Week 6 Reflection 5 Digital Technology Group 4 Tools

Reflection 5

In week 6 I explored one of the tools in Group 4 (Google Earth). This reflection analyses the use of Google Earth in Classrooms. Google Earth is a free, downloadable program which provides users with a virtual globe that can display several thematic views of Earth at once. Users can manipulate spatial data by zooming in and rotating images to see the terrain in three dimensions (3D) (Blank et.al 2012). Google Earth also has a sophisticated layers tool, which allows users to superimpose data sets and images over the terrain. This feature has been shown to help users find visual patterns and relationships in data sets.

The clip below explains how to use Google Earth in the classroom

This image below was generated using Google Earth.  It shows one of the mining areas in Blackwater, Queensland. Google Earth can be used to teach students on water pollution

                         

Google Earth can be used in science to teach  about water pollution and this is achieved by using Google Earth to pinpoint sources of pollution in any area and other areas across the country and their effects on the surrounding watershed. If properly used in the classroom this tool can help students to overcome any misconceptions on water pollution. Incorporating a digital tool like this allows students to visualize natural phenomena and thereby overcome misconceptions such as the idea that rural communities are pollution free (Cheston and Saunders, 2014). Technology- enhanced activities can support constructivist learning theory and exploratory learning as well and students take ownership of their educational experience.

To deliver a lesson on water pollution I would ask students to consider several issues such as where they live , the terrain of the area where they live, any major waterways around the area. I would direct students to double-click on the data set file, as this causes Google Earth to open and populate a map of the desired area with information markers. To minimise confusion I will ask the students to examine only a small subset of data at a time. For the remainder of the lesson, students write in-depth observations and personal reflections on the data in their blogs. Students can discuss questions with their peers or add responses to their reflections. As they work in pairs, navigating and interpreting the Google Earth data, they re-evaluate their previous findings in the context of what they already knew before the commencement of the lesson. By correlating their written data with visual cues on the virtual globe, students can often extrapolate patterns in pollutant emitting facility distribution that were not previously apparent. For this activity, I would also use a Watershed health checklist. This checklist will guide students as they evaluate watershed health in terms

 ◆ Location and drainage area

 ◆ Size

 ◆ Geological characteristics

◆ Land use (e.g., residential)

◆ Top pollutants

◆ Health risks and causes

◆ Presence, condition, and numbers of aquatic life

 After researching and interpreting data about watershed pollution, each pair of students uses Glogster to create an interactive digital poster of its findings and an overall assessment of watershed health.  I would encourage students to embed hyperlinks within their post that contain additional information about their assigned watersheds. As part of the evaluation process, students view and constructively critique their peers’ digital posters. Alternatively, if web access is unavailable, students may construct traditional posters and present the information to their classmates in the form of a science conference and they may also use PowerPoint for the presentations.  I would ensure that all information is credited and well referenced to ensure that there is no breach of any copyright

 The table below analyses the strengths, weaknesses, opportunities and threats of using Google Earth in classrooms

Strengths	Weaknesses	Opportunities	Threats
Google Earth is  a powerful classroom tool that incorporates components, or visual and emotional images to communicate and motivate students to learn about a particular topic	Google Earth requires Internet access on a reasonably fast connection	Google Earth supports students in learning because it also can serve as a motivational tool. It also encourages independent and collaborative learning, and improve student motivation and engagement.	Insufficient bandwidth would limit the utility of Google Earth in the classroom by disengaging students’ interests that is if the tool is not responsive to the user’s requests
The free version of Google Earth can be installed by any user.	Google Earth has three primary substantive requirements comparable to utilizing other technologies in the classroom: opportunity (time), motive (desire), and resources (skills and capabilities).	Students are not required to be at school in order to use the application  thus allowing students to utilize the application outside the educational atmosphere	Although Google Earth and its related sites have a breadth of data available, the student would need to understand how to create his or her own account to search for data not included in the Google Earth interface and then how to open the dataset once a desirable dataset is identified. In some cases the true accuracy and authenticity of data may not be readily available, which could pose risks to the educational value of the lesson.
There are also increasingly more services available to Google Earth with streaming media (for near-real-time information, such as satellite locations and weather updates).	Google Earth has limited capabilities and tools to support true spatial analytical operations. The tool does not have a query capability or the functionality to perform complex spatial operations—even in the non-freeware versions.	It also serves as a collaborative discussion forum for users to discuss data implications and evolution, as well as peripheral ideas.
The application is geared toward more point-and- click operations without complex menus and tools; non freeware versions provide a relatively powerful capability to develop and enhance functionality.

 

The table below shows how Google Earth can be used at each stage of the SAMR Model

 

Substitution	Augmentation	Modification	Redefinition
Instead of using paper maps and atlas students can use Google Earth to study areas for instance students can use Google Earth to identify and measure the distance of industries causing pollution to nearby water bodies.	To measure the distance between areas the students can use  Google Earth rulers instead of using traditional rulers on maps.	Google Earth can be used to teach students about various places. By using Google Earth in class students do not have to just see the place from space, they could see it from various angles and appreciate its depth in a virtual fly- through. The same is true for urban landscapes in various select cities across the globe. Students can study about a city or area without  physically visiting the areas. Students can use tools such as panoramio and 360 cities to research about a location	Students can use glogsters or PowerPoints to present their research findings on a particular topic for instance a topic on water pollution using Google Earth. This information can be shared with other students using wikis or other online spaces. This allows sharing of information among students. Students can also compare their findings with other students who may live close to the research area and have physically visited the areas.

Reference

https://www.youtube.com/watch?v=Y8VVPd5_v84

Blank, L. M., Plautz, M., Almquist, H., Crews, J., & Estrada, J. (2012). Using Google Earth to Teach Plate Tectonics and Science Explanations. Science Scope, 35(9), 41-48.

Saunders, C., & Taylor, A. (2014). PINPOINTING WATERSHED POLLUTION ON A VIRTUAL GLOBE. Science Teacher, 81(3), 51-55.