Week 6 Specific Reflection - Mapping

Many students will say that the ability to read, interpret and create maps is not required with the invention of the GPS. However in order to use a GPS effectively, these skills are still required!  Therefore this subject must be approached with plenty of engagement strategies in mind, and a way to incorporate technology and relevance into the subject.

One method of incorporating this technology into Mapping is to use Google Maps in the learning experience. 

Uses
The uses of using Google Maps as a learning tool were stated by Google themselves, as students can create collaborative maps as groups in class, or any other individualised map required.  They can create maps for their school or district - which increases the relevance for the students and their knowledge of the school. Students could then also add historical events, which teaches them about the town/school history at the same time! They can also use existing maps to get directions or plan trips.

What are the limitations or restrictions?
In order to use Google Maps, students would require an internet connection that can load the requested content quickly. Otherwise the maps would fail to render, which can be frustrating for students and teachers alike.
Google Maps is great for a specific group of tasks, such as finding directions and editing your own version of the local area, however is not easily customisable beyond this. It is not possible to upload an image and then edit it in Google Maps, which may be useful when creating, for example, a pirate map.

What are the privacy settings or abilities?

Google Maps has a limited range of privacy settings when creating a custom map, with an option to select either public, open to those accessing via a link, or only by the creator. This can also be restrictive as students without a Google Account cannot access a custom map unless the map is set to public.

Can you customise the tool or space?
Maps can be custom created, with editing options and viewing options as well. Any customisation is entirely restricted to maps and navigation however.

The following map was created by myself with points of interest for Dysart. It shows information in a simple format, that is relevant to the audience (anyone travelling through). Professionalism was not a factor, as being personal with slight humour can engage students and improve the relevance of a class, so I thought to demonstrate this.



Is it easy to use (create or view)?
Viewing maps is extremely easy, and avaliable in many forms at a single click of a button. However to create a map, the ease depends on the user. To simply add information at certain points is relatively easy, however it is possible to create maps that are much more complex. An example of a basic tutorial can be found at https://support.google.com/mapsengine/answer/6083298?hl=en-AU which instructs users on creating maps using image data.

The following video is a quick tutorial on adding images to a Google Map.

SAMR Model examples:
Substitution level use of Google Maps:
Teacher uses Google Maps to show students where Australia is located in comparison to America. The map is projected onto a screen, and is simply replacing the use of a standard paper map.
Augmentation level use of Google Maps:
Students are required to print a Google Maps image of their town, inclusive of the school and their home, and by hand trace the path they take to school (by any mode of transport). Students learn to scale, search and each student will have a different image, however there is little improvement overall.
Modification level use of Google Maps:
Students, in pairs, are to create a cutomised map of the school using Google Maps. They are to be aware of scale, and use the scale to create a grid of 50m intervals and overlay this onto an image of their map. Students then label areas on the map using both grid sections and pins (pins on online version, grid points on overlayed version) of areas of interest for a newcomer to the school. They could then justify which type of map would be optimal for instructing a newcomer or for architects.
Redefinition level use of Google Maps:
Students are required to plan a trip to a destination outside of the local area. They are to solely use Google Maps to plan accomodation, modes of transport, and justify these choices with screen shots. They are to roughly calculate the distance travelled by using the scale of the map and a computer program such as Paint. They are also to note the general area and comment on the effects of the area. For example, if the destination is on a mountain, they are to comment that for a trip they would require clothing suited to the colder weather. If it is a long trip, they may comment that it is not reasonable to walk that distance.

The following is a link to a video by AITSL (2014), that demonstrates the importance of adapting resources to suit pedagogy, which shows her using Google Maps (in the background I admit). I particularly like this video as it covers a wide range of topics, and felt I should include it here.
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00034