GIT, mobile technology and phenology in European schools ... · Lieth (1974), which goes back to Schnelle (1955), modern phenology is the study of the timing of recurring biological

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

http://www.phenologit.org/

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Contents

INTRODUCTION ................................................................................................................................................. 3

I. DEFINITION OF THE TERM “PHENOLOGY” .................................................................................................. 4

II. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN LITHUANIA .................... 6

1. Overview of the educational system in Lithuania ..................................................................................... 6

2. Phenology in the Lithuanian national curriculum ...................................................................................... 9

3. Summary of relevant practices, approaches and initiatives in Lithuania ................................................ 10

III. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN DENMARK ................. 12

1. Overview of the educational system in Denmark ................................................................................... 12

2. Summary of relevant practices, approaches and initiatives. ................................................................... 14

IV. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN SPAIN ........................ 15

1. Overview of the educational system in Spain. ........................................................................................ 15

2. Summary of relevant practices, approaches and initiatives in Spain. ..................................................... 16

V. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES AND PHENOLOGY IN the UNITED KINGDOM 17

1. Overview of the educational system in United Kingdom ........................................................................ 17

2. Summary of relevant practices, approaches and initiatives in the United Kingdom .............................. 21

Nature’s Calendar: Nature in a Changing Climate: Phenology Uncovered ..................................................... 23

VI. NEEDS ANALYSIS – RESUME OF INTERVIEWS WITH PARTNER COUNTRIES’ TEACHERS ......................... 26

1. Needs analysis – resume of interviews with Spanish teachers ............................................................... 26

2. Needs analysis – resume of interviews with Danish teachers................................................................. 27

3. Needs analysis – resume of interviews with Lithuanian teachers ........................................................... 28

4. Needs analysis – resume of interviews with UK teachers ....................................................................... 30

VII. SUMMARY OF THE NEED ANALYSES OF ALL PARTNER COUNTRIES. ..................................................... 31

CONCLUSIONS ................................................................................................................................................. 34

SOURCES .......................................................................................................................................................... 35

APPENDICES ..................................................................................................................................................... 36

3

INTRODUCTION

Phenology is a key scientific study area for understanding the periodic processes of interaction

between Atmosphere and Biosphere. The study of periodic plant and animal life cycle events and

how these are influenced by seasonal and inter-annual variations in climate is very relevant for

Nature and Science subjects in both Primary and Secondary education. Phenology has a long

established history in Europe, with national and Europe-wide associations gathering data. Much of

this is provided by thousands of individuals each year, and it is still a science that uses mostly pen

and paper to gather data. Phenology is one of the first activities that can be carried out with children

in schools, and that from a very early age.

Another way of capturing data is for students from primary and secondary school to use mobile

technologies and Geographic Information Technologies (GIT). Mobile technologies and GIT will

allow students not only to observe their surrounding environment and gather new data in an

interesting way but also to acquire complex knowledge of these environments, by collaboratively

creating and sharing new information and using open-source and tailored educational tools to

analyze and reflect upon graphical, spatial and mathematical data.

To this end, research was conducted into current practice, with the aim of evaluating the ability of

teachers in partner countries to use GIT and to teach phenology during the education process.

Main tasks of the research:

1. To develop an overview of the educational systems of partner countries.

2. To find out teachers’ knowledge of GIT and Phenology

3. To assess their ability to use GIT and Phenology

4. To emphasize the main obstacles to using GIT and Phenology in teaching.

In this research teachers from Denmark, Spain, the United Kingdom and Lithuania were

interviewed and recorded, and the results are discussed in this report.

The design of the research.

The research consists of two parts. The first part is called “Needs analysis”. It was undertaken in

order to explore the potential of both phenology and GIT in teaching and learning across different

subjects, and to find out what experienced teachers see as their main affordances and obstacles. The

teachers from Lithuania, Spain, Denmark and the UK answered questions from a “Needs analysis

interview guide”, and the questions also generated further discussion.

4

The main aim of the second part of the research was to find out how GIT, mobile technologies and

phenology are used in Danish, Spanish, British and Lithuanian primary and secondary schools.

Partners also provided general background information about the educational contexts in their

countries. In addition, 6-8 instances of ‘best practice’ were provided by each partner. These

consisted of examples of training, guidance or practice being used by schools or other

organizations, which incorporate one or more of GIT, mobile technology and phenology. These

results are also analyzed in the report.

I. DEFINITION OF THE TERM “PHENOLOGY”

According to Koch et al. (2007) ‘“Phainestai”, the ancient Greek word meaning to show or to

appear, is found in many modern language words reflecting the original. Following the definition of

Lieth (1974), which goes back to Schnelle (1955), modern phenology is the study of the timing of

recurring biological events in the animal and plant world, the causes of their timing with regard to

biotic and abiotic forces, and the interrelation among phases of the same or different species. Leaf

unfolding, flowering of plants in spring, fruit ripening, colour changing and leaf fall in autumn as

well as the appearance and departure of migrating birds and the timing of animal breeding are all

examples of phenological events. The task of plant-phenology is to observe and record the

periodically recurring growth stages and to study the regularities and dependency of the yearly

cycles of development on environmental conditions.

Fig. 1. The plant and its environment (Defila, 1992)

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Plant development and thus phenological phases show great interannual variability and also large

spatial differences. Individual (genes, age) and environmental factors (weather and climate

conditions in the micro and macro-scale, soil-conditions, water supply, diseases, competition etc.)

influence plants. They can be viewed as integrative measurement devices for the environment. The

seasonal cycle of plants however is influenced to the greatest extent by temperature, photoperiod

and precipitation. In particular spring development in the mid latitudes depends especially on

temperature in winter and spring, in the tropics and subtropics rainfall regime is predominant.

A more recent and very charming definition comes from Sparks (Menzel, 2002) “Phenology is

pastime with a considerable history. Once considered the harmless activity of a select few country

gentlemen and clerics it has now taken on a new importance since its value as (probably) the oldest

written biological records has been recognised.”’ (Koch et al. 2007: 2)

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II. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES

AND PHENOLOGY IN LITHUANIA

1. Overview of the educational system in Lithuania

(Extract from Lithuania Education System

http://www.mruni.eu/en/norintiems_studijuoti/lithuania_education_system/index.php?print=Y)

The present-day Lithuanian educational system covers pre-school development, general child and

youth education, junior college training, higher education and adult education. There is a binary

higher education system in Lithuania, that is, HE institutions are of two types: universities and

colleges. A higher education is acquired after the completion of undergraduate studies, which last

four or five years in an institution of higher education. Upon completion of the undergraduate

studies, a specialized professional or Master’s degree programme lasting one and a half to two years

can be undertaken, but only at the Universities. Doctoral studies in Lithuania last for four years.

Fig. 2. The educational system in Lithuania

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Table 1. Explanation of Lithuanian educational system

(Taken from http://www.cohab.eu/fileadmin/user_upload/English/Cohab/Cohab_booklet_no__1_-

_final_draft.pdf and http://www.sdcentras.lt/credo/res/Lithuania_esystem.pdf)

1. Pre-school The pre-school programme is on offer for children aged

from 5 to 6 at nursery schools, and is conducted by

qualified teaching staff. It is voluntary.

2. Primary and lower secondary

school

School begins at the age of 6 - 7, with ten class systems

for primary and lower secondary education. The 4-year

primary school education is followed by 6 years of basic

education. If a pupil is successful in the final

examination, pupils gain a basic education certificate (the

equivalent of the intermediate school leaving certificate

in Germany).

3. Upper secondary education After completion of basic education, a two year course of

upper secondary education may be embarked upon. It is

also possible to transfer to an upper secondary school

upon completion of class 8, then continuing until class

12. In classes 11 and 12, pupils are permitted to select

subjects in a targeted way in accordance with their

personal interests and strengths.

4. Vocational education and

training

Vocational education and training can be completed in

vocational schools by young people from the age of 14.

