK teachers).
Some pupils don't currently have much opportunity to use technologies in science, and making
devices accessible to every pupil in the class (more than one school is in a mixed economic area)
would be a challenge.
CONCLUSIONS
1. The majority (69 percent) of the surveyed teachers taught phenology. In fact some of the
teachers do not use this term but they are familiar with the ideas and principles of
phenology.
2. Phenology teaching doesn’t directly depend on the subjects taught, the teacher’s age,
country or other factors. It seems that use of phenology strongly depends on teachers’
personal interests. PhenoloGIT could help to motivate and encourage more teachers to use
phenology in their lessons.
3. GIT in classes is used even less frequently than phenology teaching. Only 56 percent of
teachers are using GIT during the lessons, furthermore only 37 percent of the teachers use
more complex GIT programs than Google EARTH demonstrations. It is important to
mention that the majority of the surveyed teachers recognize that GIT could be useful even
though they are not currently using GIT in classrooms. Almost all teachers believe that GIT
would increase student interest and activity in the classroom.
4. Most of examples of GIT usage in classrooms are discreet projects and are not a common
the part of integrated school programmes.
5. There are no discernible tendencies revealed in the reasons for GIT usage or non-usage in
the classroom, nor for the teaching of phenology . These factors do not depend on country,
the teacher’s age, experience or teaching subject. It is most likely that it depends purely on
teachers‘ personal interests.
6. There are four groups of obstacles to using GIT for teaching pupils: difficulties in
reconciling it with the curriculum; the issue of personal responsibility for mobile devices
during field trips; the lack of mobile devices for each pupil; difficulties in spending all day
on a field trip, because of the demands of other subjects and for the UK, the National
Curriculum.
35
SOURCES
Defila, C., Clot, B., 2001: Phytophenological trends in Switzerland, International Journal of
Biometeorology, 45, 203-207.
Koch, E., Bruns, E., Chmielewski, F. M., Defila, C., Lipa, W. and Menzel, A. (2007) Guidelines for
plant phenological observations Guidelines for plant phenological observations.
http://www.omm.urv.cat/documentation.html. WMO Technical Commission for Climatology, Open
Program Area Group on Monitoring and Analysis of Climate Variability and Change (OPAG2).
Accessed 18.05.16.
Menzel, A., 2002: Phenology, its importance to the Global Change Community. Editorial Comment
Climatic Change, 54, 379-385.
Rice, B., Hughes L., Reed M., Westoby M.: A phenology web-network for Australia.
www.uow.edu.au/science/biol/eas/posters/Raice.pdf, Proceedings of the 2001 meeting of ESA at
the University of Wollongong, 26-28/9/2001
Ministry of Education and Science of the Republic of Lithuania www.smm.lt
Study Quality Assessment centre www.skvc.lt
https://www.european-agency.org/sites/default/files/education_lithuania.pdf
http://www.studying-in-spain.com/spanish-education-system/
http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f94066
d3c64a78551
https://padlet.com
https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf
http://ufm.dk/en/education-and-institutions/higher-education/university-colleges/university-college-
educations.
http://www.ugdome.lt/kompetencijos5-8/
http://geografija6-8.mkp.emokykla.lt/
https://www.retsinformation.dk/Forms/R0710.aspx?id=133039
http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.
36
APPENDICES
Please note that the templates reproduced in these appendices contain direct extracts from the websites referenced
APPENDIX I
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION: Denmark/VIA, Report team: Pernille Ulla Andersen and Harald Brandt
Country context: (school organization, age ranges, ITE and CPD etc)
The structure of Danish Education:
37
Denmark has a comprehensive school system named “Folkeskolen”. It covers the entire period of compulsory education. The main laws concerning this is the
Folkeskole Act, https://www.retsinformation.dk/Forms/R0710.aspx?id=133039
Private schools are self-governing institutions required to measure up to the standards of the municipal schools. There are different types of private schools
and some are based on a specific philosophy, a special pedagogical line or religious belief. Continuation schools (Efterskoler) are private residential schools
for pupils in form 8-10.
Education in grades 1 – 9 is divided into 3 scholastic areas:
HUMANITIES
PRACTICAL
SUBJECTS AND
MUSIC
NATURAL SCIENCES
Danish (all grades)
Gym (all grades)
Mathematics (all grades)
English (grades 3 – 9)
Music (grades 1 – 6)
Natural sciences &
Technology
(grades 1 – 6)
Christianity (all grades except
that in which pupils are
preparing for confirmation)
Visual arts (grades 1 – 5)
Geography (grades 7 – 9)
History (grades 3 – 9)
Sewing, workshop and
home economics (one or
more grades in grades 4 – 7)
Biology (grades 7 – 9)
Social studies
(grades 8 and 9)
Physics/chemistry
(grades 7 – 9)
Natural science and technology, Geography, Biology and Physics/chemistry are the subjects most relevant for PhenoloGIT.
At the completion of 9th grade, pupils must take the compulsory public school final examinations. For Geography, Biology and Physics/chemistry there is
(mandatory for all schools from 2016/2017) a shared practical, oral examination where students are to demonstrate science competences (investigative,
modelling, perspectivation, communication) working problem based and experimental.
38
Please find more info on the Danish compulsory educational system here: http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.
ITE in Denmark is a 4-year professional bachelor programme at a level corresponding to that of university bachelor programmes, but with a stronger focus on
professional practice. The professional bachelor in teacher education combines theoretical studies with a practically oriented approach in form of mandatory
work placement as a teacher. Natural science and technology, Geography, Biology and Physics/chemistry are offered as a minimum 30 ECTS course. Unlike
the situation in most other countries, the university studies and the profession oriented ITE in Denmark are organized in two different sectors, under two
different ministries and legislations. A corresponding university bachelor or master programme in science does not give accesses to teach science in primary
or lower secondary school. The
With respect to continuing professional development (CPD), there are several diploma degrees (corresponding to the level of bachelor degrees) and master programmes within the
pedagogical field of education. Danish teachers are also free to participate in in-service training. Most of the in-service training take place at the university colleges as courses or diploma
degrees. Most municipalities will also have their own courses for teachers. Specialised state training institutions, resource and research centres, teachers’ associations and the Ministry of
Education also offer in-service training activities. Please find more info here: http://ufm.dk/en/education-and-institutions/higher-education/university-
colleges/university-college-educations.
Relevant practices, approaches and initiatives.
Background information Name of example: Naturtjek.dk – bioblitz
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
A cooperation between Denmark’s Society for Nature Conservation (www.DN.dk),
and Copenhagen University and Aarhus University
Category What kind of example is it? Eg Practice,
training, guidance?
Citizen science-project.
A guidance that describe how to make field observations. Focus on 30 species, both
plants, animals and fungi’s
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
There are examples with schools who tried the app “naturtjek” and make a
“bioblitz” in the local area. www.biodiversitet.nu/bioblitz
39
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
The age of the students are 11-16 years.
There are a guidance to teachers that explain how to integrate the app in a school
context.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The purposes: learning about biodiversity, collecting data in the field,
Learning about nature in the local area.
Collect data every year to observe if the populations change eg. Because of climate
changes.
Date When did this happen/was it published/made
available?
The project started in 2015 and is going on to 2020
Subject focus
What curriculum subject area(s) is/are
targeted?
Field observation, the nature of science, biodiversity, climate changes and changes
in the biological diversity
Another other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
There are 12.000 volunteers and schools that collect data by now
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
The scale of the project. The citizen science project: cooperation between the people
and the scientists.
40
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Bio means "life" and Blitz means to do something quickly and intensively. The
BioBlitz concept comes from the United States and was originally designed to be an
event that lasts 24 hours. The BioBlitz concept is very flexible and covers both large
and very small events of shorter duration as long as the focus is on a record of the
species found in an area you have chosen. Suitable areas can be anywhere from wild
to urban areas, just there are animals, plants, fungi and habitats to find.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
The project is freely available - the app “naturtjek” can be downloaded freely from
iTunes or google play. There is a guideline to the BioBlitz-concept that can be
downloaded freely. www.biodiversitet.nu/bioblitz
The students have to learn about the 30 species and the 12 habitats in the BioBlitz so
they can recognize the species in nature. They have to download the app before the
event is going on and to be introduced to the app.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
If there are missing some species that are common in the habitat you can add them
to the app on a separate list
The concept depend on the scientists that are involved - that they continue to be
involved in the project.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
You can do a BioBlitz event anywhere
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
A mobile phone or an iPad. The tablets should have GIS. The students can make
their recording even though the devices are offline.
41
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
After the BioBlitz event the recordings can be listed and compared with other
habitats in the country.
It fits well with the national curriculum requirements in Denmark.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
The teachers who have tried the BioBlitz concept with the “naturtjek”-app say that it
was an advantage that it was very easy to use the app and it was an advantage that
the event was described very well.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
The easy technical way to record species
The manageable kind of species (30 well
known species)
The cooperation between scientists and
students - citizen science. The data will be
used by scientists.
The learning outcome and the way to
work with the data that are collected
The easy way to record species How to integrate in lessons where
climate changes are an issue, there
have to be more specific learning
outcomes
Background information Name of example: The ant hunt
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
The Natural History Museum in Copenhagen have adapted the American project to
Danish school tradition.
Inspired by the American lesson plan “Ant Picnic”. A citizen science project School
42
of Ants, devolved by Your Wildlife and North Carolina State University (NCSU)
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and guidance to teachers: www.myrejagten.dk
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
The example is developed primary to students in 4th-6th grade (10-12 years) but
students in higher levels can use the materials too.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Based on an ambitious research project that examines ant’s food choices and
different ant species range in Denmark. The classes work with scientific methods,
experimental setups, observation and description, and applied mathematics
The students will learn about the ants fascinating life and be aware of the ants
impact in many roles in the natural cycles
Date When did this happen/was it published/made
available?
The pilot project was going on in 2015. Based on the experiences from the pilots in
Denmark, the materials will be adapted and published in 2016.
Subject focus
What curriculum subject area(s) is/are
targeted?
The scientific methods, implement simple systematical investigations with different
variables,
Make hypothesis
Another other information of
relevance to PhenoloGIT?
43
Description of Example:
Context Provide further details about the context of the
school/service.
Denmark is ecologically and climatically at the limit of what most ant species can
tolerate. As global warming takes place quickly. Denmark is an ideal place to study
ants and their movement. Denmark is in fact one of the first places we will be able
to track climate change consequence of ants.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
The citizen science concept
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
The mission of ant hunting focused on the close nature and to open children's eyes
to the nature that is all around them. When students observe and describe their
environment, they experience the scientific method is a creative process and that
science is for everyone
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
The example is freely available
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The concept depend on the scientists that are involved - that they continue to be
involved in the project.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
Field equipment’s for gathering ants
44
travel to specific locations required?
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
No specially it requirements
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Students use their collected data to make a table showing the relationship between
entice food quality and type and the number of ants that were attracted to it. They
compare the table with their hypothesis. The class can talk about the experimental
design, error sources and methodology criticism.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Teachers say:
“It was positive that the course was so well-designed, simple and straightforward”.
“It was positive that the students used the scientific method and that it is real data to
be used for something”.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
The citizen science project
The work with scientific methods
The nature of science
There is no it involved in the project,
so the students have to collect ants and
send the animals to the Museum.
The overall topic with climate change.
The connection between field data and
the overall topic.
How to implement the investigations in
a school matter that make sense.
45
Background information Name of example: Discover the sea
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
WWF World Wildlife Fund
Analysis of data in cooperation with Center for Makroøkologi, Evolution og Klima
(CMEC) Copenhagen University. A citizen science project
Category What kind of example is it? Eg Practice,
training, guidance?
Guidance
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
School classes and volunteer’s
WWF makes events in Denmark, where people can learn about the sea and try to use
the app.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Discover the sea project is part of WWF work on marine biodiversity and aims to
engage people in and increase their knowledge of nature beneath the surface. The
idea is if you love something, you also want to protect it. WWF wants to get
people's eyes to the unique marine nature we have in Denmark so they then can
obtain greater support for their political work to protect the Danish marine nature
Date When did this happen/was it published/made
available?
The project will as at least be running from 2014-2016 with the seasons 2015 and
2016 as the active seasons with collecting data and making events.
Subject focus
What curriculum subject area(s) is/are
targeted?
Interdisciplinary opportunities with many subjects in school. Eg climate changes.
After the second year, teachers can take part in graphs and numbers to work with in
both biology and mathematics. Using Discover the sea app is an instrument for the
detection of climate change that could form as practical elements in other subjects
where climate subjects are an issue: Danish, history, social studies and all science
46
subjects
Another other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
Pupils help to gather knowledge to researchers but the app can also be used as a
knowledge base or an encyclopedia. During each of the 76 species app contains, one
can see a number of images that help to identify, read about the characteristics, size,
habitat, season.
A simple way to use the app is to take the students to the beach and determine the
species using the app and record the findings.
Another way to use the app is to use it as preparation for a field trip. The pupils
make hypotheses based on the knowledge they can find in the app and via other
sources. Based on information on habitat, students can review the species in the app
and find out which species are potentially likely present on the site.
After collecting students can explore their data are consistent with the hypothesis
and then they can discuss the results
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Field investigations, the nature of science
Citizen science project.
47
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
The project is freely available - the app “Opdag havet” can be downloaded freely
from iTunes or google play
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The concept depend on the scientists that are involved - that they continue to be
involved in the project.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Field equipment for gathering marine data
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Smart phones or tablets
The app “Opdag havet”.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
No assessments described in this project.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
48
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
The app is simple and easy to use The connection to the curriculum The simple way of collecting data The didactical frame.
Background information Name of example: Woop App
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Danish Scouts,
The national scout association in Denmark
Category What kind of example is it? Eg Practice,
training, guidance?
Practice
A number of teachers have reported use of Woop App with primary and lower
secondary students.
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Teachers with 11-16 year olds students.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Woop App is a free app for smart phones developed by Danish Scouts, the national
scout association with support from the Nordea Foundation. The goal is to inspire
outdoor activities for 11-16 year olds using the GPS feature of smart phones.
49
Date When did this happen/was it published/made
available?
The app was first published in Apps store/Google play in 2012. Latest revision:
7/12/2015.
Subject focus
What curriculum subject area(s) is/are
targeted?
Using the GPS feature in a smartphone, teachers can make various outdoor games
for students that inspire them to get out in nature. The app allows teachers to create
tasks for many different subjects. It is the students' skills in relation to the tasks,
their understanding of how to use GIT to orient and move around in the area, which
determines how well they are performing in one of the three games.
Another other information of
relevance to PhenoloGIT?
Students can sign in with their Facebook login and thus compete with their friends and share high scores on their own wall.
Description of Example:
Context Provide further details about the context of the
school/service.
Woop App allows the teacher to choose between different game-plays:
Bomb - A game of tag
Hunting – Event race that combines puzzle solving with social and physical
challenges
Woop Me - Woops own version of 'find-me'.
One teacher reporting using the Woop App as an event game in biology with a
series of multiple-choice questions. Examples of questions:
“Where is the DNA in the cell?”
Mitochondria
The nucleus
The cell membrane
50
“What are the differences in a plant cell and an animal cell?”
The cell wall of the animal cell is soft
Plant cell has no nucleus
The plant cell containing no DNA
If the student answer incorrectly, he/she must wait for 15 seconds, then comes the
question again. When you have answered correctly, the next item on the screen.
The teacher may not get to see what the students have responded, but their time is
longer, the more times they answer incorrectly.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Use of GIS/GIT to facilitate outdoor activities in a game-like environment.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Gaming
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Freely available in Danish
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The Woop App is currently available in App Store/Google play, but there is no
information of how long the service will be provided.
Equipment/Travel What kind of equipment might be required to Smart phone, Woop App
51
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Smart phone
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Teachers reporting from own practice.
No formal assessment method described.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Teachers reporting from own practice.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Motivating, ease of use, emphasis on
using GIT/GIS move around in the
local area.
The gaming concept Ease of use
How to engage students in exploring
possibly of GIS/GIT in a game like
environment.
The gaming-concept is in focus, not
learning about GIS/GIT.
52
Background information Name of example: Teaching geography with GPS
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Hyldgårdsskolen, Ikast
Niels Kjeldsen, VIA University College, Læreruddannelsen i Silkeborg
Category What kind of example is it? Eg Practice,
training, guidance?
Practice
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Teachers with grad 6 students.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Students understanding of GIT using handheld GPS to find their location,
navigation, tracking and mapping. The students acquiring knowledge and
experience to go geocaching outdoor and improve their “metal mapping” skills.
Date When did this happen/was it published/made
available?
2012. Article in Reflex, No1 2012.
Subject focus
What curriculum subject area(s) is/are
targeted?
Using GPS, understanding GIS, location, navigation, tracking.
Another other information of
relevance to PhenoloGIT?
53
Description of Example:
Context Provide further details about the context of the
school/service.
Using everyday technology like handheld GPS or Smart phones with GPS.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Using GPS with grade 6.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Investigation, student centered.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Freely available. No special requirements except access to GPS.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
No special requirements
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Access to handheld GPS or smart device with GPS.
IT requirements What are the hardware and software
requirements? What support is required to
No special requirements
54
introduce/run/maintain these?
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Teachers reporting from own practice.
No formal assessment method described.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Teachers reporting from own practice.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Teachers using every day GIT to
understand GIS.
Restricted learning outcome; less
emphasis on scientific “big idea”
How to use GIT/GIS with grade 6. How to combine understanding of
GIT/GIS with a scientific “big idea”.
Background information Name of example: Public Participation GIS
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Rune Homann, Informi GIS
Munkegårdsskolen
Category What kind of example is it? Eg Practice, Practice
55
training, guidance?
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Three 8-grade classes from Munkegårdsskolen in Vangede using handheld devices
to map graffiti in local area using GPS.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Students understanding of citizenship and geography, focusing on some of the more
“abstract” geography concept using informal learning space. Using GIT to tag
graffiti and display the target images on ArcGIS.com.
Date When did this happen/was it published/made
available?
2012, Perspektiv no. 21
Subject focus
What curriculum subject area(s) is/are
targeted?
Public Participation GIS, Citizenship and geography
Another other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
The students were divided into two groups with 4-5 students in each group. The
students where borrowing 12 Juno mobile devices from Trimble. The technical
Setup could be done via ArcGIS Online and students' own smartphones, taking geo-
56
tagged images, as instantly uploaded on a card on ArcGIS.com.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Public Participation GIS
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Social constructivist approach
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Freely available
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Based on involvement of technical provider.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
ArcGIS Online
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
ArcGIS Online
Assessment methods What methods of assessment are either
included or suggested in this example? Do
Observation, interview.
57
they fit with curriculum requirements and/or
with national testing regimes?
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Involvement of schools in public
participation
Based on involvement of technical
provider
Public Participation GIS
58
APPENDIX II
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION: Spain Report team: CESGA
Country context: (school organization, age ranges, ITE and CPD etc)
Please provide some general background information about the educational context in your country. This can be in the form of a table or text
- or link to a website)
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organizations, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one of these elements.
Please complete the template below for each example.
59
Background information Name of example: TÉMPORAS
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
A group of Galician teachers of secondary school education
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and reference web and tool
http://temporas.cesga.es/
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Teachers and students of primary and secondary schools in Galicia. Although this
project has not been updated from some years.
Some of the teachers belong to the Official Biologists School of Galicia
http://www.cob.es/
CESGA collaborated with this project by providing a web based form where
informants (students and teachers) could save their observations of 14 different
species and download the information from the website (as a table).
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Provide an easy web to gather phenological data among schools and teach children
about observation of nature.
Date When did this happen/was it published/made
available?
2003-2006, although it is still available and functional (although not really
being used)
Subject focus
What curriculum subject area(s) is/are
targeted?
Natural sciences, biology
Another other information of
relevance to PhenoloGIT?
The site is still functional and hosted at CESGA. The information (although only in Spanish) was very complete and
descriptive about how and why working with phenology in school, phenology and climate change, how to participate, and
a specific detailed page of each observed species.
Description of Example:
Context Provide further details about the context of the
school/service.
Ana Martínez, one of the piloting teachers in PhenoloGIT project from Spain,
was one of the founders and promoters of this project, so we have access to her
expertise and experience on this project.
The main problem with the continuity of this project was that it was too
ambitious (many species, requiring a lot of time and compromise) and teachers
60
found difficult to have enough time to be able to incorporate it into their
practice.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
It was a first step into providing web-based observation tool to gather
phenological information in schools. It also allowed to retrieve this information
by 3 criteria:
- provider
- species
- time frame
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate .
This proposal was meant to provide participants with a printable card that had
to be filled in by each student/group. Then the teacher would upload the data to
the web form in temporas.cesga.es
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(see section below for IT requirements)
It was a simple php webpage, although the amount of information made that
some sections were somehow cluttered.
It is in Galician language only. (therefore, only readable for the Spanish
teachers as it is).
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Some parts are still relevant (the introduction to phenology, species, etc.). The
tool to collect data is obsolete.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
It relied upon collecting data through printed cards.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Web access.
61
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
It was up to each teacher to use the data gathered or accessible from this
project in their own practice, but it didn't provide specific guidance or
examples on how to do it.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Engaging initiative, with a lot of very useful information but required too much
time and compromise to participate in it.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Valid, complete information on phenology
history, tools to gather data, school focused
Today it looks not very engaging.
Web tool to gather data is obsolete
The experience is very relevant, also
the structure of the page, and
general information about
phenology, species, etc. Having one
of the founders in PhenoloGIT will
provide first-hand information to
transfer it to our project.
There were no GIT or mobiles
involved in this example.
62
Background information Name of example: PROXECTORIOS
http://www.proxectorios.org/ Provider/ Original source Who is the author, developer or originator of
this example? What country/sector are they from?
The project is promoted by ADEGA, a Galician association for ecological defense.
