Chapter 6 Learning and Teaching Resources
6.3 Commonly Used Resources
6.3.1 Textbooks
Textbooks have remained a core resource in most schools. This is understandable, since they provide a rather comprehensive source of learning and teaching materials, as well as a framework on which teachers can easily develop their schemes of work. However, teachers should not assume that completing every chapter in a textbook is equivalent to covering the curriculum in full. Curriculum delivery involves far more than just the coverage of specific subject content. The advocacy of a more student-centred approach in the senior secondary curriculum implies that teachers have to give more thoughts to the ways in which learning activities, such as those found in textbooks, engage students in enquiry-based approaches to learning. Teachers should strive to enhance the quality of students’ thinking, and other outcomes from learning the subject, rather than just occupying them with activities and tasks from textbooks.
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In selecting textbooks, it is advisable for Geography teachers to consider the following questions:
(a) Content and organisation
How clearly are the key concepts and ideas presented?
Is the level of difficulty suitable for your students’ abilities?
Is the content organised in a logical sequence?
Does the content relate well to your students’ prior knowledge?
Does the textbook promote independent learning?
(b) Learning activities
Do the activities cater for diversity in students’ abilities, interests and needs?
Does the textbook include a wide range of learning activities to facilitate the adoption of different learning and teaching strategies?
Are the activities challenging enough or are they limited largely to mechanical copying or reading comprehension?
(c) Language
Is the level of difficulty of the language commensurate with the language ability of your students?
The following are some useful documents on the choice of textbooks for teachers’ reference:
Recommended Textbook List
Guiding Principles for Quality Textbooks
Notes on Selection of Textbooks and Learning Materials for Use in Schools
(http://www.edb.gov.hk/; then ＞ Curriculum Development ＞ Resources and Support >
Textbook Information)
6.3.2 Technology and web-based resources
The rapid advances in technologies that can be used in education have changed the learning and teaching of Geography in an unprecedented way. The introduction of the Internet in particular enables students to study anywhere and at any time. As students and teachers have to search for and handle an enormous amount of information and data, Geography teaching without the use of technology is no longer desirable.
Information technology (IT) can contribute to the learning and teaching of Geography in many ways, e.g.
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It helps students to gain immediate access to richer information sources and a wider range of geographical knowledge.
It allows them to work at their own pace by providing a safe and non-threatening environment for learning. Such an environment encourages students to try out different ideas and take risks, and engage more in analytical and divergent thinking.
It provides an effective means to measure and model geographical features, spatial patterns and various physical and human environments. This can deepen students’ understanding of the relationship between space and environment, and enable them to experience alternative images of people, places and the environment.
Overall, IT is an appropriate tool for learning a resource-based, enquiry-led subject such as Geography.
Outlined below are (a) some examples of the applications of IT, (b) the challenge it presents for Geography teachers, and (c) the use of the Geographic Information System (GIS).
(a) The application of information technology
The table below summarises some ways in which IT can contribute to and support the learning and teaching of the SS Geography curriculum.
Geographical learning activities
Information technology to be used
Examples of application
Enquiry and research
Statistical data
Information
Viewpoints
The Internet and CD-ROMs
Geography-related websites
Links to experts
Electronic atlases, encyclopedias and newspapers
Collect climatic information about the Sahel region in Africa.
Find different viewpoints and arguments on the issue of climate change.
Mapping Map-drawing programmes and the Geographic
Information System (GIS)
Investigate the traffic
congestion at Nathan Road in Mongkok using a mapping package to present flow rates over time.
Use GIS software to
demonstrate and analyse the changing coastal environment over time.
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Geographical learning activities
Information technology to be used
Examples of application
Data recording and handling
Field study data
Data from research in
secondary sources
Data-logging equipment Spreadsheet and database Digital camera, video recorder and scanner
Use data-logging equipment to record and compare river flow along different sections of a local river.
Analyse the environmental impact of urban
redevelopment on a number of sites in Hong Kong by using a spreadsheet to analyse and present fieldwork data.
Data and information presentation
Word processing, desktop Publishing
Multimedia authoring Presentation software
Use a word processor to extract and edit useful information from an article copied from the Internet.
Develop a website on the school Intranet to display information and photographs on natural hazards in different parts of the world.
Hypothesis testing, simulation and modelling
Spreadsheets:
Using statistical functions in models Simulation and modelling software
Use a spreadsheet to calculate the changing employment figures in the manufacturing sector before and after industrial relocation.
Use a simulation package to investigate the effects of deforestation on the water cycle.