The training comprises the imparting of both theoretical

and practical knowledge. Four types of training

programme are differentiated. Type 1 for young people

from the age of 14 who have not gained a basic education

leaving certificate; this forms the basis of vocational

education and training. This framework also affords the

opportunity of gaining the lower secondary school

leaving certificate. Type 2 is a 3-year vocational

education and training for those who have gained the

basic education leaving certificate. They acquire a VET

qualification (skilled worker status). Type 3 is for those

http://www.cohab.eu/fileadmin/user_upload/English/Cohab/Cohab_booklet_no__1_-_final_draft.pdf

http://www.cohab.eu/fileadmin/user_upload/English/Cohab/Cohab_booklet_no__1_-_final_draft.pdf

8

who have passed the upper secondary school leaving

certificate, consisting of 1 to 2 years of vocational

training. Type 4 is for those who have passed the upper

secondary school leaving certificate, and is a 3 to 4 year

course of training comprising higher education and an

occupational qualification. Some modules correspond to

Bachelor level, and credit for these may be transferred to

a later course of higher education study. Vocational

education and training, however, is not very popular with

young Lithuanians, since it provides only limited

knowledge which is no longer sufficient for the current

labour market in the form it is imparted. Many young

people wish to obtain more knowledge about work within

the private sector, or about self-employment.

5. Higher education Lithuania has academic (universities) and non-academic

(colleges) institutes of higher education. Students gain

entry via selection procedures which mostly involve

consideration being given to marks obtained for the upper

secondary school leaving certificate. Higher education is

based on the European credit system. The duration of the

course of study leading to the acquisition of a Bachelor

degree (basic higher education study) is 4 years. This can

be followed by a one or two year vocational qualification

diploma, such as a teaching qualification or a Master’s

degree, which in turn can be followed by a Doctorate.

More information:

https://www.european-agency.org/sites/default/files/education_lithuania.pdf


9

2. Phenology in the Lithuanian national curriculum

There is no recognized term “phenology” in the Lithuanian curriculum, but during the learning

process geography teachers explain about climatic factors, seasonality and seasonal observations.

Primary education

Class 1-2

Achievement:

Admire natural phenomena; enjoy every season.

1. To describe (based on your experience) summer, fall, winter, spring.

To identify attractive features in every season.

2. Explain how Lithuanian weather is governed by the sun, wind, and water. To be able to properly

dress for a certain season.

Class 3-4

Achievements:

Exploring the environment, to capture and summarize relevant data.

1. Monitor the weather. To be able to fill in a "Weather calendar“. To observe changes in the

weather.

Secondary education.

Scope:

Environmental awareness and research - describes the students' ability to perform geographic

environmental monitoring and research, formulate hypotheses, collect data, perform a variety of

measurements and calculations; to look for solutions, formulate conclusions and evaluate the

results.

Class 5-6

Achievement:

1. Using charts and maps of climate, to be able to describe daily, monthly and annual weather

patterns. Understand the readings of devices used in meteorology.

2. Willingly and safely explore the nearest surroundings. Develop responsibility in environmental

monitoring and research.

3. To know and to describe natural and social objects in their environment.

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4. To create a simple plan of the place, and use it to orientate oneself in the environment. To be

able to draw the main forms of the Earth’s surface.

Class 7-8

1. To identify the possibilities of modern technology (eg GIS), which develop the knowledge of

geography.

2. By analyzing and comparing the climate maps, assess climate-forming factors and their influence

on the formation of different climatic zones.

3. To explain the reasons for temperature distribution on the earth and the consequences of this

process.

4. According to a model, plan and carry out investigations. Properly record results of the test,

recognizing their responsibility for their work. To improve skills of working individually or in

groups, in the classroom or in their local surroundings.

Class 9-10

1. To read various cartographical representations (diagrams, plans, maps, aerial photographs,

natural geographic profiles, space images) and use geographic information systems (GIS).

2. To describe climate factors by analyzing and comparing climate maps and images.

3. To plan natural, social and economic studies and research activities, for selecting appropriate

strategies for identifying the influences upon Lithuanian and European climate. Critically evaluate

weather forecasts.

4. During environmental monitoring and research, to use devices and sources of information to

draw conclusions. To share with others the results obtained in different formats.

3. Summary of relevant practices, approaches and initiatives in

Lithuania

Partners from Lithuania provided some projects as examples of using GIT and GIS for learning in

secondary schools. These are not all projects that were run in Lithuania, but from the examples

provided a picture of the use of GIT and GIS in schools can be seen.

One project incorporates natural sciences, Lithuanian language and literature, human health and

safety, and geography. The main idea is to develop background knowledge of key competencies for

school education (using websites for teachers) and to develop methodologies and materials for

digital teaching and learning (7 websites).

The principles of the project are to integrate modern didactics and the power of digital technologies

to produce effective learning: active, engaging, interactive learning. Key competencies included are

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integrated teaching and learning, exploring natural and societal processes, learning both in digital

and real environments, and methodical support for teachers. The main website is the Development

of the Competencies (http://www.ugdome.lt/kompetencijos5-8/). The website contains a brief

presentation of modern teaching and learning aspects; good teaching and learning practice from the

project schools: lesson plans, projects, approaches applied, samples of students’ work, and filmed

classroom activities; teaching recourses developed since 2009; digital Learning to Learn

Assessment Tool to build students’ skills for learning to learn by helping to understand their own

learning and developing appropriate strategies; five interactive instruments to support diagnostics,

planning, progress monitoring, reflecting on learning and mapping the learning progress (spider

diagram).

The idea of another project is the development of model guidelines, modular programs, methodical

recommendations, for entrepreneurship and employment development. The theory is that these will

lead to more choice for grade 9-12 students, teaching personalization, application of knowledge in

relevant practice, improved career planning and training loadings thus reducing wastage. Creating

methodological instruments will adjust and improve the process of education, increase access to

training for a variety of interest groups, needs and student abilities. During the project innovative

products to benefit teachers were developed, as well as benefits for school administration,

educational specialists and consultants. Results of the project will indirectly affect the pupils, their

parents, social partners, employers, vocational and higher education professionals, and authors of

educational textbooks. The project will seek to take advantage of the advanced experience of other

countries by inviting foreign experts, as well as creating opportunities to collaborate with

international networks.

These projects are oriented directly towards schools, teachers and pupils.

http://www.ugdome.lt/kompetencijos5-8/

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III. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES

AND PHENOLOGY IN DENMARK

1. Overview of the educational system in Denmark

(Extract from http://www.en.iu.dk/education-in-denmark/the-danish-education-system/primary-and-lower-

secondary-education-1/)

Denmark has a comprehensive school system named “Folkeskolen”. It covers the entire period of

compulsory education. The main law concerning this is the Folkeskole Act,

https://www.retsinformation.dk/Forms/R0710.aspx?id=133039

Fig. 3. The structure of Danish Education

Private schools are self-governing institutions required to measure up to the standards of the

municipal schools. There are different types of private school, and some are based on a specific

philosophy, a particular pedagogical approach or religious belief. Continuation schools (Efterskoler)

are private residential schools for pupils in forms 8-10.

Education in grades 1 – 9 is divided into 3 scholastic areas:

http://www.en.iu.dk/education-in-denmark/the-danish-education-system/primary-and-lower-secondary-education-1/

http://www.en.iu.dk/education-in-denmark/the-danish-education-system/primary-and-lower-secondary-education-1/



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Table 2. Education in grades

HUMANITIES

PRACTICAL

SUBJECTSMUSIC

NATURAL SCIENCES

Danish (all grades)

Gym (all grades)

Mathematics (all grades)

English (grades 3 9)

Music (grades 1 – 6)

Natural sciences &

Technology (grades 1 – 6)

Christianity (all grades

except that in which

pupils are preparing

for confirmation)

Visual arts (grades 1 – 5)

Geography (grades 7 – 9)

History (grades 3 – 9)

Sewing, workshop and

home economics (one

or more grades in

grades 4 – 7)

Biology (grades 7 – 9)

Social studies

(Grades 8 and 9)

Physics/chemistry

(Grades 7 – 9)

Natural Science and Technology, Geography, Biology and Physics/Chemistry are the subjects most

relevant for PhenoloGIT.

At the completion of 9th grade, pupils must take the compulsory public school final examinations.