It is a network of organizations that develop the initiative in different areas of the
Iberian Peninsula Category What kind of example is it? Eg Practice,
training, guidance? It is an initiative of awareness, education and participation in defense of rivers It is
based on a methodology for monitoring the environmental quality of rivers, by
groups of volunteers who conduct inspections in specific areas. Participants Who is involved in the practice? E.g. what
age of children/type of school were involved? OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
It is an activity by volunteers, among which there are some schools. It has a specific
activity that is available from the environmental association. The training activity
consists of an explanation on river ecosystems and a visit to a river.
Purpose What was the aim behind this example? e.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Environmental monitoring of rivers and understanding by students
Date When did this happen/was it published/made
available? Reports published twice a year
Subject focus
What curriculum subject area(s) is/are
targeted? Natural sciences
Another other information of
relevance to PhenoloGIT?
Description of Example: Context Provide further details about the context of the
school/service. Participating schools are part of the network drivers for a given stretch of a
river. Students are responsible for conducting analysis of rivers, and report
transmitted to the environmental association. Innovation Are there any aspects of this example that are
new, unusual, innovative in any way? It generally uses the GIT to obtain results and results display through
geoservices. Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate .
Direct observation of the river, accompanied (or not) by teachers.
Accessibility Is this example open access/freely available, The project is accessed via the web. Available only in Galician, although the
63
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments? Does it require existing level of knowledge in
subject areas? (see section below for IT requirements)
same type of project is developed in other geographical areas of Spain. It requires little technical expertise as a guide is provided to project
participants
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The project itself is responsible for maintenance of the platform and the
publication of results twice a year. The project kept him financially the
Galician regional administration.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
No computer equipment necessary. The observations were made using a form
on paper. Field trips to river necessary for observations.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
No computer equipment necessary.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
None
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
No evaluation data. Participants belong to all levels of education: primary,
secondary, university, as well as individual volunteers and associations.
64
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example? What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we might need to consider in PhenoloGIT? The strengths are in fieldwork with
students taking environmental
measurements, such as the inspection of
rivers as an example. Pupils are involved in
environmental control, using a scientific
methodology but easily executable. It has a
geographical information display.
Failure to use mobile tools for data
collection, using paper sheets to
cover the data.
The previous education of the
participants at the output to the field
to collect data. That way, students
have a theoretical approach to a
problem that will see on the ground.
The collection of information in the
field using traditional methods
allows a weak quality control of
data. The use of mobile devices
having allow higher quality data,
such as reading coordinates, which
will be automatically, allowing better
control of the quality of the data. The collection of information in the
field using traditional methods
allows a weak quality control of
data. The use of mobile devices
having allow higher quality data,
such as reading coordinates, which
will be automatically, allowing better
control of the quality of the data.
65
Background information Name of example: IASTRACKER
https://play.google.com/store/apps/details?id=com.ic5team.iastracker&hl=es Provider/ Original source Who is the author, developer or originator of
this example? What country/sector are they from?
APP build by IC5Team. IC5Team consists of a group of 5 researchers who have a common interest in Geoinformation, new technologies and their interconnection. Each of us have different backgrounds in geography, topography and biology, and were formed in different universities through Europe.
Category What kind of example is it? Eg Practice,
training, guidance? It is an application of geographic information documents from mobile devices
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved? OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
IASTracker aims to achieve any type of public, expert or not, with the common goal of helping to reduce the negative impacts of invasive species on biodiversity, health and economy of the affected areas.
Purpose What was the aim behind this example? e.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Invasive Alien Species Tracker (IASTracker) is an application used to locate invasive species, whether animal or plant, initially in Catalonia and Belgium, but adaptable to any other region of Europe. The user feedback can be managed, viewed and controlled from the Geoportal IASTracker.
Date When did this happen/was it published/made
available? Available from 2015
Subject focus
What curriculum subject area(s) is/are
targeted? Natural sciences
Another other information of
relevance to PhenoloGIT? This app could be very interesting to revise in order to learn from its possibilities and adaptability to our requirements, in
order to build ours. Its source code is available for download at https://github.com/ic5team/IASTracker
Description of Example: Context Provide further details about the context of the
school/service. App born from a research project
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way? Use of mobile app to gather natural data
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate .
It is not meant for educational purposes
66
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments? Does it require existing level of knowledge in
subject areas? (see section below for IT requirements)
IASTracker is one of the winners of the first MYGEOSS contest for innovative applications in environmental and social areas supported by the Joint Research Centre (JRC) of the European Commission. The latter has funded us for the development of IASTracker App. MYGEOSS is a two-years project to develop useful free applications based on observation systems for citizens to inform them of the changes that occur in their environment.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The project is very recent, although the website is not working. The app is
downloadable from Android market, and its source files are available at
Github. The research group is still working on its results (http://ic5team.org/)
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
Mobile devices
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Android mobile / tablets. Further analysis would be required in order to know
its requirements
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good practices in
this example? What are the weak points and problem areas in
this example? What good practices in this example might we
use in PhenoloGIT? What are the problem areas in this example we
might need to consider in PhenoloGIT? The application is due to the same principles
pursued by our project, allowing the
documentation of a certain natural phenomenon
from the use of mobile devices. It is intended
for handling by unskilled users, and allows
online and offline documentation, consultation
through a geoportal.
The object of the app is different from
ours, and it may be difficult to adapt to
our needs
The operation of the application is
geared towards very similar to our
project objectives. The availability of the
source code of the application allows us
to take an example already developed.
Research group not available / not
willing to provide information
67
Background information Name of example: #FENODATO
http://www.fenodato.net/que-es-fenodato/ Provider/ Original source Who is the author, developer or originator of
this example? What country/sector are they from?
The project is coordinated by CREAF and Botany Unit of the Autonomous
University of Barcelona. Project is funded by the Science and Technology Spanish
Foundation. Category What kind of example is it? Eg Practice,
training, guidance? #FenoDato Looking nature-loving citizens who want to learn how to make
phenological observations and help scientists study the impacts of climate change on
plants and animals. Participants Who is involved in the practice? E.g. what
age of children/type of school were involved? OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Anyone can participate using Twitter
Purpose What was the aim behind this example? e.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
#FenoDato Looking nature-loving citizens who want to learn how to make
phenological observations and help scientists study the impacts of climate change on
plants and animals.
Date When did this happen/was it published/made
available? 2015
Subject focus
What curriculum subject area(s) is/are
targeted? Natural sciences
Another other information of
relevance to PhenoloGIT?
Description of Example: Context Provide further details about the context of the
school/service. This project is not aimed directly at educational community.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way? Usage of GIT maps, usage of standardized formats to download data
(GeoJSON)
Use of Twitter to send data information. It requires special tagging to work.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate .
It is interesting how the use of common social tools (Twitter) is used to build a
live geomap for phenology
Accessibility Is this example open access/freely available,
in different languages, different media, Spanish only.
Data gathered is available for downloading
68
accessible to individuals with visual/hearing
mobility impairments? Does it require existing level of knowledge in
subject areas? (see section below for IT requirements)
It allows the capture of images and data (species -out of 10-, stage of
observation, position, date)
Need a certain formatting to tweet to the map (tagging, etc), so it requires
certain knowledge of the tool.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
It is a very recent project (2015).
It relies on use of Twitter.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
Mobile devices
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
It required to have an active Twitter account and a mobile device
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Need not have prior knowledge. It has a good guide to use
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Not found
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example? What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we might need to consider in PhenoloGIT? It offers an easy way to document natural
phenomena through the use of popular
media such as Twitter. It does not imply
the availability of any infrastructure. It has
a GeoVisor for consultation of the results.
No weaknesses in principle, except
the very obligation to use Twitter for
documentation, making it dependent
on an outside supplier.
They use a form readily available
data through Twitter, as well as
being very transparent inquiry
through a GeoVisor There is a very easy step by step
guide to capture data that can be
useful for our project.
Use of external tool to gather data
(Twitter)
69
Background information Name of example: MYSEASONS
http://myseasons.eu/ Provider/ Original source Who is the author, developer or originator of
this example? What country/sector are they from?
Friedrich-Schiller-Universität Jena Institute for Geography Department for Earth Observation It has been funded by the European Union‘s Horizon 2020 research and innovation
programme, within MyGEOSS project, Category What kind of example is it? Eg Practice,
training, guidance? Looking nature-loving citizens who want to learn how to make phenological
observations and help scientists study the impacts of climate change on plants and
animals. Participants Who is involved in the practice? E.g. what
age of children/type of school were involved? OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
It is an application of geographic information documents from mobile devices. It is not directly made for educational purposes at schools.
Purpose What was the aim behind this example? e.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Users of MySeason make use and support the land and climate change observation services of the European Union’s Earth monitoring programme Copernicus. The mobile application allows to use time series of the Enhanced Vegetation Index (EVI) for analyzing the start, length and end of the growing season, and long term vegetation trend analyses.
Date When did this happen/was it published/made
available? 2015
Subject focus
What curriculum subject area(s) is/are
targeted? Natural sciences
Another other information of
relevance to PhenoloGIT?
Description of Example: Context Provide further details about the context of the
school/service. European project MyGEOSS
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way? Use of mobile apps, possibility of downloading data for further analysis.
Access to 15 years global archive of satellite data ‐ derived from NASA's
Moderate Resolution Imaging Spectroradiometer (MODIS) onboard
TERRA/AQUA for individual phenological monitoring purposes. MySeasons
also integrates crowed sourcing of phenological observations by the individual
70
user. Both - crowed sourced observations by the citizen scientists and satellite-
derived phenological metrics can be analyzed and collected to increase the
understanding on global environmental change.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate .
It is not aimed for schools, so there is no educational / support resources
available
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments? Does it require existing level of knowledge in
subject areas? (see section below for IT requirements)
With the app users can participate in building and establishing an in-situ database for phenological information and compare their individual observations with satellite measurements. The user can explore thematic maps related to phenology and have access to a 15 year time series of global vegetation dynamics.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
It will be accessible at least for the lifetime of the project. The source code is
also available for download
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
Mobile devices
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Android or IOS mobile phones/ tablets
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Need not have prior knowledge. It has a good guide to use
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Not available
71
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example? What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we might need to consider in PhenoloGIT? The application is due to the same
principles pursued by our project, allowing
the documentation of a certain natural
phenomenon from the use of mobile
devices. It is intended for handling by
unskilled users, and allows online and
offline documentation, consultation
through a geoportal.
Limited to a specific plant species.
Not multilanguage Application very easy to use and
understanding Not aimed at education, so it may be
too complex for our target users
72
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION: Spain Report team: CPI O Cruce
Country context: (school organization, age ranges, ITE and CPD etc)
Please provide some general background information about the educational context in your country. This can be in the form of a table or text
- or link to a website)
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organizations, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one of these elements.
Please complete the template below for each example.
73
Background information Name of example: Globe
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
The Government of Canarias Islands
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and reference web and tool
http://www.globe.gov/
http://www.gobiernodecanarias.org/educacion/web/programas-redes-
educativas/redes-educativas/globe/que-es.html/
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
"GLOBE" is a community of practices and coordination between centers which
enables joint work and exchange of experiences through the development of
research projects in future environments, providing resources for students to gain a
gradual understanding of the dynamics of the environment in the earth. It also
realizes the importance of commitment and active participation in solving
environmental, social and economic problems. It´s a project carried out in Canary
islands
It is based on Global Learning and Observations to Benefit the Environment) is a
handy scientific and educational programme developed globally with primary and
secondary schools. This programme fosters collaboration between students, teachers
and scientists to conduct research aimed at improving the understanding of what is
happening in the environment and the Earth system. To achieve this, GLOBE works
closely with NASA,
They have the opportunity to comment on their environment and share them with
other students around the world through Internet.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The measurements serve two important purposes:
First, participating scientists to use this information in their research programs and
achieve a better understanding of the global environment.
Second, students not only learn to rigorously apply the scientific method to
observations on Earth, but also learn to use their own measurements, along with
information from other GLOBE schools as an essential part of his studies in
environmental science. Through contact with scientists and under professional
74
guidance, students get reviews for their information has value for scientific research
in the world.
The objective of GLOBE is to promote the teaching and learning of science by
making data or measurements of different environmental parameters grouped into
basic protocols, mainly: atmosphere, hydrology, soils, Land Cover / Biology and
phenology. Measurements should be performed in a square area of 15 km x 15 km,
in the center of the college or institution is located. This data is sent to the GLOBE
server and can be treated, analyzed and shared according to investigations
Date When did this happen/was it published/made
available?
It started in 2012 and it still being used.
Subject focus
What curriculum subject area(s) is/are
targeted?
Natural sciences and biology
Any other information of
relevance to PhenoloGIT?
The Canary Islands Government is still making proposals for schools in 2016 and they cooperate with other schools round the
world.
Description of Example:
Context Provide further details about the context of the
school/service.
Students participating in GLOBE have the opportunity to comment on their
environment and share them with other students around the world through Internet.
The measurements serve two important purposes:
First, that the participating scientists use this information in their research programs
and to gain a better understanding of the global environment.
Second, students not only learn to rigorously apply the scientific method to
observations on Earth, but also learn to use their own measurements, together with
information from other GLOBE schools, as an essential part of their studies in
environmental science. Through contact with scientists and under professional
guidance, students receive opinions about the value of your information is for
scientific research in the world.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
GLOBE provides sufficient materials to enrich the learning experience of students.
These materials include a wide range of classroom activities and field, which will
help students locate their measurements within a broader context and relate their
local observations to global environmental issues.
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By using the latest technology GLOBE has created a forum in which students
communicate with students around the world to establish partnerships between them
and enhance their understanding not only the environment, but to other cultures and
their sense of global community
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
There is a collaborative work among scientists and schools
GLOBE provides sufficient materials to enrich the learning experience of students.
These materials include a wide range of classroom activities and field, which will
help students locate their measurements within a broader context and relate their
local observations to global environmental issues
Promote the teaching and learning of science through the collection of data or
measurements of different environmental parameters grouped into basic protocols,
mainly: atmosphere, hydrology, soils, Land Cover / Biology and phenology.
Measurements should be carried out in a square area of 15 km x 15 km, in the center
where the school is located.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
http://www.globe.gov/
http://www.gobiernodecanarias.org/educacion/web/programas-redes-
educativas/redes-educativas/globe/que-es.html
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
This activity started an European project and continues with full activity in 2016
By using the latest technology GLOBE there is still a forum in which students
communicate with students around the world to build alliances between them and
enhance their understanding not only the environment, but also other cultures and
their sense of global community.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Promote the teaching and learning of science through the collection of data or
measurements of different environmental parameters grouped into basic protocols,
mainly: atmosphere, hydrology, soils, Land Cover / Biology and phenology.
IT requirements What are the hardware and software Web access.
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requirements? What support is required to
introduce/run/maintain these?
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Data collected by students are assessed, treated, analyzed and shared by the relevant
investigators
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
The scientists provide feedback and there are forums where students can comment
and talk about different activities
Case relevance to our project
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
The process is led by experts
Schools are part of a big project and
students feel as part of a big community.
I don’t find weak points
May be the conclusions are provided to
schools students not only learn
to rigorously apply the scientific
method to observations on Earth, but
also learn to use their own
measurements, along with information
from other GLOBE schools as an
essential part of these studies in
environmental science. Through
contact with scientists and under
professional guidance, students get
reviews for their information and it has
value for scientific research in the
world
Phenology is one of the project topics
atmosphere, hydrology, soils, Land and
Phenology
Atmosphere, hydrology, soils, Biology
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Background information Name of example: Fitofaladoiro
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
University of Santiago of compostela
Spain
Category What kind of example is it? Eg Practice,
training, guidance?
Students Guidance
Students through an active participation get to know the digital biodiversity. At the
same time they provide information about biodiversity they learn Galician language.
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
University of Santiago and Galician schools
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The aim is documenting the results of the activity incorporating information and
communications technology linked to visual language and the management and
digitization of information, in terms of recording and broadcast interviews with
informants, both video and audio format, and in making quality images for
documentation and / or identification of plants. Taking pictures, they may also be
supplemented by drawings or schemes to help students and teachers to emphasize
the character of the plant that serve to distinguish it from other species
Students learn the variety of plants and their names in Galician language
Date When did this happen/was it published/made
available?
http://www.edu.xunta.es/portal/node/16743
Since 2012 and it’s included in the catalogue of activities of A Xunta de Galicia
Subject focus
What curriculum subject area(s) is/are
targeted?
Natural sciences and biology and Galician language
Any other information of
relevance to PhenoloGIT?
This project initially started at the university of Santiago, but now the activity led by a professor of the USC is offered to
Galician schools and is included in the catalogue of PLAN PROXECTA of the Galician Government
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Description of Example:
Context Provide further details about the context of the
school/service.
Students participating in GLOBE have the opportunity to comment on their
environment and share them with other students around the world through Internet.
The measurements serve two important purposes:
First, that the participating scientists use this information in their research programs
and to gain a better understanding of the global environment.
Second, students not only learn to rigorously apply the scientific method to
observations on Earth, but also learn to use their own measurements, together with
information from other GLOBE schools, as an essential part of their studies in
environmental science. Through contact with scientists and under professional
guidance, students receive opinions about the value of your information is for
scientific research in the world.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Students study the plants in their area and use technological tools.
The project cooperates with the Spanish Foundation for Science and Technology,
which would allow us to offer personalized tours for schools and provide
supervision and guidance to the activities.
Expositions and informative material, and the website contribute to project
dissemination
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Students study all about the plans in their area connected to Galician language.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Through the Website
http://fitofaladoiro.eu/
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
The fact that the Xunta of Galicia - Galician Government introduces the project in
Plan Proxecta will ensure the project will be sustainable.
Actually participate in the project 71 schools and 1384 students
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software/hardware which will become
obsolete?
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
The activities are done in the surrounding of participant schools all over Galicia
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Web access.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
The professor of the university in charge of the project and personnel of A Xunta of
Galicia assess project activities
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
The organizers provide feedback to schools
Case relevance to our project
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Student learn about the plants
grow round them and Their names
in Galician
Collaboration Among universities
and schools.
May be they should use GPS for
geolocalization
Students get to know the plants in their
surroundings and their names in
Galician language
Digital biodiversity
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APPENDIX IV
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION: UK Plymouth University. Report team: Linda la Velle; Jan Georgeson; Benji
Rogers; Joanna Watt
Country context: (school organization, age ranges, ITE and CPD etc)
Please provide some general background information about the educational context in your country. This can be in the form of a table or text
- or link to a website)
EDUCATION SYSTEM IN THE UK
Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory
for all children between the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education which can be taken at further
(including tertiary) education colleges and HE institutions (HEIs). The fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-
time students, takes place in universities and other HEIs and colleges.
Early Years Education
In England since September 2010, all three and four year olds are entitled to 15 hours of free nursery education for 38 weeks of the year. Early Years
education takes place in a variety of settings including state nursery schools, nursery classes and reception classes within primary schools, as well as settings
outside the state sector such as voluntary pre-schools, privately run nurseries or childminders. In recent years there has been a major expansion of Early
Years education and childcare. The Education Act 2002 extended the National Curriculum for England to include the Foundation Stage which was first
introduced in September 2000, and covered children’s education from the age of 3 to the end of the reception year, when children are aged 5. The Early
Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and quality framework for the provision of learning,
development and care for children in all registered early years settings between birth and the academic year in which they turn 5. The EYFS Profile (EYFSP) is
the statutory assessment of each child’s development and learning achievements at the end of the academic year in which they turn 5.
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In Wales, children are entitled to a free part-time place the term following a child’s third birthday until they enter statutory education. These places can be
in a maintained school or a non-maintained setting such as a voluntary playgroup, private nursery or childminder which is approved to provide education.
The Foundation Phase is a holistic developmental curriculum for 3 to 7-year-olds based on the needs of the individual child to meet their stage of
development. Statutory rollout of the Foundation Phase framework started in September 2008 and the process was completed in the 2011/12 school year.
In Scotland, education typically starts with pre-school. Local authorities have a duty to secure a part-time funded place for every child starting from the
beginning of the school term after the child's third birthday. Pre-school education can be provided by local authority centres, or private and voluntary
providers under a partnership arrangement. In Scotland, early years education is called ante-pre-school education for those who are start receiving their
pre-school education in the academic year after their 3rd birthday until the end of that academic year (note: depending on when the child turned 3 years of
age, some children may only receive part of an academic year’s worth of ante-pre-school education (e.g. 1 term), whereas other children may receive an
entire academic year of pre-school education). All children are entitled to receive a full academic year’s worth of pre-school education in the academic year
before they are eligible to, and expected to, start primary school.
The commitment in the Northern Ireland Executive’s Programme for Government is to ‘ensure that at least one year of pre-school education is available to
every family that wants it.’ Funded pre-school places are available in statutory nursery schools and units and in those voluntary and private settings
participating in the Pre-School Education Expansion Programme (PSEEP). Places in the voluntary/private sector 2 are part-time whilst, in the statutory
nursery sector, both full-time and part-time places are available. Pre-school education is designed for children in the year immediately before they enter
Primary 1. Taking into account the starting age for compulsory education in Northern Ireland this means children are aged between 3 years 2 months and 4
years 2 months in the September in which they enter their final pre-school year. The Programme incorporates a number of features designed to promote
high quality pre-school education provision in all settings including a curriculum which is common to all those involved in pre-school education.
Primary
The primary stage covers three age ranges: nursery (under 5), infant (5 to 7 or 8) (Key Stage 1) and junior (up to 11 or 12) (Key Stage 2) but in Scotland and
Northern Ireland there is generally no distinction between infant and junior schools. In Wales, although the types of school are the same, the Foundation
Phase has brought together what was previously known as the Early Years (from 3 to 5-year-olds) and Key Stage 1 (from 5 to 7-year-olds) of the National
Curriculum to create one phase of education for children aged between three and seven. In England, primary schools generally cater for 4-11 year olds.