Communication and exchange of
information
Electronic communication:
The school Intranet
Chat rooms and bulletin boards on the Web
Develop an e-learning platform in the school Intranet for teachers to communicate with students on a Geography project.
Exchange ideas, information and data with students from other schools via email.
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(b) The challenge for Geography teachers
Geography is a subject that requires students to develop spatial awareness and skills, and to understand a wide range of concepts and ideas, many of which are rather abstract in nature and cannot be illustrated “live”. In the past, this posed certain restrictions on the variety of learning and teaching strategies teachers could adopt – but with the technology now available, direct instruction by teachers is no longer the only way students can access geographical information and data and develop an understanding of geographical concepts and ideas. Technology provides a good opportunity for introducing geographical enquiry, in which learning of at least some of the background information and basic facts can be left to the students themselves, allowing teachers to concentrate more on the development of students’ higher-order geographical competencies.
However, as already indicated in Chapter 4, teachers need to be aware that IT should be used only where it really adds value to the learning of Geography. The following three criteria may help them to review whether this is the case:
Avoid using IT simply for the sake of using IT. The aim of using IT should be to enhance learning.
For example, using spreadsheet software to turn some typed climatic figures into a graph, without considering the reasons for graphing and the type of graph selected, can be considered a trivial use of IT.
IT should not be treated as a strategy that is applicable to all learning contexts. It is effective in delivering only certain groups of learning outcomes.
For instance, using animation that simulates the various erosional processes of waves can help students to understand the concept better, but using computer presentation software to list the contrasting views of different stakeholders on an environmental issue is obviously not as effective and appropriate as using role-play.
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Under normal circumstances, using IT may require more learning and teaching time. Make sure that its use is efficient in terms of students’ and teachers’ time.
For example, students can use GIS software to simulate how the internal structure of an inner city will change over time with the development of new transport networks. However, it is advisable for teachers to provide semi-finished data instead of raw data to avoid students spending a lot of time on map drawing. The focus of study should be the analysis of the changing spatial patterns, not technical skills in using the GIS.
(c) Using the Geographic Information System in Senior Secondary Geography
The Geographic Information System (GIS) is a subject-specific IT tool which students should use in studying the SS Geography curriculum, but careful consideration needs to be given on using GIS effectively. One possible method is to introduce GIS through a combination of teacher demonstrations and small group activities, followed by short revision and consolidation exercises.
All the issues in the Compulsory Part and all the electives in the Elective Part of this curriculum can incorporate some GIS activities to promote geographical enquiry, spatial analysis and the study of the inter-relationships between people and the environment. Teachers are advised to consult the “Skills and suggested learning activities” column of the tables about curriculum content in Chapter 2 when deciding how and where to introduce the GIS in their lessons.
Since the GIS is capable of capturing, manipulating, analysing and displaying data collected from various sources, teachers can also consider using it as a tool for the analysis of fieldwork data. For instance, data collected in a survey of the environmental quality of an inner city district in Hong Kong can be mapped and correlated with a quality of life index derived from census data.
6.3.3 Maps and atlases
Besides being an essential tool for geographers, maps also play a role in students’ intellectual development, as the ability to read and use maps contributes significantly to the development of graphicacy. In their geographical education, students should come across a wide variety of maps drawn for different purposes and at different scales. To cater for this need, teachers should try to collect examples of different types of maps for use in lessons; and they can try to classify them according to their functions – namely for locating and describing places, route-display, storing and displaying geographical information and solving problems. They can also develop
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activities for students which involve identifying the main functions of a variety of maps, together with their strengths and limitations in relation to their properties.
Atlases help students to locate places within their regional, national and global contexts and study a wide range of geographical phenomena. To help students use atlases more effectively, teachers are advised to assist them in developing the following skills:
locational skills – being able to use the index and system of coordinates and understand latitude and longitude;
symbol skills – understanding the different uses of colour and point symbols and being able to use the key to interpret symbols;
a sense of scale – being able to use scale to compare areas and estimate distance; and
interpretation of data – being able to describe, retrieve and compare information about places shown on thematic maps.
The development of electronic and web-based atlases has extended the range of opportunities for using atlases to support learning. The digital data contained in them can be cross-examined, manipulated and presented cartographically, which allows students to use the geographical information contained in them in a more active way. The greater flexibility and interactivity of these atlases have considerable potential for enhancing student learning in Geography.
However, teachers need to note that atlas materials found on the Web, like all other IT resources, should be evaluated carefully to ensure that they are accurate and relevant to students’ learning.