For Geography, Biology and Physics/chemistry there is (mandatory for all schools from 2016/2017)

a shared practical, oral examination where students are to demonstrate science competences

(investigative, modelling, perspectivation, communication) working in both problem based and

experimental ways.

Please find more information on the Danish compulsory educational system here:

http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.

Initial Teacher Education (ITE) in Denmark is a 4-year professional bachelor programme at a level

corresponding to that of university bachelor programmes, but with a stronger focus on professional

practice. The professional bachelor in teacher education combines theoretical studies with a

practically oriented approach in the form of a mandatory work placement as a teacher. Natural

science and technology, Geography, Biology and Physics/chemistry are offered as a minimum 30

ECTS course. Unlike the situation in most other countries, the university studies and the

http://eng.uvm.dk/Education/Primary-and-lower-secondary-education

14

professionally-oriented ITE in Denmark are organized in two different sectors, under two different

ministries and legislations. A corresponding university bachelor or master programme in science

does not give access to teaching science in primary or lower secondary school.

With respect to Continuous Professional Development (CPD), there are several diploma degrees

(corresponding to the level of bachelor degrees) and masters programmes within the pedagogical

field of education. Danish teachers are also free to participate in in-service training. Most of the in-

service training takes place at the university colleges as short courses or diploma degrees. Most

municipalities will also have their own courses for teachers. Specialized state training institutions,

resource and research centres, teachers’ associations and the Ministry of Education also offer in-

service training activities. More information: http://ufm.dk/en/education-and-institutions/higher-

education/university-colleges/university-college-educations.

2. Summary of relevant practices, approaches and initiatives.

Partners from Denmark provided six tools as basic examples dedicated to the learning of pupils in

primary and secondary schools. Most projects are citizen science-projects created by teaching

institutions or volunteer organizations.

In order to use the learning tools, smart-phones, iPads or sometime tablets are needed. Usually the

tools are apps designed for smart phones: they are freely available on the internet and aimed at

pupils in a small age-range age. Sometimes there is guidance to teachers that explains how to

integrate the app in a school context. Denmark has some tools for kids to learn GIS, for these

lessons kids need tablets with GIS or access to ArcGIS Online. Likewise with some apps pupils are

taught to use GPS to find their location, and for navigation, tracking and mapping.

Using apps teachers and pupils can make field observations, study biodiversity, climate change and

changes in the biological diversity eg gathering marine data, monitoring climate change. Pupils help

to gather knowledge for researchers, but the app can also be used as a knowledge base or an

encyclopedia.

Usually tools do not have a direct relationship to the approved training programs.

http://ufm.dk/en/education-and-institutions/higher-education/university-colleges/university-college-educations


15

IV. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES

AND PHENOLOGY IN SPAIN

1. Overview of the educational system in Spain.

(Extract from http://www.studying-in-spain.com/spanish-education-system/)

In Spain, the regulating body for education is the “Ministry of Education”. In Spain it is the “Law of

Education” that creates the regulations. According to this law, education in Spain is compulsory and

should be free from “six years to sixteen years of age”. This is supported by the government of the

Spain. From 6 to 16, school attendance is compulsory for every child.

Education before 6 years of age is termed pre-primary education, or kindergarten education, and is

divided into two groups. The first is up to 3 years and the second is from 3 to 6 years of age. From 6

to 16 years of age, education in Spain is divided into two groups. The first group, called primary

education, is for students between the ages of 6 and 12, the second for 12 to 16 years (called

secondary education). The primary education phase is divided into three cycles 1) 6 to 8 years (first

cycle) 2) 8 to 10 years (second cycle) and 3) 10 to 12 years (third cycle). During this stage, the

average number of students in a class is around 25 in Spanish schools.

Fig. 4. The Spanish education system

http://www.studying-in-spain.com/spanish-education-system/

16

More information: http://www.studying-in-spain.com/spanish-education-system/

2. Summary of relevant practices, approaches and initiatives in Spain.

Partners from Spain provided seven projects as examples of using GIT for learning in primary and

secondary schools. Obviously these are not all projects that were led by Spain, but from the

examples provided, a picture of the use of GIT in primary and secondary schools in Spain can be

viewed.

Mostly the projects are focused on the natural sciences and biology. Programmes are devoted to

environmental monitoring such as atmosphere, invasive species, biodiversity, climate change or

hydrology. Most programmes could only be used in Spain because they have been adapted to

function in Galician or Spanish. During the projects mobile devices, computer and web access were

used.

Tools (apps) were created that enable all interested persons, e. g. nature-loving people, to carry out

environmental monitoring and to publish their observations on the Internet, on Twitter or using

other platforms. All gathered data are freely available on the Internet or can be downloaded and the

programs are easy to use because they mostly have step-by-step guides. This kind of tool can be

used by many people, because anyone who has a mobile device can use them. Unfortunately these

tools are not aimed directly at pupils, and have no learning objectives: they are meant only for

monitoring. Although these tools are not aimed at pupils, and some of them could be too complex

particularly for kids in primary school, teachers could possibly use them as a part of a study

process.

Some projects in Spain are oriented directly to schools, they also, as in the previously described

project, were oriented towards phonological monitoring. After gathering these data some

observations and analyses were made and the results published on the internet. However for the

implementation of these projects no GIT was used, data was gathered on sheets of paper.

Another project worth paying attention to is the GLOBE project, which is carried out in the Canary

Islands. The objective of GLOBE is to promote the teaching and learning of science by making data

or measurements of different environmental parameters grouped into basic protocols, mainly:

atmosphere, hydrology, soils, land cover, biology and phenology. Pupils participating in this project

have the opportunity to contact scientists, share their experiences and communicate with each other.


17

V. ANALYTICAL OVERVIEW OF GIT, MOBILE TECHNOLOGIES

AND PHENOLOGY IN the UNITED KINGDOM

1. Overview of the educational system in United Kingdom

(Extract from https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf)

Across the UK there are five stages of education: early years, primary, secondary, Further

Education (FE) and Higher Education (HE). Education is compulsory for all children between the

ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education

which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The

fifth stage, HE, is study beyond GCE A levels and their equivalent which, for most full-time

students, takes place in universities and other HEIs and colleges.

Early Years Education.

In England since September 2010, all three and four year olds are entitled to 15 hours of free

nursery education for 38 weeks of the year. Early Years education takes place in a variety of

settings including state nursery schools, nursery classes and reception classes within primary

schools, as well as settings outside the state sector such as voluntary pre-schools, privately run

nurseries or childminders. In recent years there has been a major expansion of Early Years

education and childcare. The Education Act 2002 extended the National Curriculum for England to

include the Foundation Stage which was first introduced in September 2000, and covered children’s

education from the age of 3 to the end of the reception year, when children are aged 5. The Early

Years Foundation Stage (EYFS) came into force in September 2008, and is a single regulatory and

quality framework for the provision of learning, development and care for children in all registered

early years settings between birth and the academic year in which they turn 5. The EYFS Profile

(EYFSP) is the statutory assessment of each child’s development and learning achievements at the

end of the academic year in which they turn 5.

In Wales, children are entitled to a free part-time place the term following a child’s third birthday

until they enter statutory education. These places can be in a maintained school or a non-maintained

setting such as a voluntary playgroup, private nursery or childminder which is approved to provide

education. The Foundation Phase is a holistic developmental curriculum for 3 to 7-year-olds based

on the needs of the individual child to meet their stage of development. Statutory rollout of the

Foundation Phase framework started in September 2008 and the process was completed in the

2011/12 school year.

In Scotland, education typically starts with pre-school. Local authorities have a duty to secure a

part-time funded place for every child starting from the beginning of the school term after the

https://www.gov.uk/government/uploads/system/.../v01-2012ukes.pdf

18

child's third birthday. Pre-school education can be provided by local authority centres, or private

and voluntary providers under a partnership arrangement. In Scotland, early years education is

called ante-pre-school education for those who are start receiving their pre-school education in the

academic year after their 3rd birthday until the end of that academic year (note: depending on when

the child turned 3 years of age, some children may only receive part of an academic year’s worth of

ante-pre-school education (e.g. 1 term), whereas other children may receive an entire academic year

of pre-school education). All children are entitled to receive a full academic years’ worth of pre-

school education in the academic year before they are eligible to, and expected to, start primary

school.