Some primary schools may have a nursery or a children’s centre attached to cater for younger children. Most public sector primary schools take both boys
and girls in mixed classes. It is usual to transfer straight to secondary school at age 11 (in England, Wales and Northern Ireland) or 12 (in Scotland), but in
England some children make the transition via middle schools catering for various age ranges between 8 and 14. Depending on their individual age ranges
middle schools are classified as either primary or secondary.
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The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science,
mathematics and other subjects. Children in England and Northern Ireland are assessed at the end of Key Stage 1 and Key Stage 2. In Wales, all learners in
their final year of Foundation Phase and Key Stage 2 must be assessed through teacher assessments.
Secondary
In England, public provision of secondary education in an area may consist of a combination of different types of school, the pattern reflecting historical
circumstance and the policy adopted by the local authority. Comprehensive schools largely admit pupils without reference to ability or aptitude and cater
for all the children in a neighbourhood, but in some areas they co-exist with other types of schools, for example grammar schools. Academies, operating in
England, are publicly funded independent schools. Academies benefit from greater freedoms to help innovate and raise standards. These include freedom
from local authority control, the ability to set their own pay and conditions for staff, freedom around the delivery of the curriculum and the ability to change
the lengths of terms and school days. The Academies Programme was first introduced in March 2000 with the objective of replacing poorly performing
schools. Academies were established and driven by external sponsors, to achieve a transformation in education performance. The Academies Programme
was expanded through legislation in the Academies Act 2010. This enables all maintained primary, secondary and special schools to apply to become an
Academy. The early focus is on schools rated outstanding by Ofsted and the first of these new academies opened in September 2010. These schools do not
have a sponsor but instead are expected to work with underperforming schools to help raise standards.
In Wales, secondary schools take pupils at 11 years old until statutory school age and beyond. 3 Education authority secondary schools in Scotland are
comprehensive in character and offer six years of secondary education; however, in remote areas there are several two-year and four-year secondary
schools.
In Northern Ireland, post-primary education consists of 5 compulsory years and two further years if students wish to remain in school to pursue post GCSE /
Level 2 courses to Level 3. Ministerial policy is that transfer should be on the basis of non-academic criteria, however legally post primary schools can still
admit pupils based on academic performance.
At the end of this stage of education, pupils are normally entered for a range of external examinations. Most frequently, these are GCSE (General Certificate
of Secondary Education) in England, Wales and Northern Ireland and Standard Grades in Scotland, although a range of other qualifications are available. In
Scotland pupils study for the National Qualifications (NQ) Standard grade (a two-year course leading to examinations at the end of the fourth year of
secondary schooling) and NQ Higher grade, which requires at least a further year of secondary schooling. From 1999/00 additional new NQ were introduced
83
in Scotland to allow greater flexibility and choice in the Scottish examination system. NQ include Intermediate 1 & 2 designed primarily for candidates in the
fifth and sixth year of secondary schooling, however these are used in some schools as an alternative to Standard Grades.
Further Education
Further education may be used in a general sense to cover all non-advanced courses taken after the period of compulsory education. It is post-compulsory
education (in addition to that received at secondary school), that is distinct from the education offered in universities (higher education). It may be at any
level from basic skills training to higher vocational education such as City and Guilds or Foundation Degree.
A distinction is usually made between FE and higher education (HE). HE is education at a higher level than secondary school. This is usually provided in
distinct institutions such as universities. FE in the United Kingdom therefore includes education for people over 16, usually excluding universities. It is
primarily taught in FE colleges, work-based learning, and adult and community learning institutions. This includes post-16 courses similar to those taught at
schools and sub-degree courses similar to those taught at higher education (HE) colleges (which also teach degree-level courses) and at some universities.
Colleges in England that are regarded as part of the FE sector include General FE (GFE) and tertiary colleges, Sixth form colleges, Specialist colleges (mainly
colleges of agriculture and horticulture and colleges of drama and dance) and Adult education institutes.
In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or, more commonly, sixth forms within secondary schools.
In England, further education is often seen as forming one part of a wider learning and skills sector, alongside workplace education, prison education, and
other types of non-school, non-university education and training. Since June 2009, the sector is overseen by the new Department for Business, Innovation
and Skills, although some parts (such as education and training for 14-19 year olds) fall within the remit of the Department for Education.
Higher Education
Higher education is defined as courses that are of a standard that is higher than GCE A level, the Higher Grade of the SCE/National Qualification, GNVQ/NVQ
level 3 or the Edexcel (formerly BTEC) or SQA National Certificate/Diploma. There are three main levels of HE course:
(iv) Postgraduate courses leading to higher degrees, diplomas and certificates (including Doctorate, Masters (research and taught),
Postgraduate diplomas and certificates as well as postgraduate certificates of education (PGCE) and professional qualifications) which
usually require a first degree as entry qualification.
84
(v) (ii) Undergraduate courses which include first degrees (honours and ordinary), first degrees with qualified teacher status, enhanced
first degrees, first degrees obtained concurrently with a diploma, and intercalated first degrees (where first degree students, usually in
medicine, dentistry or veterinary medicine, interrupt their studies to complete a one-year course of advanced studies in a related
topic).
(vi) (iii) Other undergraduate courses which include all other higher education courses, for example SVQ or NVQ: Level 5, Diploma
(HNC/D level for diploma and degree holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and Diplomas
in HE.
As a result of the Further and Higher Education Act 1992, former polytechnics and some other HEIs were designated as universities in 1992/93. Students
normally attend HE courses at HEIs, but some attend at FE colleges.
https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organizations, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one of these elements.
Example 1 Learning Outside the Classroom (LOtC)
Background information http://www.lotc.org.uk/
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Council for Learning Outside the Classroom
Registered charity, number 1127802, and a company limited by guarantee-
incorporated and registered in England and Wales with company number 6778701.
LOtC registered address is:
Head Office
85
Preston Montford
Montford Bridge
Shrewsbury
Shropshire
UNITED KINGDOM
SY4 1HW
Category What kind of example is it? Eg Practice,
training, guidance?
Practice, training, guidance
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
All ages in formal education, particular foci on early years and post-16.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The LOtC Manifesto aims are to:
o improve training and professional development opportunities for schools
and the wider children and young people’s workforce;
o provide all young people with a wide range of experiences outside the
classroom, including extended school activities, integrated and targeted
youth support, early years work and one or more residential visits;
o better enable schools, local authorities and other organisations working
with young people to manage activities safely and efficiently;
o make a strong case for learning outside the classroom, so there is
widespread appreciation of the unique contribution these experiences
make to young people’s lives;
o provide easy access to information, knowledge, expertise, guidance and
resources;
o offer learning experiences of high quality;
86
o identify ways of engaging parents, carers and the wider community in
learning outside the classroom
Date When did this happen/was it published/made
available?
2006
Subject focus
What curriculum subject area(s) is/are
targeted?
Cross curriculum
Any other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
The resource gives advice on LOtC policy and curriculum planning.
CPD modules are available for classroom teachers (the learning experience and
evaluating impact); curriculum developers (from curriculum to compelling
learning); school governors, headteachers and senior managers (LOtC – what you
need to know); Outdoor Education professionals in Centres and Local Authorities
(Learning Approaches and Impact); Children’s services educational visits co-
ordinators (what you need to know); Initial teacher Education providers and newly
qualified teacher co-ordinators (LOtC – an Introduction); Early years practitioners
(planning for LOtC). Each module contains full notes, presentations and scripts for
trainers together with additional appendices containing module resources.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
It is all new and innovative as a movement. LOtC provides awards and marks for
schools to demonstrate their commitment to the overall aim, which is to raise
young people’s achievement through an organised, powerful approach to
learning in which direct experience is of prime importance.
87
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Explorative, challenging and adventurous activity and play, and experiential, real-
life learning outside the classroom, such as school grounds, wilderness camps,
farms, art galleries, museums, local parks and gardens or community settings.
The focus is on improving young people’s learning, physical experiences, social
interaction, emotional well-being and response, whether through a behaviour
change or a shift in values and attitudes.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
On-line with open access. In English.
Resource packs are available for purchase (£20 + £2 P&P) containing introductory
information, a case study, six lesson plans, sample lessons.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
This resource will remain current.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Full briefing outlines planning tasks such as:
Identifying learning outcomes
Ensuring the pupils have appropriate training
Identifying appropriate rules and behavior
Identifying equipment and special clothing requirements
Making contingency plans
Arranging transport and travel
88
Managing risk
Researching the venue and activity/ies
Identifying prior knowledge of pupils
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Computer and internet access
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Resources are linked to the UK National Curriculum and its assessment
instruments.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Social media, e.g. Twitter, Facebook
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and
problem areas in this example?
What good practices in this example might we use in
PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
There is a wealth of advice, guidance
and training for teachers and others.
Very accessible, well-designed website
Some resources are only
available by purchase.
Good guidance on such matters as school improvement, inspection, motivation and behavior, risk, challenge and adventure, personal and social development, health, meeting learners’ needs, broadening horizons, creativity and culture (cross disciplinary issues)
There is a wealth of advice, guidance and training for teachers and others.
Very accessible, well-designed website
It is focused on UK curricula and
species
89
Example 2 Nature’s Calendar: Nature in a Changing Climate: Phenology Uncovered
Background information http://www.naturescalendar.org.uk/schools
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
The Woodland Trust
The Woodland Trust is a charity registered in England and Wales (No. 294344) and
in Scotland (No. SC038885). A non-profit making company limited by guarantee.
Registered in England No. 1982873. Woodland Trust (Enterprises) Limited,
registered in England (No. 2296645), a wholly owned subsidiary of the Woodland
Trust. Registered office: Kempton Way, Grantham, Lincolnshire, NG31 6LL.
Telephone 0800 026 9650
Category What kind of example is it? Eg Practice,
training, guidance?
Citizen Science project
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
It is for all ages. Primary and lower secondary pupils could do it and old children,
too.
It is useful for teachers.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
Public understand of and participation in science.
For teachers it could also develop repertoire and subject knowledge.
Date When did this happen/was it published/made It has been available for a few years. As people upload data, it is simultaneously
90
available? updated.
Subject focus
What curriculum subject area(s) is/are
targeted?
Biology. Geography.
Any other information of
relevance to PhenoloGIT?
It has some good background material on the history of phenology and people’s participation in it. There are good tips on
observation and accurate recording of natural phenomena.
Description of Example:
Context Provide further details about the context of the
school/service.
It is an interactive activity of the Woodland Trust. This is a charitable organization
devoted to the protection of woodlands. They campaign to protect precious
ancient woods, restore those that are damaged and fight for those under
threat. They create new native woodland around the UK with the help of
communities, schools, organisations and individuals.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
It was innovative when it was established some years ago.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Teachers would use this as a recording devise for data collected by pupils. They
would also be able to get some feedback from other users across the UK. Pupils
could see the areas of the country where first sightings were made, e.g. of the signs
of Spring.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
Open access. In English and solely relevant to the UK. It is written in non-technical,
non-scientific language with an accessible design.
The information for the well-informed, well-motivated participant is easily
accessed. This would include, for example, a primary school teacher with a non-
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(See section below for IT requirements) science academic background.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The information is continually updated and provides an archive of phenological
data.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Equipment for fieldwork.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Computer with access to internet.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
It is not associated with assessed curricula.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
As a citizen science website it is full of the comments of participants.
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Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Good on introduction to phenology
and methodology for making and
recording observations.
Good for species identification. It deals
with a range of British amphibians,
insects, birds, flowers, fungi, grasses,
shrubs and trees.
It is limited to observations on tree
species.
Provision of identification keys for common local species.
Good recording system.
Rapid data response: participants can immediately see their contribution.
Good on introduction to phenology and methodology for making and recording observations.
Good for species identification: we need to provide for a range of European amphibians, insects, birds, flowers, fungi, grasses, shrubs and trees.
No use of mobile technologies.
It is focused on UK species
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Example 3 Track-a-Tree
Background information www.trackatree.bio.ed.ac.uk
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Christine Tansey (PhD student at the University of Edinburgh)
Higher Education, UK.
Category What kind of example is it? Eg Practice,
training, guidance?
Citizen science project.
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
It asks for volunteers from all sectors of society, including schools.
It is a self-contained website
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
It builds upon Nature’s Calendar (see above), by extending the seasonal
observations made in that project, foucssing only on Spring. Track a Tree
participants collect important new information on the phenology of woodland
trees and flowering plants, thus limiting the observations to these groups of
organisms. The records become part of a national network monitoring our
woodlands over sucessive springs.
Date When did this happen/was it published/made
available?
2015.
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Subject focus
What curriculum subject area(s) is/are
targeted?
Biology, geography.
Any other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
Track a Tree provides insights into the seasonal timing of woodland species, and
how future changes in climate may affect the interactions between trees and
flowering plants.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Four key features of Track a Tree make the project unique:
1. It follows individual trees. This means we can find out how much trees are able to adjust their phenology from year to year as climate conditions vary. Scientists call this flexibility phenotypic plasticity.
2. It follows randomly selected trees in woodland. This provides a range of dates when different species reach budburst or come into leaf, rather than just the very first events that happen in woodlands. Knowing how these dates vary within a location is important for understanding interactions between species.
3. It follows interacting species. By observing the flowering of plants beneath individual trees, we can see whether these ground flora species are able to shift their phenology to keep up with changes in the timing of shading under climate change.
4. It follows woodland communities. Through recording the phenology of UK woodland communities, we can find out how seasonal timing varies across some of our most important habitats.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
It is a ‘citizen ecologist’ project and volunteers are asked to download and read a
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engagement, as appropriate. booklet detailing the methodology. On-line recording sheets, safety measures and
instructions for uploading are provided. The time commitment is to visit a chosen
single tree to record its changes on a weekly basis. A teacher committed to this
type of work would benefit greatly from the groundwork done in this project.
Participants register and are given access to their own recording space on this site.
Here they can:
Submit their chosen tree and site information.
Submit their tree phenology and flowering plant observations
Review their own records and see where they fit in with observations across the UK.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Freely available. In English and focused on UK participation.
Some knowledge of or interest in ecology and associated methods would be
required.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
No it is set to run for three years. It is simple as only minimal and everyday
technology is required.
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Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Outdoor clothing.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Computer and internet access.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Not associated with assessed curricula.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
None yet. It has only just appeared.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Very good instructions
Good links to further sources of
information.
Interactive blog.
Limited to a single season – Spring.
May not fit with school’s schemes of
work.
It would be good to make contact with the author of this website and see if our projects can have mutual benefit.
Opportunity for longitudinal study, over successive years
Very good instructions
Good links to further sources of information.
Interactive blog.
No specific use of mobile technology
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Example 4 Future Classrooms: Introducing Mobile technology. A handbook for all schools in Northern Ireland
Background information http://futureclassrooms.org/wp-content/uploads/2013/03/FUTURE-CLASSROOMS-HANDBOOK.pdf
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Creative Learning Centres
UK – Northern Ireland.
Category What kind of example is it? Eg Practice,
training, guidance?
Guidance for schools
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
It is a guidance paper for school leaders on the introduction of mobile technologies
into the curricula and pedagogy of their schools.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The aim was put into context the potential and affordance of digital mobile
technological devices within the 21st Century requirements of creativity and digital
literacy in the school curriculum.
Date When did this happen/was it published/made
available?
2013
Subject focus
What curriculum subject area(s) is/are
targeted?
Whole school curriculum and extra-curriculum.
Any other information of
relevance to PhenoloGIT?
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Description of Example:
Context Provide further details about the context of the
school/service.
The challenges and opportunities presented by the creative use of technology in
the classroom are outlined. Emphasis is placed on the pace of change and necessity
to prepare pupils for the economy of tomorrow. The new C2k network in Northern
Ireland aims to support 1:1 access (one device to one user), offering schools the
opportunity to implement an effective mobile solution for their teachers and young
people. The Creative Learning centres are described and creativity and digital
literacy discussed. The question of why use mobile technology is asked and
compared with use of desktop computers.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
It is an attempt to describe and exemplify the digital affordances and associated
pedagogies of mobile technologies in education.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
The entire pedagogic cycle is considered: prepare/support (first steps in preparing
learning environment for mobile learning); deploy (implementation of mobile in
classrooms) and monitor/evaluate (gauging how it makes a difference)
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Freely available, in English. Situated in the context of Northern Ireland.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
Yes, this is a snapshot of the present situation in a rapidly changing and developing
field. But is it current at the time of our PhenoloGIT project.
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obsolete?
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Mobile devices for use by pupils.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Advice is given on a range of options.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Advice is provided on a range of sources of evidence for the impact on learning of
use of mobile technology:
• Attendance levels
• Engagement
• Literacy and Numeracy outcomes
• Development of Digital Literacy & ICT Skills
• External assessments such as GCSE performance
• The use made of collaboration in learning
• The extent of independent learning
• Teacher and pupil feedback on using mobile technology for learning
• Documentation of incidents such as damage, technical issues, theft etc.
• External evaluation
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Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Social media: Facebook, Twitter, LinkedIn, RSS.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Good source of info on current
thinking about mobile technology and
pedagogy
Some good examples given
It is of general, rather than specific
interest.
Good background framework and infrastructure.
Good source of info on current thinking about mobile technology and pedagogy
Some good examples given
It outlines opportunities and networks
provided locally in Northern Ireland.
These may not exist in partner
countries.
This is a snapshot of the present
situation in a rapidly changing and
developing field. But is it current at the
time of our PhenoloGIT project.
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Example 5 Interactive Institutions: using Blippar in the Classroom
Background information https://itunes.apple.com/gb/book/interactive-institutions/id1031082875?mt=13
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Simon Pile – (Anson Primary School Deputy Head teacher)
UK
Category What kind of example is it? Eg Practice,
training, guidance?
Example of Best Practice using mobile technologies
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Involves Primary School pupils and teachers but could easily be used by secondary
aged pupils.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The aim is to harness the power of technology to extend learning beyond the
classroom.
Date When did this happen/was it published/made
available?
The iBook was published in August 2015 and is available for Free via the iTunes
store. It is viewable on most Apple Devices (iPad / iPhone / Mac)
https://itunes.apple.com/gb/book/interactive-institutions/id1031082875?mt=13
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Subject focus
What curriculum subject area(s) is/are
targeted?
Cross-Curriculum.
Any other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
The author is a Deputy Head teacher at Anson Primary School in London. The book
documents his journey embedding Augmented Reality (AR) into the teaching in the
school, using the technology as a whole school approach to celebrate individuals
and as a tool for teaching.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Augmented Reality and the schools’ use of the ‘Blippar’ app blur the lines between
the real world and virtual world, providing educators with the chance to provide
students with rich learning experiences and create interactive learning materials
that suit their own lesson plans, their own class or their whole school community.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Pupils and teachers use a simple ‘marker’ image to begin the process. This is a
simple drawing or painting or sketch. When a mobile device running an Augmented
Reality app is hovered above the image, it brings the image to life. This could be a
video that plays, a picture that appears or a link to a website. These AR experiences
are used as powerful tools for teaching as participants build and share their own
Augmented Realities with each other.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
Freely available on the iTunes store.
103
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Built-in accessibility features for visual/hearing/mobility impairments.
See http://www.apple.com/uk/accessibility/ for more details.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
The foundation of the work is unlikely to become outdated as the required
software / hardware is continually updated. All necessary background information
and training materials are contained within the free interactive book, including
instructional videos etc.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
The ‘Blippar’ app is available on iOS and Android so would work on the majority of
Tablet / Smartphone devices found in schools. The work can be carried out indoors
and outdoors in almost any location.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Mobile device with ‘Blippar’ app and an internet connection required.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
It is not directly associated with assessed curricula although projects created using
the guidance in the book could very easily fit a number of curriculum requirements
in multiple subject areas.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Pupils and teachers found the activities hugely engaging. This engagement is
documented in the book.
104
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
An innovative introduction to using
Mobile Technologies, particularly
outside traditional classrooms. A great
focus on whole-school involvement
and collaboration.
A great example of innovative use of mobile technologies and the interactive documentation and dissemination of these practices.
An innovative introduction to using Mobile Technologies, particularly outside traditional classrooms.
A great focus on whole-school involvement and collaboration.
It does require appropriate mobile
hardware and software. Needs specific
application to phenology
105
Example 6 Countryside Classroom
Background information http://www.countrysideclassroom.org.uk/
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Farming and Countryside Education: Registered Charity Number 1108241.
Countryside Classroom
Arthur Rank Centre
Stoneleigh Park
Warwickshire
CV8 2LG
Category What kind of example is it? Eg Practice,
training, guidance?
Practice, training, guidance for teachers
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Early Years to post-16.
Countryside Classroom is a single destination where teachers can find and
access all the resources, places to visit and people to ask that they need to
teach about food, farming and the natural environment.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The overall aim is a commitment to ensuring that all children have the opportunity
to learn about and experience food, farming and the natural environment. This is
run through a collaboration of partners such as The Prince’s Countryside Fund,
Agriculture & Horticulture Development Board, National Farm Attractions Network,
106
etc.
Date When did this happen/was it published/made
available?
2016
Subject focus
What curriculum subject area(s) is/are
targeted?
Art& Design, Business Studies, Citizenship, Computing, Cooking and Nutrition,
Design and Technology, Drama, English, Geography, History, Mathematics, Music,
PSHE, PE, RE. Science.
Any other information of
relevance to PhenoloGIT?
This could inform a section on PhenoloGIT where we look at the theme of Human Impact on the Environment.
Description of Example:
Context Provide further details about the context of the
school/service.
The service provides resources around the themes of: Farming, Food, Grounds and
Green Spaces, Natural Environment, Rural Life, Sustainable Development. A series
of case studies together with teacher guidance is available through download, mail
order, multi-media or website.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
The link between the natural world and the production of food. Human impact on
the environment is a strong theme.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
A series of age- and curriculum-related activities are provided. There is a wealth of
differentiated activities, for example on Why Farming Matters, frequently using
digital and social media.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
Freely available in English
107
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
This is timeless information and an important resource in linking the natural
environment to the production of food.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
There are outdoor and classroom based activities. The Outdoor activities are based
around farm visits would require specific safety assessments and outdoor clothing.
