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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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
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
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.
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
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
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
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
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
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.
76
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
77
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.
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(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.
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
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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
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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
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
95
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.
96
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
97
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
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
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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.
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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
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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.
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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?
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
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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
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
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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
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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
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
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.
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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.
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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)
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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?
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.
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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)
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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?
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?
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.
186
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.
187
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.
188
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.
189
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.
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,