The commitment in the Northern Ireland Executive’s Programme for Government is to ‘ensure that

at least one year of pre-school education is available to every family that wants it.’ Funded pre-

school places are available in statutory nursery schools and units and in those voluntary and private

settings participating in the Pre-School Education Expansion Programme (PSEEP). Places in the

voluntary/private sector 2 are part-time whilst, in the statutory nursery sector, both full-time and

part-time places are available. Pre-school education is designed for children in the year immediately

before they enter Primary 1. Taking into account the starting age for compulsory education in

Northern Ireland this means children are aged between 3 years 2 months and 4 years 2 months in

the September in which they enter their final pre-school year. The Programme incorporates a

number of features designed to promote high quality pre-school education provision in all settings

including a curriculum which is common to all those involved in pre-school education.

Primary

The primary stage covers three age ranges: nursery (under 5), infant (5 to 7 or 8) (Key Stage 1) and

junior (up to 11 or 12) (Key Stage 2) but in Scotland and Northern Ireland there is generally no

distinction between infant and junior schools. In Wales, although the types of school are the same,

the Foundation Phase has brought together what was previously known as the Early Years (from 3

to 5-year-olds) and Key Stage 1 (from 5 to 7-year-olds) of the National Curriculum to create one

phase of education for children aged between three and seven. In England, primary schools

generally cater for 4-11 year olds. Some primary schools may have a nursery or a children’s centre

attached to cater for younger children. Most public sector primary schools take both boys and girls

in mixed classes. It is usual to transfer straight to secondary school at age 11 (in England, Wales

and Northern Ireland) or 12 (in Scotland), but in England some children make the transition via

middle schools catering for various age ranges between 8 and 14. Depending on their individual age

ranges middle schools are classified as either primary or secondary.

19

The major goals of primary education are achieving basic literacy and numeracy amongst all pupils,

as well as establishing foundations in science, mathematics and other subjects. Children in England

and Northern Ireland are assessed at the end of Key Stage 1 and Key Stage 2. In Wales, all learners

in their final year of Foundation Phase and Key Stage 2 must be assessed through teacher

assessments.

Secondary

In England, public provision of secondary education in an area may consist of a combination of

different types of school, the pattern reflecting historical circumstance and the policy adopted by the

local authority. Comprehensive schools largely admit pupils without reference to ability or aptitude

and cater for all the children in a neighbourhood, but in some areas they co-exist with other types of

schools, for example grammar schools. Academies, operating in England, are publicly funded

independent schools. Academies benefit from greater freedoms to help innovate and raise standards.

These include freedom from local authority control, the ability to set their own pay and conditions

for staff, freedom around the delivery of the curriculum and the ability to change the lengths of

terms and school days. The Academies Programme was first introduced in March 2000 with the

objective of replacing poorly performing schools. Academies were established and driven by

external sponsors, to achieve a transformation in education performance. The Academies

Programme was expanded through legislation in the Academies Act 2010. This enables all

maintained primary, secondary and special schools to apply to become an Academy. The early

focus is on schools rated outstanding by Ofsted and the first of these new academies opened in

September 2010. These schools do not have a sponsor but instead are expected to work with

underperforming schools to help raise standards.

In Wales, secondary schools take pupils at 11 years old until statutory school age and beyond. 3

Education authority secondary schools in Scotland are comprehensive in character and offer six

years of secondary education; however, in remote areas there are several two-year and four-year

secondary schools.

In Northern Ireland, post-primary education consists of 5 compulsory years and two further years if

students wish to remain in school to pursue post GCSE / Level 2 courses to Level 3. Ministerial

policy is that transfer should be on the basis of non-academic criteria, however legally post primary

schools can still admit pupils based on academic performance.

At the end of this stage of education, pupils are normally entered for a range of external

examinations. Most frequently, these are GCSE (General Certificate of Secondary Education) in

England, Wales and Northern Ireland and Standard Grades in Scotland, although a range of other

qualifications are available. In Scotland pupils study for the National Qualifications (NQ) Standard

20

grade (a two-year course leading to examinations at the end of the fourth year of secondary

schooling) and NQ Higher grade, which requires at least a further year of secondary schooling.

From 1999/00 additional new NQ were introduced in Scotland to allow greater flexibility and

choice in the Scottish examination system. NQ include Intermediate 1 & 2 designed primarily for

candidates in the fifth and sixth year of secondary schooling, however these are used in some

schools as an alternative to Standard Grades.

Further Education

Further education may be used in a general sense to cover all non-advanced courses taken after the

period of compulsory education. It is post-compulsory education (in addition to that received at

secondary school), that is distinct from the education offered in universities (higher education). It

may be at any level from basic skills training to higher vocational education such as City and Guilds

or Foundation Degree.

A distinction is usually made between FE and higher education (HE). HE is education at a higher

level than secondary school. This is usually provided in distinct institutions such as universities. FE

in the United Kingdom therefore includes education for people over 16, usually excluding

universities. It is primarily taught in FE colleges, work-based learning, and adult and community

learning institutions. This includes post-16 courses similar to those taught at schools and sub-degree

courses similar to those taught at higher education (HE) colleges (which also teach degree-level

courses) and at some universities.

Colleges in England that are regarded as part of the FE sector include General FE (GFE) and

tertiary colleges, Sixth form colleges, Specialist colleges (mainly colleges of agriculture and

horticulture and colleges of drama and dance) and Adult education institutes.

In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or,

more commonly, sixth forms within secondary schools.

In England, further education is often seen as forming one part of a wider learning and skills sector,

alongside workplace education, prison education, and other types of non-school, non-university

education and training. Since June 2009, the sector is overseen by the new Department for Business,

Innovation and Skills, although some parts (such as education and training for 14-19 year olds) fall

within the remit of the Department for Education.

Higher Education

Higher education is defined as courses that are of a standard that is higher than GCE A level, the

Higher Grade of the SCE/National Qualification, GNVQ/NVQ level 3 or the Edexcel (formerly

BTEC) or SQA National Certificate/Diploma. There are three main levels of HE course:

21

(i) Postgraduate courses leading to higher degrees, diplomas and certificates

(including Doctorate, Masters (research and taught), Postgraduate diplomas and

certificates as well as postgraduate certificates of education (PGCE) and professional

qualifications) which usually require a first degree as entry qualification.

(ii) Undergraduate courses which include first degrees (honours and ordinary), first

degrees with qualified teacher status, enhanced first degrees, first degrees obtained

concurrently with a diploma, and intercalated first degrees (where first degree students,

usually in medicine, dentistry or veterinary medicine, interrupt their studies to complete

a one-year course of advanced studies in a related topic).

(iii) Other undergraduate courses which include all other higher education courses, for

example SVQ or NVQ: Level 5, Diploma (HNC/D level for diploma and degree

holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and

Diplomas in HE.

As a result of the Further and Higher Education Act 1992, former polytechnics and some other

HEIs were designated as universities in 1992/93. Students normally attend HE courses at HEIs,

but some attend at FE colleges.More information:


2. Summary of relevant practices, approaches and initiatives in the

United Kingdom

The United Kingdom partner quoted 9 projects as basic examples of GIT usage.

Tools have been created by teaching institutions, teachers or charity organizations. Some of the

tools are dedicated directly to schools and aimed at learning; in most cases, but not all they are

associated with assessed curricula. Often one programme is adapted for use across several age

groups, with tasks for older pupils being more difficult and complex. Tools dedicated for learning

GIS are addressed to older pupils.

All projects are freely available on internet and, in English, but situated in the context of the United

Kingdom or one part of it. Therefore the use of these tools in other countries would be complicated.

Generally in order to use the tools, access to a computer and the internet is needed, and for some

mobile devices are needed as well.

The tools are aimed at the study of the natural environment, centred on areas such as biology,

ecology, and geography and often tools are Cross-Curricular. Some are water or air surveys. There

are several projects dedicated to woodlands e.g. identification of trees or environmental monitoring.