‘Aquascribe’ waterproof paper is recommended.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Computer and internet access.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Throughout the sequences of lessons and activities, there are many opportunities
for formative assessment.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Social media: Twitter and Facebook.
108
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
The resources are very high quality.
The curriculum links are clear and
relevant.
Many further links are suggested.
The links are durable and easy to
navigate.
The internal search and filter feature is
intuitive and helpful.
Independently quality assured to
ensure timeliness and accuracy
The links between the natural environment and farming and between farming and food production is an important area for development.
The resources are very high quality.
The curriculum links are clear and relevant.
Many further links are suggested.
The links are durable and easy to navigate.
The internal search and filter feature is intuitive and helpful.
Independently quality assured to ensure timeliness and accuracy
Example 7 Leafsnap UK App
Background information http://www.nhm.ac.uk/take-part/identify-nature/leafsnap-uk-app.html
Provider/ Original source Who is the author, developer or originator of
this example?
John Tweddle and Fred Rumsey of the Natural History Museum, London in
collaboration with Columbia University, University of Maryland and the
109
What country/sector are they from? Smithsonian Institute.
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and guidance
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
This is a citizen science project that can also involve school pupils of any age, under
teacher guidance.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The Leafsnap app uses visual recognition software to identify common British tree
species from photographs of a sample leaf taken with a mobile phone. This can be
used not simply for identification purposes, but also quantification and general
study of the woodland ecosystem.
Date When did this happen/was it published/made
available?
2011 in the US, where it originated, but the UK version is more recent
Subject focus
What curriculum subject area(s) is/are
targeted?
Biology, ecology
Any other information of
relevance to PhenoloGIT?
Description of Example:
Context Provide further details about the context of the
school/service.
The app provides an identification guide to 156 UK tree species, using leaf
recognition technology. There are more than 2000 images of leaves, flowers, fruit
and other features of the tree species, together with a short fact file for each. The
110
content has been verified by botanists at the NHM.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
The visual recognition technology is novel and this is the first time it has been used
to identify biological specimens.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
Clear instructions provided about how to use the app. Will be well within the grasp
of a primary or secondary school teacher of biology. Pupils can bring their own
devices.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Open access, in English and pertinent to the UK ecosystem.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
It is sustainable.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
This could be done outside or in a classroom. Pupils could gather leave samples
from woodland or the school grounds and bring them into the
classroom/laboratory for photographing and identifying.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
iPhone and internet access.
111
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
This fits with curriculum requirements of the UK National Curriculum. The following extracts from the UK NC demonstrate how this example may be used to augment the teaching and learning:
a) In KS1 (5-7ears) Pupils should be taught to:
identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
identify and describe the basic structure of a variety of common flowering plants, including trees
observe changes across the 4 seasons observe and describe weather associated with the seasons and how day
length varies
b) In KS2 (7-11 years) Pupils should be taught to:
identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a
variety of living things in their local and wider environment recognise that environments can change and that this can sometimes
pose dangers to living things describe how living things are classified into broad groups according to
common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
give reasons for classifying plants and animals based on specific characteristics
identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
112
c) In KS3 (11-14 years)
the adaptations of leaves for photosynthesis the interdependence of organisms in an ecosystem, including food webs
and insect pollinated crop
d) In KS4 (14-16 years)
living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways
living organisms are interdependent and show adaptations to their environment
the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling life processes to be performed more effectively
photosynthesis as the key process for food production and therefore biomass for life
the process of photosynthesis factors affecting the rate of photosynthesis
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Participants are able to send their specimen photographs to the team at the NHM.
Responses are regularly tweeted and posted on the website. There is also an
opportunity to participate in on-line identification fora.
113
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Simple identification method
Easy to use
Direct contact with experts at the
NHM
Needs Apple equipment This is precisely the sort of app that will be very useful for PhenoloGIT. There is a wealth of applications in the UK curriculum as outlined above.
Simple identification method
Easy to use
Direct contact with experts
114
Example 8 Opal Explore Nature
Background information http://www.opalexplorenature.org/schools
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Led by academics at Imperial College, London University.
OPAL, Centre for Environmental Policy
Imperial College London
2nd Floor, 13-15 Prince’s Gardens
London, UK
SW7 1NA
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and guidance
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
The Open Air Laboratories (OPAL) network is a UK-wide citizen science initiative
that allows people to get hands-on with nature, whatever their age, background or
level of ability.
OPAL develops activities and resources, including national surveys, which allow
participants to get closer to their local environment while collecting important
scientific data. OPAL also arranges and takes part in nature events and workshops
around the country.
Citizen science surveys are organised and there is a corporate website for
established citizen scientists and academics.
115
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
The stated objectives of OPAL are:
1. A change of lifestyle - a purpose to spend time outside observing and recording
the world around us
OPAL aims to make more than a million people more aware of the open spaces and
conservation sites around them, and more knowledgeable about the contribution
individuals can make to protect them.
2. An exciting and innovative educational programme that can be accessed and
enjoyed by all ages and abilities
Through new approaches to learning, people will gain the opportunity to become
active participants with the knowledge and confidence to debate environmental
issues.
3. A new generation of environmentalists
OPAL aims to increase active membership of amateur natural history societies,
many drawn from under-represented sections of society.
4. A much greater understanding of the state of the natural environment
OPAL wants to ensure everybody can participate in projects to monitor the state of
the natural environment and its biodiversity. We aim to help some of the most
disadvantaged communities to identify, quantify and highlight environmentally
deprived spaces.
5. Stronger partnerships between the community, voluntary and statutory sectors
116
Scientists at regional universities, museums and wildlife organisations will build
connections with those who have an aspiration or need to improve local
environments. The portfolio aims to engage with hundreds of thousands of people
across the UK to encourage a greater sense of ownership of their local
environment.
Date When did this happen/was it published/made
available?
Established in 2007
Subject focus
What curriculum subject area(s) is/are
targeted?
Biology and Ecology
Any other information of
relevance to PhenoloGIT?
Opportunities to engage in organized surveys, currently including:
New Zealand Flatworm survey (to help establish how far this introduced species has spread)
Tree Health survey (looking for signs of pests and diseases attacking trees)
Bugs Count (timed activity to find out how the built environment affects invertebrate number and variety)
Biodiversity Survey (animal species in hedgerows)
Water Survey: (variety and numbers of aquatic species in ponds)
Air Survey (recording lichen and tar spots on Sycamore leaves as measure of air pollution and local air quality)
Soil and Earthworm Survey contribution to national record on earthworm distribution)
Description of Example:
Context Provide further details about the context of the
school/service.
OPAL currently has:
More than 930,000 participants
More than 3,500 schools have taken part, many from areas of high
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deprivation
Over 2,800 organisations have worked with OPAL
Approximately 270,000 survey packs have been distributed to the public
Over 54,000 surveys submitted
23,000+ sites surveyed
21 scientific papers published
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
A well-resourced and well-organised UK citizen science initiative.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
OPAL provides free tools and activities, e.g. Learning Lab, Bioblitz, improving id
skills and a range of environment based guides for study of orchards, gardens,
heathland, etc.
There is a special section for schools containing recording sheets, downloadable
teacher guides, lesson plans, education packs opportunity to get involved in the
Crest Star award system and links to further info for teachers, many of which, e.g.
Arkive http://www.arkive.org/education/ have relevance for PhenoloGIT
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
Freely available, in English.
No particular prior knowledge needed, much info provided.
118
(See section below for IT requirements)
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Sustainable.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Outdoor fieldwork equipment.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Access to computer and internet.
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
Much on-going assessment material is provided in the teachers’ packs.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Social media e.g. twitter feeds and Facebook pages.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
A national initiative citizen science
project, with purpose-designed
Some of the resources are excellent
119
opportunities for teachers and school
pupils.
Based on collection of environmental
data and issues of climate change
Links very useful
A national initiative citizen science project, with purpose-designed opportunities for teachers and school pupils.
Based on collection of environmental data and issues of climate change
Example 9 GIS (Geography Information Systems) in Geography Teaching and Learning
Background information http://www.geography.org.uk/gtip/thinkpieces/gis/
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
The Geographical Association: Diana Freeman (The Advisory Unit, Computers in
Education)
The GA is an independent charity with a core objective to further geographical
knowledge and understanding through education. The GA promotes and supports
geography teaching by producing high quality resources for teachers, running CPD
events and influencing policy makers
160 Solly Street,
Sheffield,
S1 4B
Category What kind of example is it? Eg Practice,
training, guidance?
Practice and guidance for teachers
120
Participants Who is involved in the practice? E.g. what
age of children/type of school were involved?
OR for whom was the training/guidance
devised e.g. future teachers, experienced
teachers, practitioners working outside
schools?
For pupils aged 11-14
Will be of use to teachers, teacher educators, student teachers.
Purpose What was the aim behind this example? E.g.
to develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?
GIS is a relatively new area of teaching and learning so it is useful to consider some
basic questions:
What is GIS? How does GIS fit into the geography curriculum? Is there a progression in GIS? How can GIS be integrated into lesson planning? What practical experiences of GIS should initial teacher education
courses provide? Date When did this happen/was it published/made
available?
2014
Subject focus
What curriculum subject area(s) is/are
targeted?
Geography
Any other information of
relevance to PhenoloGIT?
It is relevant to PhenoloGIT through its discussion of ways in which GIS can enhance geography teaching and provision of
information about useful resources. There are strong links with use of mobile technologies.
Description of Example:
Context Provide further details about the context of the
school/service.
GIS is an exciting development in geography education because it brings an
expanding area of new technologies into the classroom and fieldwork. Educational
GIS software packages are easy to use and which help to deliver the geography
curriculum in a new and interesting way.
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Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Early use of commercially developed software for use in schools. GIS is one of the
fastest growing software applications in the world. 80% of data collected can be
linked through it to a location on the Earth’s surface, making it a very powerful tool
for teaching and learning in a range of school subjects beyond geography.
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate.
GIS is ideal to introduce into the geography curriculum as it provides techniques and opportunities to further pupils’ geographical learning by:
Overcoming mechanical aspects of mapping to give pupils the opportunity to produce a professional result;
Improving pupils’ visualisation of the landscape through aerial overlays on maps, 3D imagery and ‘fly-throughs’ reintroducing a wow! factor into mapping skills;
Enabling access to up to date mapping and locational data on the internet through, for example, search engines, local and national government sites and NGOs;
Enabling pupils to experiment with cartography by choosing colours, graphical techniques and methods of selecting and presenting data on maps;
Allowing more time to achieve higher level thinking by replacing tedious mapping operations with interactive manipulation of large sets of digital maps and data to select, display and interpret spatial patterns and relationships.
The majority of the geographical skills in the UK programmes of study for pupils aged 11-14 may be enhanced by the use of digital maps and GIS. Traditional geographical skills take on a new dimension when adapted to a digital context.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Open access, in English.
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Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
It would require the skills of a geographer trained to teach at secondary level.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Eventually, this will become outdated. It will remain a good introduction to GIS, but
as the software itself and its use by classroom teachers become more
commonplace it will be superseded.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Outdoor activity equipment.
IT requirements What are the hardware and software
requirements? What support is required to
introduce/run/maintain these?
Mobile technologies
Access to computers and internet.
Examples of software with prepared maps and examples:
Digimap for schools
AEGIS 3
ArcGIS Online for schools
3D representations and links to GPS, but limited search functions:
Memory Map
Anquet maps
123
TrackLogs
Google Earth
Assessment methods What methods of assessment are either
included or suggested in this example? Do
they fit with curriculum requirements and/or
with national testing regimes?
It is linked to the UK curriculum for geography at KS3.
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
GA (subject association) members can comment via the website and enter a
discussion board.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we might need to consider in PhenoloGIT?
Good introduction to use of GIS in
geography teaching
Help with lesson planning and
formative assessment
Good links to further information
Integrated use of mobile technology
devices
Focused solely on use of GIS in
geography teaching and learning.
Good introduction to use of GIS in geography teaching
Help with lesson planning and formative assessment
Good links to further information
Integrated use of mobile technology devices
124
APPENDIX V
O 1.GIT, mobilieji ir fenologijja Europos mokyklose: modernumas
Šalis ir Organizacija __LIETUVA___: Komanda Aušra Mendelienė ___________________________________
Susijusio praktikos, priėjimai ir iniciatyvos.
Prašau pateikti 6-8 atvejus geriausių pritaikymų, mokymų ar nukreipimu priimtų/pasiūlytų/suteiktų mokyklų ar kitų organizacijų, kurios taiko
GIT, mobiliasias technologijas ir fenologiją – visų trijų ar galbūt vieno lemento..
Prašome užpildyti šabloną apačioje kiekvienam pavyzdžiui.
125
Papildoma informacija Pavyzdžio pavadinimas „Milžiniški gamtos turtai – nuo atomų iki mineralų ir uolienų. Žmogaus cheminis
žemėlapis”
Teikėjas / Originalus šaltinis Kas yra autorius, plėtotojas ar sumanytojas
šio pavyzdžio? Mokytojos Aušra Mendelienė, Laima Zdanavičienė, Šiaulių Jovaro
progimnazija
Kategorija Koks tai pavyzdys: praktika, mokymas ar
nukreipimas? Integruotos geografijos ir chemijos pamokos – praktinės veiklos
Dalyviai Kas dalyvavo šiame projekte?Kokio amžiaus
vaikai ar kokio tipo mokykla buvo įtraukta į
projektą?
ARBA
Kam buvo naudojamas
mokymas/nukreipimas?
Dalyviai: 8d kl. mokiniai, Laima Zdanavičienė - chemijos, Aušra
Mendelienė – geografijos mokytojos.
Tikslas Koks projekto tikslas? Skatinti mokinius giliau suvokti gamtos dėsningumus, ugdyti kritišką ir
kūrybišką mąstymą, tobulinti praktinius įgūdžius integruojant chemijos,
biologijos, geografijos, technologijų bei IT dalykų ugdymo turinį.
Data Kada tai įvyko? 2013 m. balandžio 17d.
Pagrindinė tema
Kokiom dalyko teminėm sritim tai buvo
skirta?
Geografijoje – uolienų ir mineralų telkinių pasiskirstymas
Chemijoje – cheminių elementų pasiskirstymas žmogaus organizme.
Kita papildoma informacija,
126
susijusi su PhenoloGIT
Pavyzdžio aprašymas:
Kontekstas Pateikite papildomos informacijos apie
mokyklą.
Šiaulių Jovaro progimnazija keletą metų iš eilės dalyvavo „Kūrybinių
partnerysčių“ projekte.
Naujovė Ar yra kokių nors naujienų, neįprastumų ar
novatoriškumo šiame pavyzdyje?
Tarpdalykinė integracija.
Pagrindinis pedagoginis
priėjimas:
Apibrėžkite mokymo ir mokymosi metodus. Darbas grupės, „minčių lietus“, informacijos paieška, naudingųjų iškasenų
žemėlapių kūrimas naudojantis http://geografija6-8.mkp.emokykla.lt/lt/
Prieinamumas Ar šis pavyzdys yra laivai prienamas/
pateiktas keletoje kalbų/ prieinamas įvairius
(judėjimo, regėjimo ar klausos) sutrikimus
turintiems vartotojams?
Ar reikia tamtikro lygio žinių?
Integruotų pamokų pavyzdys buvo pristatytas Šiaulių geografijos mokytojų
metodiniame būrelyje.
Suderinamumas Ar naudota infomacija gali pasenti? Ar
projektas brangus? Ar reikia pasitelkti kokią
specialią programinę įrangą ar įrenginius?
Informaciją galima koreguoti. Buvo naudojami mokykloje esantys uolienų ir
mineralų pavyzdžiai, žemėlapiai, bei kanceliarinės priemonės: žirklės,
vienkartinės pirštinės, plastikinės dėžutės su uolienų pavyzdžiais, tušti A4
formato lapai užrašams, spalvoti lipnūs lapeliai, lipni guma ir kt.
Įranga/kelionės Kokios įrangos reikia šiam projektui? Ar
reikia vykti į specialias vitoves ar apylinkes?
Reikalingi 6 kompiuteriai su internetine prieiga.
IT poreikiai Kokios įrangos reikia? Kokios pagalbos reikia
pristatant/vykdant/prižiūrint projektą?
Reikalingi 6 kompiuteriai su internetine prieiga.
Įvertinimo metodika Kokie vertinimo metodai buvo naudojami ar
yra siūlomi projektui?Ar jie atitinka šalies
Mokiniai įsivertino savo grupės darbą „Pyrago dalijimo“ metodu.
127
nuostatams? Mokytojos vertino kiekvienos grupės darbo pristatymą.
Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Mokiniai mokėsi pritaikyti chemijos dalyko turinį geografinėje tiriamojoje
veikloje. Sužinojo, kad tie patys cheminiai elementai paplitę tiek uolienuose,
tiek žmoguje.
Pavyzdžio aktualumas mūsų projektui (SSGG)
Stiprybės Silpnybės Galimybės Grėsmės
Kokie stipriausi šio pavyzdžio
kriterijai/taškai/gerosios savybės?
Kokie silpniausi šio pavyzdžio
kriterijai/taškai/blogosios savybės?
Kur galima tobulėti? Kaip galima
panaudoti PhenoloGIT?
Kokios yra probleminės zonos?
Praktinė veikla, integruojat ir
diferencijuojant mokinių veiklą
Sunku sieti skirtingų dalykų ugdymo
turinius.
Panaudoti - Naudingųjų iškasenų
arealų modeliavimui.
Didelės laiko sąnaudos mokytojoms
planuojant ir ruošiantis projektinei
veiklai.
Laiko trūkumas veiklos
apibendrinimui.
128
APPENDIX VI
O 1.GIT, mobilieji ir fenologijja Europos mokyklose: modernumas
Šalis ir Organizacija Lietuva____: Komanda: Aušra Mendelienė______
Susijusio praktikos, priėjimai ir iniciatyvos.
Prašau pateikti 6-8 atvejus geriausių pritaikymų, mokymų ar nukreipimu priimtų/pasiūlytų/suteiktų mokyklų ar kitų organizacijų, kurios taiko
GIT, mobiliasias technologijas ir fenologiją – visų trijų ar galbūt vieno lemento..
Prašome užpildyti šabloną apačioje kiekvienam pavyzdžiui.
129
Papildoma informacija Pavyzdžio pavadinimas: „Suplanuok ir įgyvendink kelionę po savo šalį Lietuvą“
Teikėjas / Originalus šaltinis Kas yra autorius, plėtotojas ar sumanytojas
šio pavyzdžio?
Mokytojos: Aušra Mendelienė (geografijos mokytoja), Inga Žemaitienė
(Informacinių Technologijų mokytoja), Šiaulių Jovaro progimnazija
Kategorija Koks tai pavyzdys: praktika, mokymas ar
nukreipimas?
Integruotų geografijos ir IT pamokų ciklas, supažindinantis su GIS programa
„Akis – M“ ir mokymasis ja naudotis planuojant kelionę.
Dalyviai Kas dalyvavo šiame projekte?Kokio amžiaus
vaikai ar kokio tipo mokykla buvo įtraukta į
projektą?
ARBA
Kam buvo naudojamas
mokymas/nukreipimas?
7 kl. mokiniai, Šiaulių Jovaro progimnazija
Tikslas Koks projekto tikslas? Mokiniai turėjo individualiai suplanuoti ir „įgyvendinti“ vienos savaitės (7
dienų) kelionę automobiliu po Lietuvą. Parengti kelionės „Atvirlaiškius“.
Data Kada tai įvyko? 2011 – 2012 m.m.
Pagrindinė tema
Kokiom dalyko teminėm sritim tai buvo
skirta?
GIS: Mokomės dirbti su programa „Akis – M“
Kita papildoma informacija,
susijusi su PhenoloGIT
130
Pavyzdžio aprašymas:
Kontekstas Pateikite papildomos informacijos apie
mokyklą.
Šiaulių Jovaro progimnazijoje 5 metus ugdymo programoje 7 – 8 klasių
mokiniams geografijos ugdymo turinys buvo integruotas su Informacinių
Technologijų ugdymo turiniu.
Naujovė Ar yra kokių nors naujienų, neįprastumų ar
novatoriškumo šiame pavyzdyje?
Tarpdalykinė integracija
Pagrindinis pedagoginis
priėjimas:
Apibrėžkite mokymo ir mokymosi metodus. Teorinių žinių taikymas praktinėje veikloje.
Prieinamumas Ar šis pavyzdys yra laivai prienamas/
pateiktas keletoje kalbų/ prieinamas įvairius
(judėjimo, regėjimo ar klausos) sutrikimus
turintiems vartotojams?
Ar reikia tamtikro lygio žinių?
Praktinių darbų rezultatai buvo pristatyti Šiaulių miesto progimnazijų
gamtamokslinėje konferencijoje
Suderinamumas Ar naudota infomacija gali pasenti? Ar
projektas brangus? Ar reikia pasitelkti kokią
specialią programinę įrangą ar įrenginius?
Programa „Akis M“ yra pasenusi ir neatnaujinama
Įranga/kelionės Kokios įrangos reikia šiam projektui? Ar
reikia vykti į specialias vitoves ar apylinkes?
Reikalinga veikianti kompiuterinė programa „Akis M“ , internetinė prieiga
www.google.com/maps arba www.viamichelin.com , kompiuteriai kiekvienam
mokiniui
IT poreikiai Kokios įrangos reikia? Kokios pagalbos reikia
pristatant/vykdant/prižiūrint projektą?
Reikalinga veikianti kompiuterinė programa „Akis M“ , internetinė prieiga
www.google.com/maps arba www.viamichelin.com , kompiuteriai
kiekvienam mokiniui
Įvertinimo metodika Kokie vertinimo metodai buvo naudojami ar
yra siūlomi projektui?Ar jie atitinka šalies
nuostatams?