Also, teachers have to make sure that students have acquired the necessary skills for identifying, selecting and using appropriate information contained in these materials, as lack of them may not only jeopardise their effective use but also lead to the building of misconceptions.
6.3.4 Images
Aerial photographs are another important tool for geographers. They can help students to visualise the shape, scale and appearance of landforms, as well as to examine patterns in physical and human systems and relationships between different geographical features. When used in conjunction with maps of an appropriate scale, students can correlate the features contained in the two different sources to obtain a better understanding of the characteristics of the places shown. This can provide a successful start for further enquiry.
Some students may encounter difficulties in interpreting aerial photographs. The following figure attempts to summarise one of the possible ways for progressive development of the skills required:
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Figure 6.1 Progressive development of skills in interpreting aerial photographs
6.3.5 Newspaper resources
The adoption of an issue-based and enquiry approach in the SS Geography curriculum makes it much easier for teachers to use up-to-date materials from the mass media in classroom learning to bring immediacy and relevance to the subject. The use of news materials helps in developing case studies about people and places, and allows students to follow global trends and issues that are of current concern. They often supply teachers and students with information about the viewpoints of the different people involved in or affected by geographical issues. In addition, newspaper materials are valuable resources for developing students’ reading skills.
Appendix 2 contains an example of using “hot news” in the study of Geography.
Step 1
Familiarising with aerial photographs.
Understand the effects of
“perspective” and “scale”.
Differentiate ground-level, oblique and vertical views.
Step 2
Recognising and identifying features.
Start with familiar features or those with shapes that are easy to recognise, e.g.
buildings, roads, mountains, rivers.
Step 3
Interpreting features.
Identify the less obvious features.
Describe patterns and simple relationships based on evidence from the photo.
Step 4
Advanced interpretation.
Suggest reasons for patterns and relationships based on evidence from the photo.
Use this evidence with information from other sources for further enquiry.
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News materials can be a lively and informative geographical resource. They are often accompanied by maps, diagrams and illustrations that are drawn for easy understanding, and contain updated information, data and case studies of current geographical issues – and so can serve as valuable background on which students can start geographical enquiry. News articles and commentaries containing contrasting viewpoints can stimulate interest and debate, and are particularly valuable for developing critical thinking, decision-making and value judgment in students.
Nevertheless, teachers need to be aware of the limitations of this type of resource. News materials are usually fairly brief and concise, and may therefore oversimplify information and explanations. Also, the language level may be too difficult for students to understand and the information and data (including maps and diagrams) may not always be accurate. Moreover, bias, stereotyping and prejudice may be found from time to time in this type of material, which can lead students to develop a partial or superficial understanding of the issue or case involved.
From another angle, however, such limitations, if used wisely by teachers, can be turned into a valuable opportunity for developing higher-order thinking skills. In addition to helping students to distinguish between facts and opinions, teachers can also assist them in identifying which information is critical and relevant. They should also remind students to consider key ideas, facts and geographical terms, and any conflicting evidence or opinions that are not included in the materials.
Teachers should also recognise that news materials usually focus heavily on problems, which may lead some students to view Geography as a “doom-laden” subject and develop a pessimistic view of the world’s future. It is therefore advisable for teachers to point out that mistakes and damage in the past can be remedied in the future, and to look out for some good news to present a more balanced perspective view.
6.3.6 Community resources
The practice of observing the local area and using personal knowledge and experience to understand the discipline has a long tradition in Geography. For Geography teachers, the importance of activities outside the classroom, most commonly fieldwork, needs no elaboration.
As noted in Chapter 4, Geography teachers are encouraged to make full use of our local environment for the study of the subject; and even though some of the case studies suggested in Chapter 2 are from other countries, teachers can always start the enquiry by using similar examples in the local context. This could include, for example, a visit to the Hong Kong Park or Tai Po Kau to familiarise students with the characteristics of tropical vegetation for the study of tropical rainforests, or fieldwork on the urban microclimate of Hong Kong to study various climatic factors which can then be used as an introduction for enquiry on climate change.
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Parents and a school’s alumni can also be valuable assets for enhancing student learning. Details on how they can be used can be found in Chapter 4. However, teachers need to exercise due caution when soliciting support from the local community as many of the volunteers from non-government organisations, parent-teacher associations and alumni associations are not education professionals. It is therefore possible that their materials or their interpretations of geographical issues and problems may contain “hidden persuasion” or even biased viewpoints.
Teachers should help students to identify these issues and, where necessary, maintain a balance by supplying alternative information and opinions.