22

In some tools information gathering is continually updated and provides an archive of phenological

data.

Participants of projects can usually give feedback via social media, e.g. Twitter, Facebook.

Table 3. Summary of relevant practices, approaches and initiatives of partner countries

Country Project Purpose Subject IT

requirements

Accessibility Date

Spain Témporas Phenological data Natural

sciences,

biology

Internet access Galician

language

only

2003-

2006

still

active

Proxectorios Environmental

monitoring of rivers

(prepared reports

published twice a

year. Observations

were made using a

form on paper)

Natural

sciences

Internet

access

Galician

language

only

-

Iastracker Application of

geographic

information

documents from

mobile devices

Natural

sciences

Mobile

devices

Freely

available

2015

Fenodato Phenological

observations

Natural

sciences

Mobile

devices,

internet access

Freely

available on

Twitter,

Spanish only

2015

Myseasons Phonological

observations

Natural

sciences

Mobile

devices,

internet access

Freely

available

2015

Denmark Naturtjek.dk –

bioblitz

Biodiversity,

collecting data in the

field

Field

observation

Mobile phone

or an iPad

Freely

available

2015 -

2020

The ant hunt Learning about the

ants‘ lifecycle

Scientific

methods

No IT

requirements

Example is

freely

available

2015

Discover the

sea

Marine biodiversity Interdisciplin-

ary

opportunities

Smart phones

or tablets

The app

“Opdag havet”

Freely

available -

the app

“Opdag

havet”

2014-

2016

23

Woop App Get out into nature Making

various

outdoor games

for students

Mobile

devices, GPS

features on a

smartphone

Free app for

smart phones

in Danish

2012

Teaching

geography with

GPS

GIT using handheld

GPS to find their

location

Using GPS,

understanding

GIS

Handheld GPS

or smart

device with

GPS

Freely

available

2012

Public

Participation

GIS

Citizenship and

geography

Using GIT to

tag graffiti and

display the

target images

on

ArcGIS.com.

ArcGIS

Online

Freely

available

2012

United

Kingdom

Learning

Outsidethe

Classroom

Practice, training,

guidance

Cross

curriculum

Computer and

internet access

On-line with

open access.

Ror on

Rails??????

NB this is

free

softwareRub

y ??purchase

2006

Nature’s

Calendar:

Nature in a

Changing

Climate:

Phenology

Uncovered

Public

understanding of

and participation in

science.

Biology,

geography

Computer

with access to

the internet

Open access

-

Track-a-Tree

Seasonal

observations,

focusing only on

Spring

Biology,

geography

Computer and

internet access

Freely

available. In

English and

focused on

UK

participation

2015

Future

Classrooms:

Introducing

Mobile

technology. A

handbook for

all schools in

Northern

Ireland.

Put into context the

potential and

affordance of digital

mobile technological

devices within the

21st Century

requirements of

creativity and digital

literacy in the school

curriculum

Whole school

curriculum

and extra-

curriculum

Mobile

devices

Freely

available

2013

24

Interactive

Institutions:

using Blippar

in the

Classroom

Harness the power

of technology to

extend learning

beyond the

classroom

Cross-

Curriculum

Mobile device

with ‘Blippar’

app

Freely

available

2015

Countryside

Classroom

Learn about and

experience food,

farming and the

natural environment

Cross-

Curriculum

Computer and

internet access

Freely

available

2016

Leafsnap UK

App

Identify common

tree species

Biology,

ecology

iPhone and

internet

access.

Freely

available,

pertinent to

the UK

ecosystem.

2011

Opal Explore

Nature

Observing and

recording the world

around us.

Biology and

Ecology

Access to

computer and

internet.

Freely

available

2007

GIS

(Geography

Information

Systems) in

Geography

Teaching and

Learning

Learning GIS Geography

Mobile

technologies

Access to

computers and

internet;

Examples of

software with

prepared maps

Open access 2014

Lithuania Wealth of

natural

resources -

from atoms to

minerals and

rocks. Human

chemical map

Rock and mineral

distribution;

chemical elements

in the human body

Geography,

chemistry

Access to

computer and

internet

Publicly

unavailable

2013

Plan your trip

in Lithuania

To plan a trip in

Lithuania

GIS Access to

computer and

internet;

Based on GIS

programme

“Akis-M”

Publicly

unavailable

2011-

2012

The future map

of Europe in

the eyes of

To make Future

Europe maps

Cross-

Curriculum

Access to

computer and

internet

Publicly

unavailable

2012

25

Lithuanian

students'

Karmėlava:

between past

and present

To create interactive

map

Geography Access to

computer and

internet,

mobile devises

Freely

available

2015

The external

processes

shifting surface

of the Earth

Erosion, karst and

aeolian processes.

Geography Access to

computer and

internet,

mobile

devices,

www.quizlet.c

om

Freely

available

2013

The external

processes

shifting the

surface of

Lithuania

Create a poster using

Glogster EDU

Geography Access to

computer and

internet,

mobile

devices,

http://edu.glog

ster.com

Freely

available

2011

Smart robots Plants‘ adaptation to

different seasons.

Biology Access to

computer and

internet

Freely

available in

Lithuanian

2014

Diversity of

winds in the

world

Winds Geography Access to

computer and

internet

Freely

available in

Lithuanian

2015-

2016

http://www.quizlet.com/


http://edu.glogster.com/


26

VI. NEEDS ANALYSIS – RESUME OF INTERVIEWS WITH

PARTNER COUNTRIES’ TEACHERS

In order to explore the potential of both phenology and GIT in teaching and learning across

different subjects, and to find out what experienced teachers see as their main affordances and

obstacles, teachers from Lithuania, Spain, Denmark and the UK responded to questions from the

PhenoloGIT “Needs analysis interview guide”.

1. Needs analysis – resume of interviews with Spanish teachers

1) Profiles of the teachers

Interviews were carried out with five teachers. Their ages are from 36 to 51 years and their teaching

experience ranges from 6 to 28 years. Some of them are secondary school teachers specializing in

biology or geology. Others are elementary and primary schoolteachers. The main subjects they

currently teach are literature and language, maths, natural sciences, social sciences, citizenship

values, arts, biology, geology, scientific culture, physics and chemistry. They teach pupils whose

ages are between 9 and 16 years.

2) Do you have any previous experience/knowledge of phenology, and what affordances

do you see?

All teachers agreed that the study of phenology would fit perfectly into the classes, as an approach,

and it could be used for the observation of surroundings. Just one teacher had actual experience in

using phenology. He was involved in a previous project ten years ago (http://temporas.cesga.es/)

where phenological data were gathered by children from different schools in Galicia. He thought

that 12-14 year old pupils would be the most appropriate group to work with in this context, in

biology classes. Other teachers thought that Phenology was interesting for teaching since it allows

opportunities for pupils to become aware of the biological reality of their environment, to take time

to notice and appreciate the living beings around them as something important and interesting.

3) Do you have any previous experience/knowledge of GIT/GIS, and what affordances

do you see?

All teachers thought that GIT would be very useful in creating a more thorough approach to work in

class. Three teachers had experience of working with GIT in class. Some of them used Google

Earth to look for their school, village, street or some buildings, which would be useful to identify

the location. They also used it to identify several geographical elements and “travel around the

http://temporas.cesga.es/

27

World”. There was experience in projects involving GIT use to follow animal tracks. One of them

“The Wolf in rural areas” obtained an award from Fundación Barrié in 2015

(http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-rural-

lugo/0003_201410L16C9991.htm ).

Two teachers had never used GIT in the classroom, although they thought it would be interesting.

4) What affordances does PhenoloGIT have for your teaching?

Teachers agreed that using this type of technology would be sufficient motivation for students.

Some of them did not see any problem in adapting technology use to the curriculum. Teachers

would be very interested to work like this because it appeals to the introduction of collaborative

work using a constructivist approach, and also because data gathering using clear scientific criteria

could be really engaging for the class.

However, there are some doubts regarding the use of mobile devices. Who was going to be

responsible for them and their use? As for obstacles, teachers saw that the key challenge might be

the adaptation of the project to the curriculum. They thought it might only be adaptable to the 1st

ESO course (12-13 year olds) and maybe 4th ESO (15-16 year olds).