Mokytojos vertino mokinių darbų rezultatus, pagal iš anksto numatytus
kriterijus. Rašomi du įvertinimai: geografijos ir IT
131
Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Ugdo tautiškumą, didžiavimąsi savo šalim Lietuva
Pavyzdžio aktualumas mūsų projektui (SSGG)
Stiprybės Silpnybės Galimybės Grėsmės
Kokie stipriausi šio pavyzdžio
kriterijai/taškai/gerosios savybės?
Kokie silpniausi šio pavyzdžio
kriterijai/taškai/blogosios savybės?
Kur galima tobulėti? Kaip galima
panaudoti PhenoloGIT?
Kokios yra probleminės zonos?
Mokiniai pagilino žinias:
~ Geografijos: Lietuvos miestai, kaimai,
nacionaliniai parkai ir kt. naudojantis
programa Akis – M.
~ Informacinių technologijų dirbant su
programomis Akis – M, MS Word.
Mokomųjų geografinių programų
virtualioje erdvėje trūkumas.
Sudėtingiau sieti skirtingų dalykų
ugdymo turinius.
Didelės laiko sąnaudos mokytojoms
planuojant ir ruošiantis projektinei
- praktinei veiklai.
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APPENDIX VII
O 1.GIT, mobilieji ir fenologijja Europos mokyklose: modernumas
Šalis ir Organizacija Lietuva__: Komanda _ Aušra Mendelienė ____
Susijusio praktikos, priėjimai ir iniciatyvos.
Prašau pateikti 6-8 atvejus geriausių pritaikymų, mokymų ar nukreipimu priimtų/pasiūlytų/suteiktų mokyklų ar kitų organizacijų, kurios taiko
GIT, mobiliasias technologijas ir fenologiją – visų trijų ar galbūt vieno lemento..
Prašome užpildyti šabloną apačioje kiekvienam pavyzdžiui.
Papildoma informacija Pavyzdžio pavadinimas „Ateities Europos žemėlapis lietuvių moksleivių akimis“
Teikėjas / Originalus šaltinis Kas yra autorius, plėtotojas ar sumanytojas
šio pavyzdžio?
Mokytojai: A. Mendelienė ( geografija) , I.Žemaitienė, S. Žemaitis
(informacinės technologijos)
Kategorija Koks tai pavyzdys: praktika, mokymas ar
nukreipimas?
Integruotų geografijos ir IT dviejų pamokų ciklas: teorines geografines žinias
pritaikant Europos „ateities“ žemėlapio kūrimui.
Dalyviai Kas dalyvavo šiame projekte?Kokio amžiaus
vaikai ar kokio tipo mokykla buvo įtraukta į
projektą?
ARBA
8 kl. mokiniai, Šiaulių Jovaro progimnazija
133
Kam buvo naudojamas
mokymas/nukreipimas?
Tikslas Koks projekto tikslas? Mokiniai turėjo sumodeliuoti „ateities“ Europos žemėlapį atsižvelgdami į
valstybių kūrimosi priežastis:
a. Etninės – tautinės priežastys.
b. Valstybių skilimas ir jungimasis.
c. Gyventojų saugumas
Data Kada tai įvyko? 2012 10 mėn.
Pagrindinė tema Kokiom dalyko teminėm sritim tai buvo
skirta?
Europos politinio žemėlapio raida ir kaita
Kita papildoma informacija,
susijusi su PhenoloGIT
Pavyzdžio aprašymas:
Kontekstas Pateikite papildomos informacijos apie
mokyklą.
Šiaulių Jovaro progimnazijoje 5 metus ugdymo programoje 7 – 8 klasių
mokiniams geografijos ugdymo turinys buvo integruotas su Informacinių
Technologijų ugdymo turiniu.
Naujovė Ar yra kokių nors naujienų, neįprastumų ar
novatoriškumo šiame pavyzdyje?
Tarpdalykinė integracija
Pagrindinis pedagoginis
priėjimas:
Apibrėžkite mokymo ir mokymosi metodus. Teorinių žinių taikymas praktinėje veikloje.
Prieinamumas Ar šis pavyzdys yra laivai prienamas/
pateiktas keletoje kalbų/ prieinamas įvairius
(judėjimo, regėjimo ar klausos) sutrikimus
Praktinių darbų rezultatai buvo pristatyti Šiaulių miesto progimnazijų
gamtamokslinėje konferencijoje
134
turintiems vartotojams?
Ar reikia tamtikro lygio žinių?
Suderinamumas Ar naudota infomacija gali pasenti? Ar
projektas brangus? Ar reikia pasitelkti kokią
specialią programinę įrangą ar įrenginius?
Reikalinga internetinė prieiga, kompiuteriai kiekvienam mokiniui
Įranga/kelionės Kokios įrangos reikia šiam projektui? Ar
reikia vykti į specialias vitoves ar apylinkes?
Reikalinga internetinė prieiga, Outline Europe MAP – rekomenduojama,
kompiuterinė programą GIMP , kompiuteriai kiekvienam mokiniui
IT poreikiai Kokios įrangos reikia? Kokios pagalbos reikia
pristatant/vykdant/prižiūrint projektą?
Reikalinga internetinė prieiga, Outline Europe MAP – rekomenduojama,
kompiuterinė programą GIMP , kompiuteriai kiekvienam mokiniui
Įvertinimo metodika Kokie vertinimo metodai buvo naudojami ar
yra siūlomi projektui?Ar jie atitinka šalies
nuostatams?
Mokytojai vertino mokinių darbų rezultatus, pagal iš anksto numatytus
kriterijus. Rašomi du įvertinimai: geografijos ir IT
Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Skatinama laikytis tolerancijos principų, kad kuo mažiau kiltų nesutarimų
tarp šalių.
Pavyzdžio aktualumas mūsų projektui (SSGG)
Stiprybės Silpnybės Galimybės Grėsmės
Kokie stipriausi šio pavyzdžio
kriterijai/taškai/gerosios savybės?
Kokie silpniausi šio pavyzdžio
kriterijai/taškai/blogosios savybės?
Kur galima tobulėti? Kaip galima
panaudoti PhenoloGIT?
Kokios yra probleminės zonos?
Mokiniai pagilino žinias:
Geografijoje – aiškinantis valstybių
kūrimosi priežastis.
IT – išmokti naudotis programa
GIMP
Sudėtingiau sieti skirtingų dalykų
ugdymo turinius.
Didelės laiko sąnaudos mokytojoms
planuojant ir ruošiantis projektinei
- praktinei veiklai.
135
APPENDIX VIII
O 1. GIT, mobiles and phenology in European Schools: state of the art. COUNTRY AND
ORGANISATION __________________: Report team.
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organization, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one element.
Please complete the template below for each example.
Background information
Name of example: KARMĖLAVA: TARP PRAEITIES IR DABARTIES
Provider/ Original source
Yiekėjas/
Who is the author, developer or originator of
this example?
What country/sector are they from?
Ilona Mackevičiūtė,
Lietuva, Kauno r., Karmėlava
Category
What kind of example is it? (Practice,
training, guidance?). Projektinis darbas
Participants
Who involved in the practice? E.g. what age
of children/type of school were involved?
OR for whom was the training/guidance
devised (e.g. future teachers, experienced
teachers, practitioners working outside
schools?
8 kl. mokiniai (15-16 metų).
Mokyklos tipas: gimnazija
Purpose
What was the aim behind this example? (E.g.
develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?)
Sukurti interaktyvų 5 – 8 Karmėlavos lankytinų vietų žemėlapį. Kūrybiškai jas
pristatyti ir įrodyti pasirinktų vietų reikšmę miestelio gyventojams.
Date
When did this happen/was it published/made
available 2015 metai
Subject focus What curriculum subject area(s) is/are Geografijos dalyko kompetencija. Nuostatos. Domėtis savo gyvenamosios
136
targeted? vietovės, Lietuvos, kaimyninių tautų bei Europos praeitimi ir dabartimi.
Gebėjimai. Rasti ir atsirinkti tinkamus geografines informacijos šaltinius, iš jų
atrinkti tinkamą informaciją. Mokėti sukurti žemėlapį.
Žinios ir supratimas. Naudojantis vietovės planu, geba orientuotis vietovėje.
Any other information of
relevance to PhenoloGIT?
Description of Example:
Context
Provide further details about the context of the
school/service. Kauno r. Karmėlavos Balio Buračo gimnazija (akredituota vidurinio ugdymo,
pagrindinio ir pradinio ugdymo programos)
Innovation
Are there any aspects of this example that are
new, unusual, innovative in any way? IT taikymas, GIS
Main pedagogical approach:
Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate
Projektinis darbas, mokymasis bendradarbiaujant
Accessibility
Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(See section below for IT requirements)
Pavyzdys yra laisvai prieinamas. Mokiniai turi mokėti skaityti vietovės
žemėlapį ir orientuotis vietovėje. Mokėti sukurti žemėlapį, naudojant GIS.
Sustainability
Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Užfiksuotos vietovės vaizdas gali pasikeisti, bet kiekvienais metais galima
stebėti tą kaitą.
Kasmet galima naudoti pačią naujausią įrangą, kokią tik turi mokiniai ar
mokykla.
Equipment/Travel
What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing)? Is
travel to specific locations required?
Mini ekspedicijos į konkrečias Karmėlavos apylinkių vietas: Neries upės terasos,
objektų išžvalgymas: Piliakalnis, Sakalo kalnas, Alkakalnis, Šv. Onos bažnyčia,
Kapinės, Skulptoriaus Algirdo Vaišnoro dirbtuvės, Centrinė miestelio dalis,Palei
Neries upę,Palei Zversos upelį, Tvenkinys ir kt.
Reikia lauko drabužių ir tinkamos avalynės.
137
IT requirements
What are the hardware and software
requirements? And what support is required to
introduce/run/maintain these?
Internetinė prieiga (Google Maps), mobilieji telefonai, planšetiniai
kompiuteriai arba fotoaparatai bei video kameros.
Assessment methods
What methods of assessment are either
included or suggested in this example? Doe
they fit with curriculum requirements> with
national testing regimes?
Darbai buvo vertinami pagal iš anksto aptartus vertinimo kriterijus (balais):
Atskleista tema, detalumas; medžiagos atrinkimas ir susisteminimas;
panaudoti įvairūs informacijos šaltiniai, darbo apibendrinimas, išvados;
kūrybinių darbų paruošimas; originalumas; darbo pristatymas;
bendradarbiavimas grupėje.
Participants feedback
What feedback has been recorded from
participants who took part in activities
associated with this example?
Mokiniams patiko mini ekspedicijos. Didžioji dauguma pirmą kartą sužinojo, kur
yra piliakalnis ir ant jo pabuvojo ( ten gyvena žmonės, todėl nepageidauja
lankytojų). Buvo smagu fiksuoti gimtąsias vietas, kurti žemėlapį. Mokiniai pamatė,
kad darbus visos grupės pristatė ir atliko skirtingai. Turėjo problemų su laiko
vadyba. Didelė (6 merginų) grupė nurodė, kad visos dirbo draugiškai, labai vienos
kitoms padėjo, tarėsi tarpusavyje ir su tėveliais, bendradarbiavo ir dar labiau
susidraugavo.
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we might need to consider in PhenoloGIT?
Mokiniai geriau pažįsta savo vietovę,
mokosi orientuotis vietovėje.
Užduoties atlikimui naudoja
mobilius įrenginius.
Mokosi stebėti gamtą.
Mokosi bendrauti ir
bendradarbiauti.
Mokosi dirbti su GIS.
Norint pamokų metu išsivesti
mokinius į gamtą, reikia turėti visų
mokinių tėvų sutikimus. Tėvai bijo,
kad neįsisiubtų erkės ir vaikai
neapsirgtų,
Šią praktiką būtų lengva pritaikyti
PhenoloGIT projekte, pakeičiant
lankytinus objektus, augalų ar
gyvūnų stebėjimu.
Mokykla neturi GPS. Daug mokinių
neturi mobiliųjų įrenginių,
internetinės priegos. Tai apsunkina
darbą ir kiekvieno indėlį į galutinį
rezultatą.
Mokiniams sunkiai sekėsi suderinti
grupės darbo laiką.
Reikia skirti papildomai laiko
mokinius išmokyti susikurti
žemėlapius ( darbas su GIS)
138
APPENDIX IX
O 1. GIT, mobiles and phenology in European Schools: state of the art. COUNTRY AND
__________________: Report team. ___________________________________
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organization, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one element.
Please complete the template below for each example.
Background information
Name of example: Išoriniai Žemės paviršių keičiantys procesai (sąvokos)
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Ilona Mackevičiūtė,
Lietuva, Kauno r., Karmėlava
Category
What kind of example is it? (Practice,
training, guidance?). Mokymasis, kartojimas (sąvokos)
Participants
Who involved in the practice? E.g. what age
of children/type of school were involved?
OR for whom was the training/guidance
devised (e.g. future teachers, experienced
teachers, practitioners working outside
schools?
7 kl. mokiniai (13-14 metų).
Mokyklos tipas: gimnazija
Purpose
What was the aim behind this example? (e.g.
develop children’s understanding in one Išnagrinėti ir išmokti Quizlet programoje pateiktas temos geografines sąvokas.
139
subject area? Develop teachers’ subject and/or
pedagogical knowledge?)
Date
When did this happen/was it published/made
available 2013 metai
Subject focus
What curriculum subject area(s) is/are
targeted? Geografijos dalyko kompetencija. Žinios ir supratimas. Paaiškinti Lietuvos
erozinio, karstinio ir eolinio Žemės paviršiaus susidarymo priežastis, nurodyti
paplitimo rajonus
Another other information of
relevance to PhenoloGIT?
Description of Example:
Context
Provide further details about the context of the
school/service. Kauno r. Karmėlavos Balio Buračo gimnazija (akredituota vidurinio ugdymo,
pagrindinio ir pradinio ugdymo programos)
Innovation
Are there any aspects of this example that are
new, unusual, innovative in any way? IT taikymas, virtualios programos Quizlet taikymas.
Main pedagogical approach:
Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate
Virtualus mokymasis, Testas
Accessibility
Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(see section below for IT requirements)
Pavyzdys yra laisvai prieinamas.
Sustainability
Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Kasmet galima naudoti pačią naujausią įrangą, kokią tik turi mokiniai ar
mokykla.
Equipment/Travel
What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
Nėra.
IT requirements
What are the hardware and software
requirements? And what support is required to Internetinė prieiga www.quizlet.com , mobilieji telefonai, planšetiniai
kompiuteriai, kompiuterių klasė
140
introduce/run/maintain these?
Assessment methods
What methods of assessment are either
included or suggested in this example? Doe
they fit with curriculum requirements> with
national testing regimes?
Vertinimas pagal aptartus kriterijus arba naudojamas programos įvertinimas.
Participants feedback
What feedback has been recorded from
participants who took part in activities
associated with this example?
Mokiniams patiko programa, kuria lengva naudotis. „Po treniruotės, važiuodami
namo, prisijungiame prie programos ir galime peržvelgti temos korteles, išspręsti
testą, pakartoti sąvokas, ar pasinaudoti kitomis programos galimybėmis. Puiki
priemonė savo žinių įsivertinimui“
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we might need to consider in PhenoloGIT?
Užduoties atlikimui naudoja
mobilius įrenginius.
Mokymasis vyksta virtualioje
erdvėje.
Nepastebėta. Šią praktiką būtų lengva pritaikyti
PhenoloGIT projekte. Mokiniai
galėtų sukuti sąvokų žodinėlį, testą
ar interaktyvų žaidimą.
Ne visi mokiniai turi mobilius
įrenginius ar prieigą prie internet.
141
APPENDIX X
O 1. GIT, mobiles and phenology in European Schools: state of the art. COUNTRY AND
ORGANISATION __________________: Report team.
Relevant practices, approaches and initiatives. Please supply 6-8 instances of ‘best practice’, training or guidance
enacted/offered/provided by schools or other organization, which incorporate GIT, mobile technology and phenology – all three if possible, or
perhaps just one element.
Please complete the template below for each example.
142
Background information
Name of example: Išoriniai Lietuvos paviršių keičiantys procesai
Provider/ Original source
Who is the author, developer or originator of
this example?
What country/sector are they from?
Ilona Mackevičiūtė,
Lietuva, Kauno r., Karmėlava
Category
What kind of example is it? (Practice,
training, guidance?). Savarankiškas mokymasis
Participants
Who involved in the practice? E.g. what age
of children/type of school were involved?
OR for whom was the training/guidance
devised (e.g. future teachers, experienced
teachers, practitioners working outside
schools?
I kl. mokiniai (15-16 metų).
Mokyklos tipas: gimnazija
Purpose
What was the aim behind this example? (e.g.
develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?)
Išanalizavus nurodytus geografinės informacijos šaltinius, sukurti stendą (Glog’ą)
nurodyta tema ,naudojant Glogster EDU mokymo platformą.
Date
When did this happen/was it published/made
available 2011 metai
Subject focus
What curriculum subject area(s) is/are
targeted? Geografijos dalyko kompetencija. Nuostatos. Ugdyti pagarbą, tausojantį požiūrį į
gamtą ir į socialinę aplinką, į jos įvairovę, ugdyti nusiteikimą koreguoti gyvenimo
būdą, įpročius, ūkinę veiklą, įvertinus jų poveikį aplinkai.
Gebėjimai. Analizuojant tinkamus geografinės informacijos šaltinius, rasti ryšį tarp
Žemės paviršiaus formavimosi raidos ir dabartinio Lietuvos paviršiaus.
Žinios ir supratimas. Paaiškinti Lietuvos erozinio, karstinio ir eolinio Žemės
paviršiaus susidarymo priežastis, nurodyti paplitimo rajonus.
Another other information of
relevance to PhenoloGIT?
143
Description of Example:
Context
Provide further details about the context of the
school/service. Kauno r. Karmėlavos Balio Buračo gimnazija (akredituota vidurinio ugdymo,
pagrindinio ir pradinio ugdymo programos)
Innovation
Are there any aspects of this example that are
new, unusual, innovative in any way? IT taikymas, Glogster - Virtualios, skaitmeninės, mokomosios platformos
taikymas.
Main pedagogical approach:
Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate
kūrybinės užduotys, mokymasis naudojant informacines technologijas,
Accessibility
Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(see section below for IT requirements)
Pavyzdys yra laisvai prieinamas.
Sustainability
Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Kasmet galima naudoti pačią naujausią įrangą, kokią tik turi mokiniai ar
mokykla ir atsinaujinančios programos galimybes.
Equipment/Travel
What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
travel to specific locations required?
Nėra.
IT requirements
What are the hardware and software
requirements? And what support is required to
introduce/run/maintain these?
Internetinė prieiga http://edu.glogster.com , mobilieji telefonai, planšetiniai
kompiuteriai, kompiuterių klasė.
Assessment methods
What methods of assessment are either
included or suggested in this example? Doe
they fit with curriculum requirements> with
national testing regimes?
Vertinimo kriterijai aptarti su mokiniais.
Participants feedback
What feedback has been recorded from
participants who took part in activities
associated with this example?
Darbo procesas buvo įdomus. Mokiniams patiko programa. Ja lengva naudotis.
Mokiniai džiaugėsi darbo rezultatais, nes nesitikėjo, kad gali taip kūrybiškai dirbti.
144
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example? What good practices in this example might
we use in PhenoloGIT? What are the problem areas in this example
we migt need to consider in PhenoloGIT?
Užduoties atlikimui naudoja
mobilius įrenginius.
Virtuali, skaitmeninė, mokomoji
platforma.
Nėra Šią praktiką būtų lengva pritaikyti
PhenoloGIT projekte. Mokiniai
galėtų savo sukurtame stende
talpinti stebėjimo rezultatus,
nuotraukas, video, piešinius. Rašyti
dienoraštį. Mokytojas gali stebėti
mokinio ar grupės darbą. Mokiniai
gali turėti savo darbų aplankus.
Ne visi mokiniai turi mobilius
įrenginius ar prieigą prie interneto.
Dalis mokinių gali dirbti tik
mokykloje, kompiuterių klasėje.
145
APPENDIX XI
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION __________________: Report team ___________________________________
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organization, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one element.
Please complete the template below for each example.
146
Background information Name of example:
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Pamokos metu buvo naudojama skaitmeninė mokykmo priemonė “Išmanieji
robotai” ( adresas internete https://ismaniejirobotai.lt/ ), MO ( mokomieji objektai)
24 ir 78.
Category What kind of example is it? (Practice,
training, guidance?).
Šį pavyzdį sudaro dvi dalys: pirma – demonstracinė, kai mokiniams pateikiama
teorinė medžiaga apie augalų ir gyvūnų prisitaikymą prie metų laiku, antra –
praktinė, laboratorinis darbas, kai patys mokiniai gali praktiškai stebėti savo
sėjinukus ir įsitikinti laboratorinio darbo rezultatais.
Participants Who involved in the practice? E.g. what age
of children/type of school were involved?
OR for whom was the training/guidance
devised (e.g. future teachers, experienced
teachers, practitioners working outside
schools?
Pradinių klasių mokiniai ( 7 -8 metų).
Purpose What was the aim behind this example? (e.g.
develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?)
Supažindinti mokinius , kaip gyvi organizmai, šiuo atveju augalai, prisitaiko prie
skirtingų metų laikų, kodėl jiems skirtingu metų laiku, tokie svarbūs drėgmė,
šiluma, šviesa.
Date When did this happen/was it published/made
available
2014 metų rudenuo ( spalio mėn.)
Subject focus What curriculum subject area(s) is/are
targeted?
Tyrinėti ir apibūdinti gyvų organizmų priklausomybę nuo aplinkos,
besikeičiančių metų laikų ir pan.
Another other information of
relevance to PhenoloGIT?
147
Description of Example:
Context Provide further details about the context of the
school/service.
Innovation Are there any aspects of this example that are new,
unusual, innovative in any way?