2. Needs analysis – resume of interviews with Danish teachers


Interviews were carried out with two teachers. They were 31 and 49 years old and their teaching

experience was respectively 6 and 15 years. One teacher was working in lower secondary school

and teaching science subjects: biology, physics/chemistry and mathematics. The second one was

teaching biology, geography, mathematics and history in primary and lower secondary school.

2) Do you have any previous experience/knowledge of phenology, and what

affordances do you see?

One teacher explained that he did not mention the word phenology, but he addresses the subject

with his students when discussing hormonal driven processes, and prevalence patterns. The teacher

considered that this complex relationship was too difficult for students in lower secondary. He also

considered phenology to be too complex to address in primary school. The teacher felt confident

teaching how seasonal changes affect flowering and mating seasons, and how this effects nature

management.

http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-rural-lugo/0003_201410L16C9991.htm


28

The other teacher had no previous knowledge of phenology as a research area. He did not mention

the word “phenology” with his students (obviously) but said that he discussed seasonal changes

when studying ponds and waterholes and the different species that can be identified in winter and

summer, focusing on the implications for e.g. food chains.

3) Do you have any previous experience/knowledge of GIT/GIS, and what

affordances do you see?

One teacher knew about Google maps and the use of mobile phones and GPS-location. He also used

Google maps in biology to study prevalence patterns.

The second teacher was not using GIT/GIS. Giving examples of GIS/GIT that he was familiar with,

he said that he used smart phones with apps like Woop App to do quiz-event-races with GPS. He

was also using digital maps (GO-kort): physical, thematic, topographic and historical maps,

whenever he found it relevant to teaching geography and history.


Both teachers agreed that motivation and student interest were important arguments for using

PhenoloGIT. They mentioned the new national examination in Science as a selling argument for

PhenoloGIT in a Danish context.

3. Needs analysis – resume of interviews with Lithuanian teachers


There were interviews conducted with four teachers. Their ages were from 28 to54 years and their

teaching experience from 5 to 30 years. Three of them were secondary school teachers with a

specialization in geography. One was an elementary and primary school teacher. The main subject

they teach is geography, but the teacher who works in elementary and primary school also teaches

Lithuanian language, maths, and English language. The teachers from secondary schools teach

pupils whose age ranges from 12 to 19 years. The teacher from elementary and primary school

works with age groups from 6 -11 years.

29


do you see?

Apart from one teacher, all others have experience of teaching phenology. They think that

phenological observations are available to everyone. Such observations need neither tools nor

complex devices. You only need to carefully and accurately monitor natural phenomena. The most

likely topic for phenology is in studying the context of geographic zones, undertaken in the seventh

grade. Studies include investigating what wildlife prevails in a given area and why different flora

and fauna live in certain areas.

Teachers reported that in speaking about phenology with students, they were trying to exploit their

local environment – e.g. monitoring the trees in the schoolyard by looking at the dendrological

analysis and its seasonal changes. Also, they reported trying to use more visual material based on a

range of interactive materials (Learning Object: "Smart robots”, www.mokinukai.lt, Nature 5-6

classes, and various online educational websites (both in Lithuanian (http://g.nepo.lt) and in English

(bitesize.com.)), plus a variety of maps including interactive sources, e.g. Google maps.


do you see?

All teachers had experience working with GIS/GIT in classes and felt it was very useful for pupils.

Some of them think that the preparation of the work with GIT and GIS often takes a lot of time - to

find the right material, make it suitable for students by age, and try to make it attractive and useful.

They found out that material was missing or absent for younger pupils, also that various foreign

sites often change their information, making it difficult to follow. Others thought that during

geography lessons it would be useful to learn how to measure the distances between objects,

identify the coordinates of objects, to identify their geographical location, and to determine the

distribution of forests, etc.

Teachers also used interactive maps for the analysis, and spatial insights in the delivery of a specific

subject studied. They felt this complemented and enriched the secondary school geography lessons.

(http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f9406

6d3c64a78551)

In geography lessons, the teachers operated Samsung “Smart class” tablet devices for eg their poster

creation tools: https://padlet.com. "Padlet" - is a free online tool and gadget (IOS), which provides

an online space for ideas, thoughts or other content exchange and publishing.

http://g.nepo.lt/

http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f94066d3c64a78551


https://padlet.com/

30


All teachers agreed that motivation and student interest were important arguments for using

PhenoloGIT. Pupils could apply their experiences in new activities; provide solutions, and use their

collected data in developing their digital maps (in GIS). Teachers noticed that students willingly

cooperated, sharing their experiences. This they felt encouraged independence, tolerance, an ability

to understand other approaches, respect for the opinions of others, rationality (the ability to think

logically and healthily), tolerance and responsibility. Use of interactive tools always increased the

students' curiosity, they observed, their interest in the subject and their motivation. They considered

that students gained new knowledge in these topics, and focused on a detailed knowledge of life.

They reported believing that through these applications of tools to their local environments, the

students understood better that everything that is learned in school could be applied to real life.

Teachers stated that it was good news that such methods could also demonstrate the latest

technological and scientific developments to children.

As an obstacle, teachers mentioned field trips, because pupils have many lessons in one day and it is

complicated to leave school for a whole day.

4. Needs analysis – resume of interviews with UK teachers


Interviews were carried out with four UK teachers. Their ages were between 25 and 31 years and

their teaching experience ranged from a newly qualified teacher (one year) to 15 years. Their

educational backgrounds were Marine biology and oceanography, biological science, medical

science and biochemistry undergraduate degrees. The age groups of students they teach were 7-9

years old and 11 – 18 years. Some of the teachers (primary level) were teaching all subjects

including literacy, maths, science, while the secondary (11-18) teacher only science-biology and

chemistry.


do you see?

All teachers were familiar with phenology from the biology syllabus, except one teacher, who had

no experience of it at all. Teachers’ practice included using observations in the field (at age 13); the

teaching of climate change, plant reproduction and life cycles; and systematic observation of

31

different species in a fixed outdoor area (age 7-9). All of them felt they would be confident teaching

phenology.


do you see?

Talking about their previous experience and knowledge of GIT/GIS, two teachers said they did not

use these technologies. Others were familiar with GIT via personal interest or from their academic

studies. Some teachers did not use GIT/GIS in their teaching. Others were using Google earth to do

research, also at age 16 -18 in fieldwork they used spatial/locational observations within a season.

Teachers talked about geo-spatial issues when teaching climate change, also species movement

according to changes in sea temperatures etc.

The majority of teachers let pupils use ipads, mobile phones if for an educational activity. Only one

teacher thought that pupils were too young to use these technologies.


All teachers thought that PhenoloGIT would motivate and encourage students in their work. Getting

students outdoors and away from classroom-based learning was felt to be valuable. EU

collaborative learning was very interesting and to participate in an international project and collect

and share data at this level would be very good international experience.

As obstacles, teachers mentioned field trips, because of concerns for pupils’ and the devices’ safety

& security. One teacher thought that the ‘South West Grid for Learning’ could enable internet

access for uploading data to the PhenoloGIT website. Some of the teachers mentioned that they

didn't have class sets of tablets or laptops. Pupils didn't have much opportunity to use these

technologies in science currently, but it was felt to be very interesting although making them

accessible to every pupil in the class (one school is in a mixed economic area) would be the

challenge.

VII. SUMMARY OF THE NEED ANALYSES OF ALL PARTNER

COUNTRIES.

Regarding teaching of phenology, the majority of teachers is familiar with phenology and have

experience of teaching pupils in examples such as studying climate change, plant reproduction and

life cycles (UK teachers), trying to exploit the local environment – eg monitor the school yard and

its seasonal changes (LT teachers), teaching how seasonal changes affect flowering and the mating

season, and how this will effect nature management (Spanish teachers), or phenology in teaching

32

allowing pupils to become aware of the biological reality of their environment (Danish teachers). It

is necessary to mention that Lithuanian and Spanish teachers do not use the term “Phenology” when

they explain things related to Phenology. The majority of teachers of partner countries feel they

would be confident teaching phenology.