Pati mokymo medžiaga nėra nauja mokiniams, jie jau ankstyvesniame amžiuje
kalba apie metų laikus, kaip keičiasi augalų ar gyvūnų gyvenimas vienu ar kitu
metų laiku. Svarbu yra tai, kad mokiniai ne tik gali stebėti deminstracinę
medžiagą, atsakyti į klausimus, bet po to patys gali atlikti praktinę užduotį,
pasėti sėklas ir realiai įsitikinti, ko reikia augalams, kaip jie užauga ( ar iš vis
neužauga) skirtingais metų laikais.
Main pedagogical approach: Outline the teaching and learning methods/medium
of presentation/ mode of engagement, as
appropriate
Pamokos pradžioje žiūrimas demonstracinis MO „Kaip prisitaiko gyvi
organizmai“ (Nr. 24), po to mokiniai grupelėse aptaria, kodėl augalams
skirtingu metų laiku tokia svarbi šviesa, šiluma, drėgmė. Daromos prielaidos, ar
pasėjus augalus bet kokiu metų laiku jie išdygs ir subrandis vaisius. Tuomet
grupelėse atliekmas laboratorinis MO ( Nr. 78). Bendrai klasėje aptariami šio
laboratorinio darbo rezultatai apie augalų augimo ypatybes skirtingu metų
laiku. Prisimenamos darytos prielaidos ir aiškinamąsi ar jos buvo teisingos.
Galiausiai, grupelėse mokiniai pasėja žirnius į indelius, juos palaisto ir išneša į
lauką ( sustato juos bandomajame sklype). Bandymas tęsiamas mėnesį, stebint
vykstančius procesus. Indeliai aplankomi kartą per savaitę, kas kartą aptariant
matomus rezultatus. Pamokos pabaigoje atliekama refleksija.
Accessibility Is this example open access/freely available, in
different languages, different media, accessible to
individuals with visual/hearing mobility
impairments?
Does it require existing level of knowledge in
subject areas?
(see section below for IT requirements)
Šis pavyzdys laisvai prieinamas tik lietuvių kalba, nes skaitmeninė mokymo
priemonė įgarsinta tik lietuviškai.
Sustainability Is the information likely to become outdated? Is
training expensive to run – or will it cascade easily/
Mano nuomone, šis pavyzdys nesenstantis, langvai pritaikomas bet kokios
148
does it rely on software/hardware which will
become obsolete?
šalies mokykloje.
Equipment/Travel What kind of equipment might be required to use
this example (e.g. measuring and recording
equipment, outdoor clothing). Is travel to specific
locations required?
Šiai pamokai rekalingi indeliai, žemės, žirnių ar pupų sėklos.
IT requirements What are the hardware and software requirements?
And what support is required to
introduce/run/maintain these?
Šiai pamokai užtenka vieno kompiuterio ir interaktyvios lentos. Reikalingas
interneto ryšys. Taip pat galima panaudoti ir kompiuterių klasę, tuomet
laboratorinį darbą galės atlikti kiekvienas mokinys individualiai ar grupelėmis.
Assessment methods What methods of assessment are either included or
suggested in this example? Doe they fit with
curriculum requirements> with national testing
regimes?
Pažiūrėjus MO “Atlik bandymą su žirniais”, jo pabaigoje mokiniai turi atsakyti
į Robotuko užduotus klausimus, paspausdami teisingą kortelę. Taip iš karto
gaunama informacija, ar pavyko suprasti esminius dalykus.
Participants feedback What feedback has been recorded from participants
who took part in activities associated with this
example?
Pamokos pabaigoje mokiniai buvo paprašyti įsivertinti savo veiklą pamokoje,
kas jiems patiko ar nepatiko, kaip sekėsi atlikti patį bandymą , kaip sekėsi dirbti
grupėse. ( Metodas “Šviesoforas”.)
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good practices in this
example?
What are the weak points and problem areas in this
example?
What good practices in
this example might we
use in PhenoloGIT?
What are the problem areas in
this example we migt need to
consider in PhenoloGIT?
Šis pavyzdys ne tik suteikia mokiniams žinių, bet leidžia
ir praktiškai įsitikinti, kokia yra metų laikų įtaka
augalams.
Norint pilnai atlikti šį bandymą, žirnius reikėtų sėti bent
kelis kartus, vis skirtingais metų laikais. Tai reikalauja
nemažai laiko sąnaudų, o taip pat ne visai įvykdoma dėl
mokinių atostogų.
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APPENDIX XII
O 1. GIT, mobiles and phenology in European Schools: state of the art.
COUNTRY AND ORGANISATION______________________________: Report team ___________________
Relevant practices, approaches and initiatives.
Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organization, which
incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one element.
Please complete the template below for each example.
150
Background information Name of example: Vėjų įvairovė pasaulyje.
Provider/ Original source Who is the author, developer or originator of
this example?
What country/sector are they from?
Eugenija Bieliauskaitė
Lietuva
Category What kind of example is it? (Practice,
training, guidance?).
Pamoka
Participants Who involved in the practice? E.g. what age
of children/type of school were involved?
OR for whom was the training/guidance
devised (e.g. future teachers, experienced
teachers, practitioners working outside
schools?
7 klasės mokiniai, 12-13 metų
Purpose What was the aim behind this example? (e.g.
develop children’s understanding in one
subject area? Develop teachers’ subject and/or
pedagogical knowledge?)
Tikslas supažindinti mokinius, kas yra vėjas, kokia vėjų įvairovė pasaulyje, kas
jiems būdinga.
Date When did this happen/was it published/made
available
2015 – 2016 m.m. nepublikuota
Subject focus
What curriculum subject area(s) is/are
targeted?
Geografija
Another other information of
relevance to PhenoloGIT?
pvz. kalbėdami apie musoną, mokiniai sužino, kur jis vyksta, kad jis keičia savo kryptį du kartus per metus ir vyrauja sausasis
arba drėgnasis laikotarpis. Stebi kraštovaizdžio, augalijos pavyzdžius tiek sausuoju laiku tiek drėgnuoju.
151
Description of Example:
Context Provide further details about the context of the
school/service.
Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.
Innovation Are there any aspects of this example that are
new, unusual, innovative in any way?
Main pedagogical approach: Outline the teaching and learning
methods/medium of presentation/ mode of
engagement, as appropriate
Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių
mokymosi objektų naudojimas, atvejo analizė, pokalbio. Naudojamasi vadovėliu,
http://geografija6-
8.mkp.emokykla.lt/lt/mo/demonstracijos/veju_susidarymas/,scenario.42,position.0 ir
pratybų sąsiuviniu. Mokiniai aiškinasi priežastis, kodėl vėjai pučia, keičia kryptis,
kokias pasekmes sukelia.
Accessibility Is this example open access/freely available,
in different languages, different media,
accessible to individuals with visual/hearing
mobility impairments?
Does it require existing level of knowledge in
subject areas?
(see section below for IT requirements)
Kita kalba nėra.
Sustainability Is the information likely to become outdated?
Is training expensive to run – or will it
cascade easily/ does it rely on
software/hardware which will become
obsolete?
Ši informacija neturėtų pasenti, nebent galėtų būti patobulinta.
Equipment/Travel What kind of equipment might be required to
use this example (e.g. measuring and
recording equipment, outdoor clothing). Is
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
152
travel to specific locations required?
IT requirements What are the hardware and software
requirements? And what support is required to
introduce/run/maintain these?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
Assessment methods What methods of assessment are either
included or suggested in this example? Doe
they fit with curriculum requirements> with
national testing regimes?
Klausimų atsakymų metodas
Participants feedback What feedback has been recorded from
participants who took part in activities
associated with this example?
Case relevance to our project (SWOT)
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we migt need to consider in PhenoloGIT?
Informacija pateikta vaizdingai, naudojama
IT
Background
information
Name of example: Klimato juostos.
Provider/ Original
source
Who is the author, developer or originator of this example?
What country/sector are they from?
Eugenija Bieliauskaitė
Lietuva
153
Category What kind of example is it? (Practice, training, guidance?). Pamoka
Participants Who involved in the practice? E.g. what age of children/type
of school were involved?
OR for whom was the training/guidance devised (e.g. future
teachers, experienced teachers, practitioners working outside
schools?
7 klasės mokiniai, 12-13 metų
Purpose What was the aim behind this example? (e.g. develop
children’s understanding in one subject area? Develop
teachers’ subject and/or pedagogical knowledge?)
Tikslas supažindinti mokinius su klimato juostomis, jų paplitimu, vyraujančia
temperatūra ir kritulių kiekiu.
Date When did this happen/was it published/made available 2015 – 2016 m.m. nepublikuota
Subject focus
What curriculum subject area(s) is/are targeted? Geografija
Another other
information of
relevance to
PhenoloGIT?
Kalbėdamiesi išsiaiškiname, kodėl kai kuriose klimato juostose iškrenta daug kritulių kitur ne, kodėl vienur temperatūra yra aukštesnė negu
kitur, kodėl klimatas skiriasi esantis šiaurės ir pietų pusrutuliuose, kodėl augalija yra skirtinga kiekvienoje klimato juostoje.
Description of Example:
Context Provide further details about the context of the
school/service.
Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.
Innovation Are there any aspects of this example that are new, unusual,
innovative in any way?
Main pedagogical
approach:
Outline the teaching and learning methods/medium of
presentation/ mode of engagement, as appropriate
Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių
mokymosi objektų naudojimas, atvejo analizė, pokalbio. Naudodamasi informacija
http://geografija6-
154
8.mkp.emokykla.lt/lt/mo/demonstracijos/bendroji_atmosferos_cirkuliacija_ir_zeme
s_klimatas/,scenario.41,position.0 supažindinu mokinius su klimato juostomis, jų
paplitimu.
Accessibility Is this example open access/freely available, in different
languages, different media, accessible to individuals with
visual/hearing mobility impairments?
Does it require existing level of knowledge in subject areas?
(see section below for IT requirements)
Kita kalba nėra.
Sustainability Is the information likely to become outdated? Is training
expensive to run – or will it cascade easily/ does it rely on
software/hardware which will become obsolete?
Ši informacija neturėtų pasenti, nebent galėtų būti papildyta.
Equipment/Travel What kind of equipment might be required to use this
example (e.g. measuring and recording equipment, outdoor
clothing). Is travel to specific locations required?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
IT requirements What are the hardware and software requirements? And what
support is required to introduce/run/maintain these?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
Assessment
methods
What methods of assessment are either included or suggested
in this example? Doe they fit with curriculum requirements>
with national testing regimes?
Klausimų atsakymų metodas
Participants
feedback
What feedback has been recorded from participants who took
part in activities associated with this example?
Strengths Weaknesses Opportunities Threats
What are the strong points and good What are the weak points and problem What good practices in this example might What are the problem areas in this example
155
practices in this example? areas in this example? we use in PhenoloGIT? we migt need to consider in PhenoloGIT?
Informacija pateikta vaizdingai, naudojama
IT
Background
information
Name of example: Geografinės zonos.
Provider/ Original
source
Who is the author, developer or originator of this example?
What country/sector are they from?
Eugenija Bieliauskaitė
Lietuva
Category What kind of example is it? (Practice, training, guidance?). Pamoka
Participants Who involved in the practice? E.g. what age of children/type
of school were involved?
OR for whom was the training/guidance devised (e.g. future
teachers, experienced teachers, practitioners working outside
schools?
7 klasės mokiniai, 12-13 metų
Purpose What was the aim behind this example? (e.g. develop
children’s understanding in one subject area? Develop
teachers’ subject and/or pedagogical knowledge?)
Tikslas supažindinti mokinius su geografinėmis zonomis, gilinti jų žinias apie
geografines zonas, plėsti mokinių darbo įgūdžius naudojantis IT. Pamokos metu
supažindinus mokinius su geografinėmis zonomis, jų paplitimu mokiniai namuose
parengia detalią informaciją (pagal nurodytus kriterijus) apie pasirinktą geografinę
zoną ir ją pristato kitos pamokos metu. Kuriant naudojasi internetiniais šaltiniais,
knygomis, pristatymą rengia Power Point programa. Sukurtas ir pristatytas mokinio
darbas vertinamas pažymiu.
Date When did this happen/was it published/made available 2015 – 2016 m.m. nepublikuota
156
Subject focus
What curriculum subject area(s) is/are targeted? Geografija
Another other
information of
relevance to
PhenoloGIT?
Kalbama kodėl skirtinga augalija kiekvienoje geografinėje zonoje, kokią įtaką tam turi klimatas.
Description of Example:
Context Provide further details about the context of the
school/service.
Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.
Innovation Are there any aspects of this example that are new, unusual,
innovative in any way?
Main pedagogical
approach:
Outline the teaching and learning methods/medium of
presentation/ mode of engagement, as appropriate
Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių
mokymosi objektų naudojimas, atvejo analizė, pokalbio, projektinis darbas.
Supažindinu mokinius su geografinėmis zonomis, bendrais jų bruožais, paplitimu,
užduodamas projektinis darbas.
Accessibility Is this example open access/freely available, in different
languages, different media, accessible to individuals with
visual/hearing mobility impairments?
Does it require existing level of knowledge in subject areas?
(see section below for IT requirements)
Kita kalba nėra.
Sustainability Is the information likely to become outdated? Is training
expensive to run – or will it cascade easily/ does it rely on
software/hardware which will become obsolete?
Ši informacija neturėtų pasenti, nebent galėtų būti papildyta.
157
Equipment/Travel What kind of equipment might be required to use this
example (e.g. measuring and recording equipment, outdoor
clothing). Is travel to specific locations required?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
IT requirements What are the hardware and software requirements? And what
support is required to introduce/run/maintain these?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
Assessment
methods
What methods of assessment are either included or suggested
in this example? Doe they fit with curriculum requirements>
with national testing regimes?
Kriterinis vertinimas
Participants
feedback
What feedback has been recorded from participants who took
part in activities associated with this example?
Mokiniams patiko rengti pristatymus ir sužinoti įdomių faktų apie geografines
zonas.
Strengths Weaknesses Opportunities Threats
What are the strong points and good
practices in this example?
What are the weak points and problem
areas in this example?
What good practices in this example might
we use in PhenoloGIT?
What are the problem areas in this example
we migt need to consider in PhenoloGIT?
Informacija pateikta vaizdingai, naudojama
IT
Mokiniams sunku atrinkti pagrindinę
informaciją ir pateikti ją trumpai
skaidrėse.
Background
information
Name of example: Lietuvos saugomos teritorijos.
Provider/ Original
source
Who is the author, developer or originator of this example?
What country/sector are they from?
Eugenija Bieliauskaitė
Lietuva
Category What kind of example is it? (Practice, training, guidance?). Pamoka
158
Participants Who involved in the practice? E.g. what age of children/type
of school were involved?
OR for whom was the training/guidance devised (e.g. future
teachers, experienced teachers, practitioners working outside
schools?
9 klasių mokiniai, 14-15 metų
Purpose What was the aim behind this example? (e.g. develop
children’s understanding in one subject area? Develop
teachers’ subject and/or pedagogical knowledge?)
Tikslas supažindinti su Lietuvos saugomomis teritorijomis jų tikslais, saugomų
teritorijų skirstymu bei kas yra saugoma saugomose teritorijose. Pristatant
naudojamas žemėlapis ir saugomų teritorijų sąrašas
https://saugomosteritorijos.wordpress.com/lietuva/teritoriju-sarasas/. Pamokos
pabaigoje mokiniai išsirenka dvi saugomas teritorijas ir parengia apie jas pristatymą
naudojant Power Point programą. Kitą pamoką parengtą darbą pristato savo klasės
draugams. Mokinių parengtas ir pristatytas darbas vertinamas pažymiu.
Date When did this happen/was it published/made available 2015 – 2016 m.m. nepublikuota
Subject focus
What curriculum subject area(s) is/are targeted? Geografija
Another other
information of
relevance to
PhenoloGIT?
Kalbama kodėl skirtinga augalija kiekvienoje geografinėje zonoje, kokią įtaką tam turi klimatas.
Description of Example:
Context Provide further details about the context of the
school/service.
Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.
Innovation Are there any aspects of this example that are new, unusual,
innovative in any way?
159
Main pedagogical
approach:
Outline the teaching and learning methods/medium of
presentation/ mode of engagement, as appropriate
Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių
mokymosi objektų naudojimas, atvejo analizė, pokalbio, projektinis darbas.
Supažindinu mokinius su Lietuvos saugomų teritorijų tikslais, skirstymu, paplitimu,
užduodamas projektinis darbas.
Accessibility Is this example open access/freely available, in different
languages, different media, accessible to individuals with
visual/hearing mobility impairments?
Does it require existing level of knowledge in subject areas?
(see section below for IT requirements)
Kita kalba nėra.
Sustainability Is the information likely to become outdated? Is training
expensive to run – or will it cascade easily/ does it rely on
software/hardware which will become obsolete?
Ši informacija neturėtų pasenti, nebent galėtų būti papildyta.
Equipment/Travel What kind of equipment might be required to use this
example (e.g. measuring and recording equipment, outdoor
clothing). Is travel to specific locations required?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
IT requirements What are the hardware and software requirements? And what
support is required to introduce/run/maintain these?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
Assessment
methods
What methods of assessment are either included or suggested
in this example? Doe they fit with curriculum requirements>
with national testing regimes?
Kriterinis vertinimas
Participants
feedback
What feedback has been recorded from participants who took
part in activities associated with this example?
Mokiniams patiko rengti pristatymus ir sužinoti apie Lietuvos saugomas teritorijas.
160
Background
information
Name of example: GIS.
Provider/ Original
source
Who is the author, developer or originator of this example?
What country/sector are they from?
Eugenija Bieliauskaitė
Lietuva
Category What kind of example is it? (Practice, training, guidance?). Pamoka
Participants Who involved in the practice? E.g. what age of children/type
of school were involved?
OR for whom was the training/guidance devised (e.g. future
teachers, experienced teachers, practitioners working outside
schools?
11 kl. mokiniai, 16-17 metų
Purpose What was the aim behind this example? (e.g. develop
children’s understanding in one subject area? Develop
teachers’ subject and/or pedagogical knowledge?)
Tikslas supažindinti su GIS ir sukurti savo žemėlapį naudojantis
http://www.arcgis.com/features/.
Date When did this happen/was it published/made available 2015 – 2016 m.m. nepublikuota
Subject focus
What curriculum subject area(s) is/are targeted? Geografija
Another other
information of
relevance to
PhenoloGIT?
161
Description of Example:
Context Provide further details about the context of the
school/service.
Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.
Innovation Are there any aspects of this example that are new, unusual,
innovative in any way?
Mokiniams anksčiau neteko kurti interaktyvių žemėlapių.
Main pedagogical
approach:
Outline the teaching and learning methods/medium of
presentation/ mode of engagement, as appropriate
Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių
mokymosi objektų naudojimas, pokalbio, projektinis darbas (kuriamas interaktyvus
žemėlapis). Mokiniai supažindinami su GIS. Parodoma, kur galima GIS pamatyti
internete ir pritaikyti savo reikmėms pvz. maps.lt, googlemaps ir arcgis. Mokiniams
duodama užduotis sukurti pasirinkta tema interaktyvų žemėlapį naudojantis
arcgis.com., kuriame būtų pažymėta 10 objektų, trumpai aprašyta, įkelta nuotrauka
ir nuoroda į kitą svetainę. Mokiniai darbus pabaigia kurta namuose. Kitą pamoką
pristato. Už sukurtą ir pristatytą darbą mokiniai vertinami pažymiu.
Accessibility Is this example open access/freely available, in different
languages, different media, accessible to individuals with
visual/hearing mobility impairments?
Does it require existing level of knowledge in subject areas?
(see section below for IT requirements)
Kurti žemėlapius galima čia: http://www.arcgis.com/features/
Sustainability Is the information likely to become outdated? Is training
expensive to run – or will it cascade easily/ does it rely on
software/hardware which will become obsolete?
Ši informacija gali būti papildyta. Reikia turėti kompiuterį ir internetą.
Equipment/Travel What kind of equipment might be required to use this
example (e.g. measuring and recording equipment, outdoor
clothing). Is travel to specific locations required?
Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
IT requirements What are the hardware and software requirements? And what Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.
162
support is required to introduce/run/maintain these?
Assessment
methods
What methods of assessment are either included or suggested
in this example? Doe they fit with curriculum requirements>
with national testing regimes?
Kriterinis vertinimas
Participants
feedback
What feedback has been recorded from participants who took
part in activities associated with this example?
Mokiniams iš pradžių pasirodė sunku, nes nebuvo darią tokių darbų anksčiau. Po
pristatymų, sakė kad patiko kurti ir nebuvo taip sunku kaip atrodė.
163
APPENDIX XIII
Needs analysis – resume of interview with two Danish teachers
Interview of teacher at A, Skolen i Midten
Date and place: 3/2-2016 at Skype
1. Profile of the teacher
Teacher A is 49 years old, Ba.Sci in Biology as well as teacher educated in e.g. physics/chemistry. Teacher A has therefore more formal background in biology
than is normal for Danish teachers. Teacher A has 15 years of experience teaching science subject like biology, physics/chemistry and mathematics in lower
secondary school. Theacher A is also active as scout in Denmark.
1. Do you have any previous experience/knowledge of phenology, and what affordances do you see?
Teacher A know explains that phenology is about periodic events in nature driving important events in natures “big systems”. Big systems is explained as
reproduction and the carbon cycle.
Do have examples of how you teach phenology (seasonal changes) in your own class today?
Teacher A explains that phenology is not thaught as a separate subject – he does not mention the word phenology – but he will address the subject with his
students when discussing hormonal driven processes, prevalence patterns (udbredelsesmønster). changes in ecological niche. But this will not be depth with
in depth, just explained in general terms. This is complex relationships he will consider too difficult for students in lover secondary. He will sometimes also
address how climatic conditions change and how it affect plant and animal life. In a Danish context, this will be most relevant in lower secondary. He consider
phenologyu to be too complex relationships to address in primary school.
Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)?