All teachers of partner countries agree that GIT/GIS would be very useful in having a more detailed

and focused approach to class work. A lot of teachers use Google Earth to look for their school,

village, street and buildings, which could be useful in identifying their location. They also use it to

identify several geographical elements and to “travel around the World”. Talking about examples

of GIS/GIT, teachers said that they used smart phones with apps or GPS. Lithuanian teachers think

that preparation for working with GIT and GIS often takes a lot of time - finding the right material,

making it suitable for students by age, and trying to make materials attractive and useful. But in

general almost all teachers of partner countries have experience with GIT/GIS and use it to a greater

or lesser degree in their educational processes.

Fig.5. Teachers' (of partner countries) ability to use GIT and teach phenology, in percentages.

All teachers think that PhenoloGIT would motivate and encourage pupils to work. Pupils could

apply their experience to new activities, to provide solutions, and to use their collected data in

developing their digital maps (in GIS). Teachers noticed that students were willingly cooperating

and sharing their experiences. This was felt to encourage independence, tolerance, the ability to

understand the other’s approach, respect for the opinions of others, rationality (the ability to think

logically and reasonably), tolerance and responsibility.

Table 4. Summary results of the Needs analyses:

Country

Age Experience,

in years

Teaching subjects

Age

of

pupils'

taught

Phenology

teaching

GIT usage

33

Spain 50 28 literature and language,

maths, natural sciences,

social sciences, citizenship

values, arts

9-10 No Yes, only

Google Earth

51 17 biology, geology, science 12-18 Yes No

39 6 biology, physics and

chemistry

12-15 No Yes

36 9 biology 12-13 Yes No

45 20 biology, geology, physics

and chemistry

14-16 Yes No

Denmark 49 15 biology, physics/chemistry

and mathematics

12-16 Yes Yes, only

Google maps

31 6 biology, geography,

mathematics and history

7-16

No Yes

United

Kingdom

26 Newly

Qualified

Teacher

literacy, science and maths 7-9 Yes No

25 2 All subjects 7-9 Yes Yes, only

Google earth

unknown 4 science 7-9 Yes No

31 6 biology, physics, chemistry. 11-18 Yes Yes

unknown 11 biology 9-13 No No

Lithuania 28 5 geography 13-17 Yes Yes

54 30 geography 12-19 Yes Yes

52 29 geography 12-14 No Yes

39 17 literacy, science and maths 6-11 Yes No

There are several obstacles that teachers mentioned. Spanish teachers had some doubts regarding

the use of mobile devices. Who was going to be responsible for them and their use? As for other

obstacles, teachers felt that the most challenging might be the adaptation of the project to the

curriculum. Also as an obstacle teachers mentioned field trips, because pupils have many lessons in

one day and it is complicated to leave school for the whole day. UK teachers also mentioned field

trips, due to pupils’ and devices’ safety & security concerns. A UK teacher thought that the ‘South

West grid for learning’ should enable internet access for uploading data to PhenoloGIT website, so

the uploading of data should not be an obstacle

34

Some teachers mentioned that they don't have class sets of tablets or laptops (LT, UK teachers).

Some pupils don't currently have much opportunity to use technologies in science, and making

devices accessible to every pupil in the class (more than one school is in a mixed economic area)

would be a challenge.

CONCLUSIONS

1. The majority (69 percent) of the surveyed teachers taught phenology. In fact some of the

teachers do not use this term but they are familiar with the ideas and principles of

phenology.

2. Phenology teaching doesn’t directly depend on the subjects taught, the teacher’s age,

country or other factors. It seems that use of phenology strongly depends on teachers’

personal interests. PhenoloGIT could help to motivate and encourage more teachers to use

phenology in their lessons.

3. GIT in classes is used even less frequently than phenology teaching. Only 56 percent of

teachers are using GIT during the lessons, furthermore only 37 percent of the teachers use

more complex GIT programs than Google EARTH demonstrations. It is important to

mention that the majority of the surveyed teachers recognize that GIT could be useful even

though they are not currently using GIT in classrooms. Almost all teachers believe that GIT

would increase student interest and activity in the classroom.

4. Most of examples of GIT usage in classrooms are discreet projects and are not a common

the part of integrated school programmes.

5. There are no discernible tendencies revealed in the reasons for GIT usage or non-usage in

the classroom, nor for the teaching of phenology . These factors do not depend on country,

the teacher’s age, experience or teaching subject. It is most likely that it depends purely on

teachers‘ personal interests.

6. There are four groups of obstacles to using GIT for teaching pupils: difficulties in

reconciling it with the curriculum; the issue of personal responsibility for mobile devices

during field trips; the lack of mobile devices for each pupil; difficulties in spending all day

on a field trip, because of the demands of other subjects and for the UK, the National

Curriculum.

35

SOURCES

Defila, C., Clot, B., 2001: Phytophenological trends in Switzerland, International Journal of

Biometeorology, 45, 203-207.

Koch, E., Bruns, E., Chmielewski, F. M., Defila, C., Lipa, W. and Menzel, A. (2007) Guidelines for

plant phenological observations Guidelines for plant phenological observations.

http://www.omm.urv.cat/documentation.html. WMO Technical Commission for Climatology, Open

Program Area Group on Monitoring and Analysis of Climate Variability and Change (OPAG2).

Accessed 18.05.16.

Menzel, A., 2002: Phenology, its importance to the Global Change Community. Editorial Comment

Climatic Change, 54, 379-385.

Rice, B., Hughes L., Reed M., Westoby M.: A phenology web-network for Australia.

www.uow.edu.au/science/biol/eas/posters/Raice.pdf, Proceedings of the 2001 meeting of ESA at

the University of Wollongong, 26-28/9/2001

Ministry of Education and Science of the Republic of Lithuania www.smm.lt

Study Quality Assessment centre www.skvc.lt



http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=18b40cb0c6e0453f94066

d3c64a78551

https://padlet.com


http://ufm.dk/en/education-and-institutions/higher-education/university-colleges/university-college-

educations.


http://geografija6-8.mkp.emokykla.lt/


http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.

http://www.omm.urv.cat/documentation.html

http://www.uow.edu.au/science/biol/eas/posters/Raice.pdf

http://www.smm.lt/en/

http://www.skvc.lt/





https://padlet.com/





http://geografija6-8.mkp.emokykla.lt/



36

APPENDICES

Please note that the templates reproduced in these appendices contain direct extracts from the websites referenced

APPENDIX I

O 1. GIT, mobiles and phenology in European Schools: state of the art.

COUNTRY AND ORGANISATION: Denmark/VIA, Report team: Pernille Ulla Andersen and Harald Brandt

Country context: (school organization, age ranges, ITE and CPD etc)

The structure of Danish Education:

37

Denmark has a comprehensive school system named “Folkeskolen”. It covers the entire period of compulsory education. The main laws concerning this is the

Folkeskole Act, https://www.retsinformation.dk/Forms/R0710.aspx?id=133039

Private schools are self-governing institutions required to measure up to the standards of the municipal schools. There are different types of private schools

and some are based on a specific philosophy, a special pedagogical line or religious belief. Continuation schools (Efterskoler) are private residential schools

for pupils in form 8-10.

Education in grades 1 – 9 is divided into 3 scholastic areas:

HUMANITIES

PRACTICAL

SUBJECTS AND

MUSIC

NATURAL SCIENCES

Danish (all grades)

Gym (all grades)

Mathematics (all grades)

English (grades 3 – 9)

Music (grades 1 – 6)

Natural sciences &

Technology

(grades 1 – 6)

Christianity (all grades except

that in which pupils are

preparing for confirmation)

Visual arts (grades 1 – 5)

Geography (grades 7 – 9)

History (grades 3 – 9)

Sewing, workshop and

home economics (one or

more grades in grades 4 – 7)

Biology (grades 7 – 9)

Social studies

(grades 8 and 9)

Physics/chemistry

(grades 7 – 9)

Natural science and technology, Geography, Biology and Physics/chemistry are the subjects most relevant for PhenoloGIT.