Yes, teacher A will feel confident teaching how seasonal changes affect flowering and mating season, and how this wil effect nature management
(naturforvaltning), e.g. when fishing for specific species. He will consider that going into depth of phenology will require that he have more specific
knowledge of some of the seasonal changes.
Talking about his colleagues, he consider their lack of knowledge of plant and animal events to be an obstacle. They will need to be educated. Having well
164
thought out examples will be of great help.
2. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
(Follow-up-questions to guide the interview)
Teacher A seas he has little previous knowledge of GIT/GIS.
“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes (e.g. Google
Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?
“Yes, of course I know about Google maps, use of mobile phones, GPS-location”
Do have examples of how you use GIT in your class today?
Teacher A seas has used Google maps in biology to study prevalence patterns (udbredelsesmønster).
3. What affordances does PhenoloGIT have for your teaching?
The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day mobile
devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can an experienced teacher see?
For example:
Spark students’ interest and/or motivation?
Teacher A will consider motivation and student interest as an important argument for using PhenoloGIT
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
He addresses the new national examination in Science as an selling argument for PhenoloGIT in a Danish context. Climate change is on of the important
“cores ideas” to address… introduction of new species in Denmark, invasive sepsis…
Collect high quality data on field trips?
Yes, this will be important. It is difficult for student to do recorings at field trips, this will be supported by technology… Altso to have data recorded and stored
so they can be easily accessed at later stages, next year … etx.
165
Scientific reasoning based on collectively sampled phonological data verified by “experts”?
A very exciting and good idea to have students work together acoress Europe.
See how modern technology and every day tools are used?
Not addressed
Collaborative learning?
Not addressed
Interview of teacher B, Syddjurs Friskole, Syddjurs commune
Date and place: 10. feburary 2016 at Syddjurs friskole
Profile of the teachers
Teacher B is 31 years old,
Theacher B is 31 years old, teacher educated in geography, mathematics, history and sport. Teacher B has 6 years of experience teaching science subject like
biology, geography, mathematics and history in primary and lower secondary school.
1. Do you have any previous experience/knowledge of phenology, and what affordances do you see?
When asked about phenology, teacher B has no previous knowledge about phenology as a research area. However, after defining it as “study of periodic
plant and animal life cycle events, and how these are influenced by seasonal variation and climate changes”, teacher B give examples like “migrating birds
and flowring”.
166
He will doses not mention the word “phenology” with his students (obiously) but says that he will discuss seasonal changes when studying ponds/waterholes
and the difference species they can locate in winter/summer, focusing in implication for e.g. food chains.
He can’t remember examples from his own teaching where he address climate change implication for plant and animal life, but recon it could be an
important issue to address. But, he also state that the time is very limited in biology, so there is little time to address subjects that is not assessed in the
public, written final exam. So, the last few years field trips has not been prioritized – because this has not been tested at the exam. He would like to do more
fieldwork, but it needs to be simple (like going to the local waterhole) without the need of a lot off equipment. It can easily take too much time, with too little
learning outcome.
3. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
Teacher B start out by saying he is not using GIT/GIS. Giving examples of GIS/GIT he revises his answer and say that he uses smart phones with apps like
Woop App to do quiz-event-races with GPS. He is also using digital maps (GO-kort): physical, thematic, topographic and historical maps whenever he finds it
relevant teaching geography and history.
3. What affordances does PhenoloGIT have for your teaching?
Teacher B is very positive towards combining phenology and GIS/GIT. His main arguments for using PhenoloGIT would be that students would find it
interesting and motivating. He also find it important that students acquire knowledge and understanding of the role modern technology like GIT/GIS have in
our society.
He mentions also that PhenoloGIT would be very interesting as we are going to have new national practical, oral examination in biology, geography
and physics/chemistry where students are to demonstrate science competences working problem based and experimental on a cross curricular
subject. Climate change would be one of the important “cores ideas” to address that will be relevant for the new exam.
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APPENDIX XIV
Needs analysis – interview guide
The overall interest in the needs analysis is to explore the potential of both phenology and GIT in science teaching and learning, and to find out what
experienced teachers see as their main affordances and obstacles. Relevant questions of interest in the needs analysis are:
How are phenology and GIT seen as relevant areas of interest for teaching and learning activities by experienced teachers?
What “Core ideas” (like evolution, adaptation, climate change, scientific reasoning) would experienced teachers see as relevant to address with
PhenoloGIT?
How does the ethos of PhenoloGIT (constructivistic, inquiry-based, collaboratively creating and sharing data, networking with other schools) fit into the
“teaching philosophy” of experienced teachers?
1) Profile of the teachers
Age
Education/background (e.g. formal training in STEM-areas)
Experience (teaching years)
Subjects you teach
Which age groups do you teach
1st. Teacher: Alicia Rego
Age: 50
Education/background : Elementary and primary education
Experience: 28 years
Subjects you teach: literature and language, maths, natural sciences, social sciences, citizenship values, arts
Which age groups do you teach: 4th grade primary ed. (children aged 9-10 years)
168
2nd Teacher: Ana Martínez
Age: 51
Education/background: Secondary School teacher, specialization in biology, geology
Experience (teaching years): 17
Subjects you teach: biology, geology, scientific culture
Which age groups do you teach: Compulsory secondary Ed 1st-2nd ESO (12-14 year olds) and 1nd-2nd Baccaurelate (16-18 year olds)
3rd Teacher: Lourdes G. Soutelo
Age: 39
Education/background (e.g. formal training in STEM-areas): Secondary School teacher, specialization in biology, geology
Experience (teaching years): 6
Subjects you teach: biology, physics and chemistry
Which age groups do you teach Compulsory secondary Ed 1st - 4th ESO (12-15 year olds)
2) Do you have any previous experience/knowledge of phenology, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Phenology is the study of periodic plant and animal life cycle events, and how these are influenced by seasonal variation and climate
changes”. In what way might that be relevant/interesting to your teaching? In what subjects?
Do have examples of how you teach phenology (seasonal changes) in your own class today?
Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)?
1st teacher answer:
Phenology would fit perfectly in the class, as the methodology I use is the observation of our surroundings. Through this observation of changes in
our environment and its elements, children and I make analysis, relate information and sometimes even small data gathering.
Yes, I would love to teach phenology in class.
169
2nd teacher answer:
Yes, I have experience in using it. I was involved in a previous project 10 years ago (http://temporas.cesga.es/) where we gathered phenological data
with children from different schools in Galicia.
We could easily study some species in the garden of our school, without having the need of going out of the school premises.
1st-2nd ESO (12-14 year olds) would be the most adequate group to work these contents, in biology class.
We study the blooming of prunus (plum trees, peach trees, etc) and willows. When the group is small we study the apparition of mushrooms in
Autumn.
Yes, I am very happy to work on this subject.
3rd teacher answer:
I don’t have previous experience in phenology, although I do a lot of observation and nature projects with my students (field trips, following animal
tracks, etc.)
I think it would be very interesting to integrate this project in my classes.
I would like to apply this project to create a map of most scenic views of our area, based on when certain species bloom, etc.
We are also interested in developing an observation of blueberries in our region, as they are the main food for bears, and we’re interested in
knowing about this animal habits and settlement in our region.
3) Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes
(e.g. Google Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?
Do have examples of how you use GIT in your class today?
Will you feel confident in using GIT in your teaching?
170
1st teacher answer:
I think GIT would be very useful to have a more complete work in class
We just use Google Earth. We started looking for our school, our village, street and some buildings which could be useful to place our location. We
also use it to identify several geographical elements and “travel around the World”. We normally use it in social sciences, while it is very important
for both oral expression and to increase their vocabulary as well.
I think I would feel at ease, yes, although depending on the tools, I may need further training in these type of tools.
2nd teacher answer:
I never used with GIT in class, although I think it would be interesting.
I think I would be comfortable using it.
3rd teacher answer:
Yes, I have previous experience in working with GIT in class. We did some projects involving GIT use to follow animal tracks. One of them “Wolf in
rural areas” obtained an award from Fundación Barrié in 2015 . http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-
rural-lugo/0003_201410L16C9991.htm (video https://www.youtube.com/watch?v=_tgGrgoPxZM).
This course, we want to develop a geomorphological map with Google Maps, (minerals), trace and make routes of interesting minerals, as well as
make maps of fossils in our region.
4) What affordances does PhenoloGIT have for your teaching?
The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day
mobile devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can an
experienced teacher see? For example:
Spark students’ interest and/or motivation?
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Collect high quality data on field trips?
Scientific reasoning based on collectively sampled phonological data verified by “experts”?
171
See how modern technology and every day tools are used?
Collaborative learning?
1st teacher answer:
I am convinced that using this type of technology will be enough motivation for my students. I don't foresee any problem to adapt its use to our curriculum,
and I, personally, would be very interested, both because it appeals to me to introduce collaborative work, from a constructivist approach, and also because
of data gathering with a scientific criteria can be really engaging for the class.
However, there are some doubts I have regarding the use of mobile devices (tablets and mobile phones from my students' parents? Or from the kids? Who
is going to be responsible for them and their use...?) but I guess this issue will be dealt with and clarified during the project.
2nd teacher answer:
Answered YES to all of these:
Spark students’ interest and/or motivation
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Collect high quality data on field trips
Scientific reasoning based on collectively sampled phonological data verified by “experts”
See how modern technology and every day tools are used
Collaborative learning
As for obstacles, I see the most relevant may be the adaptation of the project to the curriculum. I think it can only be adaptable to the 1st ESO course (12-13
year olds) and maybe 4th ESO (15-16 year olds). Next year, curriculum in 2nd ESO will change Natural Sciences for Physics & Chemistry, then it would not be
easy to adapt for that course (2nd, 13-14 year olds).
3rd teacher answer:
Answered YES to all of these:
Spark students’ interest and/or motivation
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
172
Collect high quality data on field trips
Scientific reasoning based on collectively sampled phonological data verified by “experts”
See how modern technology and every day tools are used
Collaborative learning
also interesting to understand concepts of weather, pressure changes, etc.
The most adequate age I think it will be 1st course ESO, as in 2nd year they don't have natural sciences and in 3rd year they only have 2 hours a week. The
main problem I see is the requirement of time that may be needed for the project, and that we are a small centre, with small group of students and
teachers.
173
APPENDIX XV
Needs analysis – interview guide
The overall interest in the needs analysis is to explore the potential of both phenology and GIT in science teaching and learning, and to find out what
experienced teachers see as their main affordances and obstacles. Relevant questions of interest in the needs analysis are:
How are phenology and GIT seen as relevant areas of interest for teaching and learning activities by experienced teachers?
What “Core ideas” (like evolution, adaptation, climate change, scientific reasoning) would experienced teachers see as relevant to address with
PhenoloGIT?
How does the ethos of PhenoloGIT (constructivistic, inquiry-based, collaboratively creating and sharing data, networking with other schools) fit into the
“teaching philosophy” of experienced teachers?
1. Profile of the teachers
Age
Education/background (e.g. formal training in STEM-areas)
Experience (teaching years)
Subjects you teach
Which age groups do you teach
1st. Teacher: Alicia Rego
Age: 50
Education/background : Elementary and primary education
Experience: 28 years
Subjects you teach: literature and language, maths, natural sciences, social sciences, citizenship values, arts
Which age groups do you teach: 4th grade primary ed. (children aged 9-10 years)
174
2nd Teacher: Ana Martínez
Age: 51
Education/background: Secondary School teacher, specialization in biology, geology
Experience (teaching years): 17
Subjects you teach: biology, geology, scientific culture
Which age groups do you teach: Compulsory secondary Ed 1st-2nd ESO (12-14 year olds) and 1nd-2nd Baccaurelate (16-18 year olds)
3rd Teacher: Lourdes G. Soutelo
Age: 39
Education/background (e.g. formal training in STEM-areas): Secondary School teacher, specialization in biology, geology
Experience (teaching years): 6
Subjects you teach: biology, physics and chemistry
Which age groups do you teach Compulsory secondary Ed 1st - 4th ESO (12-15 year olds)
2. Do you have any previous experience/knowledge of phenology, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Phenology is the study of periodic plant and animal life cycle events, and how these are influenced by seasonal variation and climate
changes”. In what way might that be relevant/interesting to your teaching? In what subjects?
Do have examples of how you teach phenology (seasonal changes) in your own class today?
Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)?
1st teacher answer:
Phenology would fit perfectly in the class, as the methodology I use is the observation of our surroundings. Through this observation of changes in
our environment and its elements, children and I make analysis, relate information and sometimes even small data gathering.
Yes, I would love to teach phenology in class.
175
2nd teacher answer:
Yes, I have experience in using it. I was involved in a previous project 10 years ago (http://temporas.cesga.es/) where we gathered phenological data
with children from different schools in Galicia.
We could easily study some species in the garden of our school, without having the need of going out of the school premises.
1st-2nd ESO (12-14 year olds) would be the most adequate group to work these contents, in biology class.
We study the blooming of prunus (plum trees, peach trees, etc) and willows. When the group is small we study the apparition of mushrooms in
Autumn.
Yes, I am very happy to work on this subject.
3rd teacher answer:
I don’t have previous experience in phenology, although I do a lot of observation and nature projects with my students (field trips, following animal
tracks, etc.)
I think it would be very interesting to integrate this project in my classes.
I would like to apply this project to create a map of most scenic views of our area, based on when certain species bloom, etc.
We are also interested in developing an observation of blueberries in our region, as they are the main food for bears, and we’re interested in
knowing about this animal habits and settlement in our region.
3. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes
(e.g. Google Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?
Do have examples of how you use GIT in your class today?
Will you feel confident in using GIT in your teaching?
176
1st teacher answer:
I think GIT would be very useful to have a more complete work in class
We just use Google Earth. We started looking for our school, our village, street and some buildings which could be useful to place our location. We
also use it to identify several geographical elements and “travel around the World”. We normally use it in social sciences, while it is very important
for both oral expression and to increase their vocabulary as well.
I think I would feel at ease, yes, although depending on the tools, I may need further training in these type of tools.
2nd teacher answer:
I never used with GIT in class, although I think it would be interesting.
I think I would be comfortable using it.
3rd teacher answer:
Yes, I have previous experience in working with GIT in class. We did some projects involving GIT use to follow animal tracks. One of them “Wolf in
rural areas” obtained an award from Fundación Barrié in 2015 . http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-
rural-lugo/0003_201410L16C9991.htm (video https://www.youtube.com/watch?v=_tgGrgoPxZM).
This course, we want to develop a geomorphological map with Google Maps, (minerals), trace and make routes of interesting minerals, as well as
make maps of fossils in our region.
4. What affordances does PhenoloGIT have for your teaching?
The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day
mobile devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can an
experienced teacher see? For example:
Spark students’ interest and/or motivation?
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Collect high quality data on field trips?
Scientific reasoning based on collectively sampled phonological data verified by “experts”?
See how modern technology and every day tools are used?
177
Collaborative learning?
1st teacher answer:
I am convinced that using this type of technology will be enough motivation for my students. I don't foresee any problem to adapt its use to our curriculum,
and I, personally, would be very interested, both because it appeals to me to introduce collaborative work, from a constructivist approach, and also because
of data gathering with a scientific criteria can be really engaging for the class.
However, there are some doubts I have regarding the use of mobile devices (tablets and mobile phones from my students' parents? Or from the kids? Who
is going to be responsible for them and their use...?) but I guess this issue will be dealt with and clarified during the project.
2nd teacher answer:
Answered YES to all of these:
Spark students’ interest and/or motivation
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Collect high quality data on field trips
Scientific reasoning based on collectively sampled phonological data verified by “experts”
See how modern technology and every day tools are used
Collaborative learning
As for obstacles, I see the most relevant may be the adaptation of the project to the curriculum. I think it can only be adaptable to the 1st ESO course (12-13
year olds) and maybe 4th ESO (15-16 year olds). Next year, curriculum in 2nd ESO will change Natural Sciences for Physics & Chemistry, then it would not be
easy to adapt for that course (2nd, 13-14 year olds).
3rd teacher answer:
Answered YES to all of these:
Spark students’ interest and/or motivation
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Collect high quality data on field trips
178
Scientific reasoning based on collectively sampled phonological data verified by “experts”
See how modern technology and every day tools are used
Collaborative learning
also interesting to understand concepts of weather, pressure changes, etc.
The most adequate age I think it will be 1st course ESO, as in 2nd year they don't have natural sciences and in 3rd year they only have 2 hours a week. The
main problem I see is the requirement of time that may be needed for the project, and that we are a small centre, with small group of students and
teachers.
179
APPENDIX XVI
180
InterviewerInterviewee School
Teacher T)
age
T Educational
background
Teaching
experience
Subjects
taught
Ages
taught
Experience/Knowledge of
phenology/subject
How teach
currently?
Confidence
teaching
phenology?
Previous
experience/knowledge
of GIT/GIS Use GIT/GIS?
Pupils link
with personal
devices?
GIT linked to IT
curriculum? Affordances
Data collection - useful
to you?
Everyday tools
to collect data -
applicable to
lives?
EU collaborative
learning uses? Obstacles
Consent to
interview? Other comments
JG 1 EtW 26
Marine Biology
and
Oceanography +
Masters by
research in
Marine
Ecosystem
Management.
Newly
Qualified
Teacher (NQT)
a huge range
of subjects,
including
Literacy,
Science and
Maths 7-9
1st degree in marine
biology + Masters:
supervisor's focus =
lifecycle of marine
animals Seasonal changes yes
some: via academic
studies.
no, atlases; unlikely
to use google earth.
High ability
class might be
interested, eg
in relation to
holiday
places. no
Adaptation' is a
new addition to
science curriculum Yes
Yes, all pupils
likely to have
access to
mobile
devices,
laptops.
Would be amazing
to see'.
Don't know
classes for
next year until
June (for
October)-
affecting
special needs verbal
Checking that schools provide
devices; is it an app? Is it
designed for children or
modified from an adult one?
JG 2 EtW 25
First Class
Medical Science
Degree
Worked as a
medical
research
Assistant; 2nd
year of teaching All subjects 7-9 no, never.
Life-cycles KS1;
water cycle
National
Curriculum (NC)
mostly Ok; did a
medical 1st
degree, just need
to research a bit
more. none
used google earth
(static). Pupils
struggled with
bird's eye view.
not really; too
young to use
satnav, nor
geocaching. no
scientific
reasoning +
thinking skills are
strong themes all
through school
yes-would be
'absolutely inspiring'
guess they
must have', eg
to talk to
friends. Most
pupils go
online. yes verbal
JG 1,2 EtW
School teaching
Climate change as
topic: JG: NC or
choice? Curriculum
co-ordinator choice verbal
LLV 1 only
Wellington
Preparatory unknown
Medicine and
Biochemistry
degree; medical
qualification
Professional
medical career
of 15 years;
Years 1-4.
Second
teaching post;
now Head of
Science. Science 7-9
Only through eg biology
observation
Plant reproduction
and life cycles;
systematic
observation of
different species in
a fixed outdoor
area. Phenology
would fit with year
5. Evolution &
adaptation to
environment.
No problem at all
personally. Other
staff (esp years 5 &
6) thought to be
confident in
biology, wildlife
garden used etc.
Year 3 (age 7) may
need support in
this area. none
"Not really".
Geography co-
ordinator may know
more; do use
Google Earth all the
time.
"Kids are
always using
ipads and
tablets"; have
a class set (15
in class).
Ask geography co-
ordinator
Interested in long
term use and
application of
project results re
curriculum and
available
resources.
Quite interesting; need
to focus more on the IT
slant in all subjects.
Checking that idea is to
have a usable
database.
Kids would
love to have
something
more
immediate - interested.
NB Taking tech
outside -
safety &
security
concerns.
Hopefully can
work round
these
concerns.
verbal - on
recording
Use of outdoor area - mainly
KS1 Forest School at present.
Mature woodland + grassy
glade with timetabled access.
Could use for this project. T
checking that the project
could fit around other
projects and schemes of
work.
JW 1 only
South
Dartmoor
College 31
Applied
Biological
Science
undergraduate
degree +
PostGraduate
Certificate in
Education for
Science
6th year
teaching (incl 2
year break
teaching adults
First Aid for St
John's
Ambulance)
Head of
Biology/Scie
nce co-
ordinator.
Biology
specialist +
physics + a
little
Chemistry.
11-18 All
subjects
at KS 3 +
Biology
Physics A
level
Familiar through A level
biology syllabus. Am
aware that it relates to
field study skills at KS 3
(term phenology not
used). Year 8 - 'why we
need bees; decline in bird
populations' - part of a
KS3 STEM curriculum
Phenology is part of
A-level syllabus
(age 16-18) but in
year 9 (age 13) I use
observations in
field work: eg using
quadrats to observe
different types of
lichen in different
environments.
Yes -ish! Because
aware of
application to and
for other areas of
work, eg
Geography, ICT.
Yes only personally - I'm
into geo-caching and co-
ordinate and run the
Three Tors (a hill race in
Devon), so am confident
in using GPS, but not so
much in science
teaching. Generally
confident in picking up
new technologies.
Yes - Year 12s (16
years) doing
research eg into
Galapagos Islands
using Google Earth
etc… we don't do
enough of GIS
related work, would
be good to use it
more.
Most pupils
carry mobile
phones
and/or smart
phones and
always want
to use them in
class -
permitted if
for an
educational
purpose, so
yes very
relevant.
Yes, ICT Key
Stage 3.
Would be a real
motivator for kids
to see point in
activity, especially
quadrats/ outside
work. Having
something specific
that they are
contributing to (ie
European dataset)
would be real
boost. Colleagues
teach geography
agreeing that
school and
teachers need a
purpose to
activity, and
participating in an
EU data collection
project would
really help this.
Very in terms of
motivator for activity.
Pupils love writing up
and sharing data -
competitive and
collaborative side is
very motivating. More
generally would be of
interest in developing a
distinctive science
curriculum and an
integrating theme
across subjects. Probably
Yes definitely of
interest to
participate in an
international
project and collect
and share data at
this level.
Don't have
class sets of
tablets or
laptops. Pupils
don't have
much
opportunity to
use tech in
science. BUT
Making it
accessible for
every pupil in
class (school is
in mixed
economic
area) will be
the challenge.
written doc
left with T1
Servers firewalls etc access -
need to talk to technical staff.
Getting devices connected to
school network may be an
issue. Pupils could use
teacher's hotspot - acts as a
wireless router. Not sure if
could connect 30 devices….
Concerned about curriculum
time - less pressure at KS 3.
We have STEM weeks where
these project activities could
be integrated. Probably not a
major problem. Combined
Years 8 and 9 - would be great
to include in new pre-GCSE
syllabus. Interested in
curriculum mapping.
JG 1
Devonport High
School for Girls
Applied Marine
Science UG
degree; PhD
Marine Ecology -
spatial ecology.
University
lecturer 2.5 yrs;
11th year at this
secondary
school.
Science -
Biology
usually.
Year 7
upwards;
mostly
years 9-13
(ages 13-
17)
New word to teacher
(phenology). But
concepts understood with
no problems.
Has used data
loggers to observe
daily changes in
light; temps;
adaptations and
diurnal change.
Syllabus demands
mean there is not
time to develop
further until GCSE
(ages 15-16).
Climate change
taught in
Geography and
Biology. yes
Have used underwater
acoustic systems with
GPS - underwater
beacons to observe
changes in underwater
biology with reference to
acoustic echoes; cross-
checking results against
info on maps which is not
always reliable for
underwater ecosystems.
Used GPS internationally
too - mapping sea bed in
eg Thailand.
Now I use point
information: a data
logger in an ecology
quad to record
changes; 6th form
fieldwork (ages 16 -
18) using spatial
observations within
a season. We talk
about geo-spatial
issues when
teaching climate
change, eg snail
species moving
north; species
movement
according to
changes in sea
temperatures.
Students very
keen to use
personal
devices and
apps. Is a big
motivator.
Geography
teacher is not
currently
convinced about
usefulness of
phenology work;
but another
biology T is a
keen twitcher (so
interested in
birds).
Getting students
outdoors and away
from classroom
based learning.
Yes for cross-curricular
purposes, chemistry,
geography. Citizenship
includes British values
and behaviours -
contributing to climate
change etc - impact
upon environment.
Wants to focus upon
how in science, an
understanding of how
important data is:
'rubbish data gives
rubbish results.'
Majority of
pupils have
personal
devices.
Devices
allowed at
breaks or with
permission of
Ts for
educational
purposes, apps
etc. Have a
class set of
ipads, so if
someone
doesn't have a
device then we
can use ipads
(15 x2).
Definitely of
interest; good
international links
already, would like
to enhance these.
Firewalls? SW
grid for
learning
should enable
internet
access for
uploading data
to PhenoloGIT
website. Some
screening
software for
eg internet
searches. Written.
Ideas - bird growth, flowering
plants; tree development
with Plymouth tree
partnerships trees in school
grounds. T has connections
with Plymouth Marine Lab
and Marine Biological
Association for species
observations.
0
181
APPENDIX XVII
Poreikių analizė – apklausos aprašas
Pagrindinis poreikių analizės tikslas yra ištirti fenologijos ir GIT (Geografinės informacinės technologijos) potencialą mokyme ir besimokant ir sužinoti, ką
mokytojai laiko savo pagrindinėm idėjom ir kliūtimis. Svarbiausi klausimai poreikių analizėje yra:
Kaip patyrę mokytojai vertina fenologijos ir GIT naudojimą mokyme ir besimokant.
Kokias pagrindines idėjas (tokias kaip evoliucija, prisitaikymas, klimato kaita, mokslinis pagrindimas) patyrę mokytojai įvardintų, kurias
reiktų spręsti su PhenoloGIT?
Kaip padaryti, kad PhenoloGIT taptų neatsiejama patyrusio mokytojo mokymo dalimi?
1. Mokytojo profilis:
AUŠRA MENDELIENĖ
Amžius: 52 m. ( 1963 05 23)
Išsilavinimas: aukštasis universitetinis išsilavinimas
Biografijos faktai:
o LEU (VPU) gamtos mokslų fakultetas – geografijos bakalauro laipsnis ir mokytojo kvalifikacija (2005 – 2008 m.)
o ŠU (ŠPI) fizikos mokytojos kvalifikacija
o Suteikta geografijos vyresniojo mokyojo kvalifikacinė kategorija (2005 m.)
Patirtis (kiek metų dirbate mokytoju): 29 m
Dalykai, kurių mokote: geografija
Kokias amžiaus grupes Jūs mokote? 12 – 14 m amžiaus mokinius
2. Ar turite patirties/žinių apie fenologiją ir kokias galimybes Jūs matote? Neturiu patirties
Fenologija (gr. phainomena – reiškiniai, logos – mokslas) – tai mokslo šaka, tirianti kasmet besikartojančius gyvosios ir
negyvosios gamtos sezoninius reiškinius, vykstančius pagal tam tikrą periodiškumą. Kaip tai susiję/padeda sudominti Jūsų mokyme? Kokiame
dalyke?
Ar turite pavyzdžių kaip Jūs naudojate fenologiją savo pamokose?
Ar Jūs jausitės užtikrintai mokant fenologijos?
3. Ar Jūs turite patirties/žinių darbe su GIT/GIS? Kokias galymybes Jūs matote?
„GIT pavyzdžiai yra išmanieji telefonai su GPS, Išoriniai GPS įrenginiai, skaimeniniai žemėlapiai su skirtingais duomenimis,“
Kaip minėti įrenginiai gali padėti Jūsų mokyme? Kokiuose dalykuose?
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Ar turite pavyzdžių, kaip dabartiniame mokyme Jūs naudojate GIT? Taip, turiu.
Ar jaustumėtės užtikrintai naudojant GIT savo pamokose? Patirtis nedidelė.
4. Kokias galimybes PhenoloGIT turi Jūsų mokyme?
PhenoloGIT projekto tikslas yra sukurti tvirtą edukacinį ir technologinį sprendimą kuris leistų Europos mokytojus ir moksleivius naudoti
kasdienius mobilius prietaisus ir prieinamas GIT technologijas surinkti, dalintis ir pasiekti fenologinę medžiagą. Kokias galimybes ir
kliūtis mato patyręs mokytojas?
˅ Gabių mokinių sudominimas ir/arba motyvacija; svarbu.
Mokinių naujų žinių įgijimas mokomame dalyke; svarbu.
Rinkti aukštos kokybės medžiagą kelionese;
Mokslinė argumentacija grindžiama bendrai atrinktus fonologinius duomenimis, patvirtintus "ekspertų";
Pažiūrėti kaip modernios technologijos ir kasdieniai įrankiai yra naudojami;
˅ Mokymasis bendradarbiaujant. svarbu.
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APPENDIX XVIII
Jovita Vaivadaitė
39 metai
Vilniaus Pedagoginis universitetas, bakalauro ir magistro laipsniai
17 metų darbo patirtis
Dirbu pradinėse klasėse su 6 -11 metų mokiniais, dėstau matematiką, lietuvių kalbą, pasaulio pažinimą, anglų kalbą pradinėse klasėse.
1. Su fenologija susiduriu mokydama vaikus pasaulio pažinimo, lietuvių kalbos ir net anglų kalbos. Labiausiai šia tema kalbame pasaulio
pažinimo pamokose kalbėdami apie metų laikus: sezoninius pasikeitimus, kai reikia išskirti pagrindinius metų laikų požymius,
(Pabandžiau išrašyti ir gebėjimus iš Bendrųjų programų , I –II klasės 3.5. Apibūdinti (remiantis savo patyrimu) vasarą, rudenį, žiemą,
pavasarį. Išskirti kiekviename metų laike patrauklių ypatybių.), taip pat, kai kalbame apie augalų gyvenimo ciklą ar gyvūnų prisitaikymą
gyventi įvairiais metų laikais ((I –II klasės 5.5 Tyrinėti ir apibūdinti gyvų organizmų priklausomybę nuo aplinkos, besikeičiančių metų
laikų ir pan. III –IV klasės 5.6. Suvokti ir paaiškinti gyvų organizmų prisitaikymo prie aplinkos reikšmę. ), iš dalies šia tema kalbame
aiškindamiesi, kaip žmonių gyvenimas ( drabužiai ir namai) priklauso nuo klimato sąlygų. ( III –IV klasės 3.5. Papasakoti apie įvairių
kraštų žmonių gyvenimo būdą; nusakyti skirtumus. Pateikti konkrečių pavyzdžių, kaip žmonių gyvenimo būdą nulemia gamtinės sąlygos.)
2. Kalbėdama šiomis temomis su mokiniais stengiuosi išnaudoti artimą aplinką – stebime mokyklos kiemą - kuriame įrengtas dendrologinis
takas , jo sezoninius pasikeitimus. (Turime mokyklos išleistą pratybų sąsiuvinį „Lauko užrašai“, kurio užduotys padeda tai atlikti). Taip
pat stengiuosi naudoti kuo daugiau vaizdinės medžiagos, remdamasi įvairia interaktyvia medžiaga ( skaitmeninė mokymo priemonė
„Išmanieji robotai“, „Mokinukai.lt“ „Gamta 5 -6 klasėms“, įvairios internetinės mokomosios svetainės ( tiek lietuvių kalba
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(http://g.nepo.lt , ) , tiek anglų kalba (bitesize.com)), įvairius žemėlapius, taip pat ir interaktyvius, pvz., Google maps. Taip pat tenka
pamokas kurti pačiai, naudojant Smart programą, nes klasėje turiu interaktyvią Smart lentą.
3. Ruošiantis šių temų pamokoms dažnai tenka sugaišti daug laiko – susirasti tinkamą medžiagą, ją pritaikyti mokiniams pagal amžių,
pasistengti, kad ji būtų patraukli ir naudinga mokiniams. Pasigendu medžiagos pradinukams. Įvairos užsienio svetainės dažnai keičiasi. O
tobulėjimui tikrai ribų nėra, tad visą laiką norisi sužinoti ir išbandyti kažką naujo. Jaučiu, kad pradinėse klasėse dar atsiliekame taikydami
įvairias technologijas bei naujausias interaktyvias priemones.
4. Kadangi mokykla dar neturi mobilių įrenginių ( kol kas tik planuose planšetiniai kompiuteriai), tad kol kas ineraktyvias priemones
daugiau naudojame demonstraciniais tikslais : skaitmeninius MO ( demonstracijas, laboratorinius darbus, ineraktyvius MO ir pan.) ,
interaktyvius žemėlapius. Daugiausia visi šie dalykai naudojami pasaulio pažinimo pamokose, tačiau kuriant inegruotas pamokas visa ši
medžiaga yra panaudoja ir kitų pamokų ( matematikos, lietuvių kalbos ir technologijų, užsienio kalbos) metu. Mokykloje turime 12
kompiuterių klasę, tad kartais naudojamės ja, kai reikia mokiniams susirasti medžiagą, paruošti pranešimus ar atlikti įvairius interaktyvius
pratimus. Esant poreikiui, dalis klasės mokinių gali atsinešti mobiliuosius įrenginius ( planšetes ) iš namų. Taip esame dalyvavę
matematikos projekte.
5. Interaktyvių priemonių naudojimas visada didina mokinių smalsumą, jų susidomėjimą mokomuoju dalyku, mokymosi motyvaciją. Gerina
medžiagos įsisavinimą. Mokiniai įgyja naujų žinių šiomis temomis, žinios priartinamos gyvenimui, mokiniai supranta, kad visa tai, ką
išmoksta mokykloje, galima pritaikyti realiame gyvenime. Džiugu, kad tokiomis priemonėmis vaikams galima parodyti naujausius
technologinius ir mokslinius pasiekimus.
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APPENDIX XIX
Needs analysis – interview guide
The overall interest in the needs analysis is to explore the potential of both phenology and GIT in science teaching and learning, and to find out what
experienced teachers see as their main affordances and obstacles. Relevant questions of interest in the needs analysis are:
How are phenology and GIT seen as relevant areas of interest for teaching and learning activities by experienced teachers?
What “Cores ideas” (like evolution, adaptation, climate change, scientific reasoning) would experienced teachers se as relevant to address with
PhenoloGIT?
How do the ethos of PhenoloGIT (constructivistic, inquiry-based, collaboratively creating and sharing data, networking with other schools) fit into the
“teaching philosophy” of experienced teachers?
4. Profile of the teachers
Age 28
Education/background (e.g. formal training in STEM-areas)
2010 – 2012
2006 – 2010
2008 - 2009
Mykolo Romerio universitetas. Įgytas socialinio darbo magistro
laipsnis ir socialinio darbuotojo kvalifikacija.
Vilniaus pedagoginis universitetas. Įgytas geografijos bakalauro
laipsnis ir mokytojo kvalifikacija.
Erasmus studentė Aberdino universitete (Didžioji Britanija). Gautas
pažymėjimas.
Experience (teaching years) 5
Subjects you teach Geografijos mokytoja
Which age groups do you teach Šiuo metu Vilniaus Gabijos gimnazijoje mokau 7, I, II ir III gimnazinių klasių mokinius. Pernai Jonavos
„Neries“ pagrindinėje mokykloje mokiau 6, 7, 8, 9 ir 10 klasių mokinius.
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5. Do you have any previous experience/knowledge of phenology, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Phenology is the study of periodic plant and animal life cycle events, and how these are influenced by seasonal variation and climate
changes”. In what way might that be relevant/interesting to your teaching? In what subject? Labiausiai galima atskleisti nagrinėjant
geografines zonas septintoje klasėje, kuomet kalbama kokia augalija ir gyvūnija vyrauja, kodėl skiriasi augalija ir gyvūnija tam tikrose
teritorijose.
Do have examples of how you teach phenology (seasonal changes) in your own class today?
Taip turiu pavyzdžių. Pavyzdžiui, kuomet su 7 kl. mokiniais kalbėjome apie savanas, aiškinomės kodėl gyvūnai migruoja, kodėl savana yra
dygliuotoji, sausoji ir drėgnoji, kas joms būdinga; kalbėdami apie vidutinių platumų klimato juostą kalbame apie keturis metų laikus, kokie
tuo metu orai, kaip atrodo kiekvienu laikotarpiu augalija ir kokie gyvūnai gyvena.
Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)? Manau taip.
6. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes
(e.g. Google Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?
Geografijos pamokose naudinga būtų norint sužinoti atstumus tarp objektų, koordinates, objektų aukštį virš jūros lygio, geografinę padėtį
surasti, miškų paplitimą ir t.t.
Do have examples of how you use GIT in your class today? Taip, pavyzdžiui, kuomet kalbame apie gyventojų skaičiaus kaita pasitelkiami
interaktyvūs žemėlapiai, esantys internete, mokiniai juos analizuoja.
Will you feel confident in using GIT in your teaching? Manau taip.
7. What affordances do PhenoloGIT have for your teaching?
The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day
mobile devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can as an
experienced teacher see?
Spark students’ interest and/or motivation? Mokiniams patinka išbandyti kažką naujo ypač jeigu nereikia kažkokių didelių pastangų tam
atlikti.
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Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)? Taip
Collect high quality data on field trips? Tai įdomu, tačiau sudėtinga pamokų metu išvykti kažkur. Mokiniai mokosi ir kitus dalykus, be to,
nemažai mokinių po pamokų lanko būrelius.
Scientific reasoning based on collectively sampled phonological data verified by “experts”?
See how modern technology and every day tools is used?
Collaborative learning? Mokydamiesi bendradarbiaujant mokiniai diskutuoja, randa bendrus sprendimus.
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APPENDIX XX
Needs analysis – interview guide
The overall interest in the needs analysis is to explore the potential of both phenology and GIT in science teaching and learning, and to find out what
experienced teachers see as their main affordances and obstacles. Relevant questions of interest in the needs analysis are:
How are phenology and GIT seen as relevant areas of interest for teaching and learning activities by experienced teachers?
Viena iš silpniausių sričių šiandieninėjė mokyklinėje geografijoje yra geografiniai tyrimai.
Pliusai:
PhenoloGIT projektas ugdymo procese būtų naudingas, įdomus, lengvai pritaikomas.
Skatintų mokinius domėtis ir pažinti savo artimąją aplinką, sistemingai atlikti geografinius aplinkos stebėjimus ir tyrimus, formuluoti hipotezes,
rinkti duomenis, taikyti geografinės erdvės pažinimo būdus (metodus).
Patirtinis mokymasis gamtoje.
Motyvacija mokytojui ugdyme taikyti naujas strategijas.
Minusai:
nėra sukurtų įrankių, kurie leistų mokytojams ir mokiniams dalytis informacija apie artimiausią gamtinę.
Mokytojai nežino apie fenologinių tyrimų duomenų bazes ir apie galimybę juos panaudoti ugdymo procese.
Papildomos laiko sąnaudos.
What “Cores ideas” (like evolution, adaptation, climate change, scientific reasoning) would experienced teachers se as relevant to address with
PhenoloGIT?
Klimato pokyčių ir metų laikų kaitos įtaką augalų ir gyvūnų gyvavimo ciklui.
Klimato pokyčių įtaka negyvosios gamtos (meteorologiniaimsir hidrologiniams sezoniniams reiškiniams).
How do the ethos of PhenoloGIT (constructivistic, inquiry-based, collaboratively creating and sharing data, networking with other schools) fit into the
“teaching philosophy” of experienced teachers?
Tiriamoji veikla – vienas iš aktyvių būdų pažinti mus supantį pasaulį ir ugdyti bendrąsias mokinių kompetencijas.
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8. Profile of the teachers
Age: 54
Education/background (e.g. formal training in STEM-areas): VU, GF, geografija
Experience (teaching years): 30
Subjects you teach: geografija
Which age groups do you teach: 12 -19 metų ( 6 – 12 kl. )
9. Do you have any previous experience/knowledge of phenology, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Phenology is the study of periodic plant and animal life cycle events, and how these are influenced by seasonal variation and climate
changes”. In what way might that be relevant/interesting to your teaching? In what subject?
Veiklos sritis: aplinkos pažinimas ir tyrimas. Stebint aplinką ir atliekant tyrimus, mokėti naudotis prietaisais ir geografinės informacijos
šaltiniais. Paaiškinti atlikto tyrimo rezultatus.
Do have examples of how you teach phenology (seasonal changes) in your own class today?
Mėnesinis orų stebėjimas. Stebime: kokie augalai žydi gimnazijos teritorijoje pavasarį, vasarą ir rudenį.
Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)?
Fenologiniai stebėjimai prieinami kiekvienam. Tokiems stebėjimams nereikia nei įrankių, nei sudėtingų prietaisų. Reikia tik stropiai ir tiksliai
stebėti gamtos reiškinius. Specialiuose fenologijos mokymuose nedalyvavau, tačiau paprastiems tyrimams atlikti, patirties užtenka.
10. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?
(Follow-up-questions to guide the interview)
“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes
(e.g. Google Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?
Do have examples of how you use GIT in your class today?
Mokomoji geografijos medžiaga tyrimams, kuriose interaktyvūs žemėlapiai naudojami konkrečios temos pristatymui, tiriamų objektų
analizei, erdvinio išsidėstymo įžvalgoms. Jos papildo ir praturtina pagrindinės mokyklos geografijos pamokas.
http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f94066d3c64a78551
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Duomenų sluoksniai pamokoje ir žemėlapių sudarymas:
http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=1b0c8cfcc4d34950a6449b63e6bd8838&group=d77c5c661f154
cf499e22d9c6a45e5c0
https://sodas.ugdome.lt/viesieji-puslapiai/3300
Geografijos pamokose dirbame Samsung „Išmaniosios klasės“ planšetiniais įrenginiais.
Sienlaikraščių kūrimo įrankiai: https://padlet.com
„Padlet“ – tai nemokamas internetinis įrankis ir programėlė (iOS), kuri suteikia internetinę erdvę idėjų, minčių ar kito turinio mainams
bei publikavimui. Ir t.t.
Will you feel confident in using GIT in your teaching?
IT geografijos pamokose naudoju nuo 1996 metų. Dalyvavau įvairiuose mokymuose ir projektuose. Esu viena iš švietimo konsultantų: skaitmeninių ugdymo
priemonių naudojimo ugdyme. Manau, kad šioje srityje turiu nemažos patirties. Žinias ir įgūdžius tobulinu tarptautiniame projekte „Perkeliamųjų gebėjimų
vertinimas 2020“.
11. What affordances do PhenoloGIT have for your teaching?
The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day
mobile devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can as an
experienced teacher see?
Spark students’ interest and/or motivation?
Dalyvavimas tokioje veikloje mokinius motyvuotų.
Būtų skatinama savarankiška aktyvi kūrybinė besimokančiųjų veikla.
Pačiam tirti ir pažinti, keliauti, domėtis ir veikti – mokinius labai motyvuoja.
Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?
Integruoti mokomųjų dalykų žinias. Pritaikyti patirtį naujose veiklose, numatyti problemų sprendimo būdus, panaudoti surinktus duomenis,
kuriant savo skaitmeninį žemėlapį (GIS).
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Collect high quality data on field trips?
Kokie įrankiai užtikrintų aukštos kokybės duomenis išvykose?
Scientific reasoning based on collectively sampled phonological data verified by “experts”?
Surinkti duomenys, skatintų mokslinį mąstymą, skatintų kritinį mąstymą realiose situacijose.
Se how modern technology and every day tools is used?
Mobilieji telefonai kaip mokymosi priemonė: video, nuotraukos, garsai, animacija.
Collaborative learning?
Mokiniai noriai mokosi bendradarbiaujant, dalinasi savo patirtimi. Tai skatina
savarankiškumą, pakantumą, mokėjimą suprasti kitų požiūrį, gerbti kitų nuomonę, racionalumą (sugebėjimą sveikai ir logiškai mąstyti),
toleranciją, atsakomybę.
END.
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