At the completion of 9th grade, pupils must take the compulsory public school final examinations. For Geography, Biology and Physics/chemistry there is

(mandatory for all schools from 2016/2017) a shared practical, oral examination where students are to demonstrate science competences (investigative,

modelling, perspectivation, communication) working problem based and experimental.


38

Please find more info on the Danish compulsory educational system here: http://eng.uvm.dk/Education/Primary-and-lower-secondary-education.

ITE in Denmark is a 4-year professional bachelor programme at a level corresponding to that of university bachelor programmes, but with a stronger focus on

professional practice. The professional bachelor in teacher education combines theoretical studies with a practically oriented approach in form of mandatory

work placement as a teacher. Natural science and technology, Geography, Biology and Physics/chemistry are offered as a minimum 30 ECTS course. Unlike

the situation in most other countries, the university studies and the profession oriented ITE in Denmark are organized in two different sectors, under two

different ministries and legislations. A corresponding university bachelor or master programme in science does not give accesses to teach science in primary

or lower secondary school. The

With respect to continuing professional development (CPD), there are several diploma degrees (corresponding to the level of bachelor degrees) and master programmes within the

pedagogical field of education. Danish teachers are also free to participate in in-service training. Most of the in-service training take place at the university colleges as courses or diploma

degrees. Most municipalities will also have their own courses for teachers. Specialised state training institutions, resource and research centres, teachers’ associations and the Ministry of

Education also offer in-service training activities. Please find more info here: http://ufm.dk/en/education-and-institutions/higher-education/university-

colleges/university-college-educations.

Relevant practices, approaches and initiatives.

Background information Name of example: Naturtjek.dk – bioblitz

Provider/ Original source Who is the author, developer or originator of

this example?

What country/sector are they from?

A cooperation between Denmark’s Society for Nature Conservation (www.DN.dk),

and Copenhagen University and Aarhus University

Category What kind of example is it? Eg Practice,

training, guidance?

Citizen science-project.

A guidance that describe how to make field observations. Focus on 30 species, both

plants, animals and fungi’s

Participants Who is involved in the practice? E.g. what

age of children/type of school were involved?

OR for whom was the training/guidance

There are examples with schools who tried the app “naturtjek” and make a

“bioblitz” in the local area. www.biodiversitet.nu/bioblitz




http://www.dn.dk/

http://www.biodiversitet.nu/bioblitz

39

devised e.g. future teachers, experienced

teachers, practitioners working outside

schools?

The age of the students are 11-16 years.

There are a guidance to teachers that explain how to integrate the app in a school

context.

Purpose What was the aim behind this example? E.g.

to develop children’s understanding in one

subject area? Develop teachers’ subject and/or

pedagogical knowledge?

The purposes: learning about biodiversity, collecting data in the field,

Learning about nature in the local area.

Collect data every year to observe if the populations change eg. Because of climate

changes.

Date When did this happen/was it published/made

available?

The project started in 2015 and is going on to 2020

Subject focus

What curriculum subject area(s) is/are

targeted?

Field observation, the nature of science, biodiversity, climate changes and changes

in the biological diversity

Another other information of

relevance to PhenoloGIT?

Description of Example:

Context Provide further details about the context of the

school/service.

There are 12.000 volunteers and schools that collect data by now

Innovation Are there any aspects of this example that are

new, unusual, innovative in any way?

The scale of the project. The citizen science project: cooperation between the people

and the scientists.

40

Main pedagogical approach: Outline the teaching and learning

methods/medium of presentation/ mode of

engagement, as appropriate.

Bio means "life" and Blitz means to do something quickly and intensively. The

BioBlitz concept comes from the United States and was originally designed to be an

event that lasts 24 hours. The BioBlitz concept is very flexible and covers both large

and very small events of shorter duration as long as the focus is on a record of the

species found in an area you have chosen. Suitable areas can be anywhere from wild

to urban areas, just there are animals, plants, fungi and habitats to find.

Accessibility Is this example open access/freely available,

in different languages, different media,

accessible to individuals with visual/hearing

mobility impairments?

Does it require existing level of knowledge in

subject areas?

(See section below for IT requirements)

The project is freely available - the app “naturtjek” can be downloaded freely from

iTunes or google play. There is a guideline to the BioBlitz-concept that can be

downloaded freely. www.biodiversitet.nu/bioblitz

The students have to learn about the 30 species and the 12 habitats in the BioBlitz so

they can recognize the species in nature. They have to download the app before the

event is going on and to be introduced to the app.

Sustainability Is the information likely to become outdated?

Is training expensive to run – or will it

cascade easily/ does it rely on

software/hardware which will become

obsolete?

If there are missing some species that are common in the habitat you can add them

to the app on a separate list

The concept depend on the scientists that are involved - that they continue to be

involved in the project.

Equipment/Travel What kind of equipment might be required to

use this example (e.g. measuring and

recording equipment, outdoor clothing)? Is

travel to specific locations required?

You can do a BioBlitz event anywhere

IT requirements What are the hardware and software

requirements? What support is required to

introduce/run/maintain these?

A mobile phone or an iPad. The tablets should have GIS. The students can make

their recording even though the devices are offline.

41

Assessment methods What methods of assessment are either

included or suggested in this example? Do

they fit with curriculum requirements and/or

with national testing regimes?

After the BioBlitz event the recordings can be listed and compared with other

habitats in the country.

It fits well with the national curriculum requirements in Denmark.

Participants feedback What feedback has been recorded from

participants who took part in activities

associated with this example?

The teachers who have tried the BioBlitz concept with the “naturtjek”-app say that it

was an advantage that it was very easy to use the app and it was an advantage that

the event was described very well.

Case relevance to our project (SWOT)

Strengths Weaknesses Opportunities Threats

What are the strong points and good

practices in this example?

What are the weak points and problem

areas in this example?

What good practices in this example might

we use in PhenoloGIT?

What are the problem areas in this example

we might need to consider in PhenoloGIT?

The easy technical way to record species

The manageable kind of species (30 well

known species)

The cooperation between scientists and

students - citizen science. The data will be

used by scientists.

The learning outcome and the way to

work with the data that are collected

The easy way to record species How to integrate in lessons where

climate changes are an issue, there

have to be more specific learning

outcomes

Background information Name of example: The ant hunt


this example?


The Natural History Museum in Copenhagen have adapted the American project to

Danish school tradition.

Inspired by the American lesson plan “Ant Picnic”. A citizen science project School

42

of Ants, devolved by Your Wildlife and North Carolina State University (NCSU)


training, guidance?

Practice and guidance to teachers: www.myrejagten.dk






schools?

The example is developed primary to students in 4th-6th grade (10-12 years) but

students in higher levels can use the materials too.





Based on an ambitious research project that examines ant’s food choices and

different ant species range in Denmark. The classes work with scientific methods,

experimental setups, observation and description, and applied mathematics

The students will learn about the ants fascinating life and be aware of the ants

impact in many roles in the natural cycles


available?

The pilot project was going on in 2015. Based on the experiences from the pilots in

Denmark, the materials will be adapted and published in 2016.

Subject focus


targeted?

The scientific methods, implement simple systematical investigations with different

variables,

Make hypothesis



http://www.myrejagten.dk/

43



school/service.

Denmark is ecologically and climatically at the limit of what most ant species can

tolerate. As global warming takes place quickly. Denmark is an ideal place to study

ants and their movement. Denmark is in fact one of the first places we will be able

to track climate change consequence of ants.



The citizen science concept




The mission of ant hunting focused on the close nature and to open children's eyes

to the nature that is all around them. When students observe and describe their

environment, they experience the scientific method is a creative process and that

science is for everyone






subject areas?


The example is freely available





obsolete?






Field equipment’s for gathering ants

44





No specially it requirements





Students use their collected data to make a table showing the relationship between

entice food quality and type and the number of ants that were attracted to it. They

compare the table with their hypothesis. The class can talk about the experimental

design, error sources and methodology criticism.




Teachers say:

“It was positive that the course was so well-designed, simple and straightforward”.

“It was positive that the students used the scientific method and that it is real data to

be used for something”.











The citizen science project

The work with scientific methods

The nature of science

There is no it involved in the project,

so the students have to collect ants and

send the animals to the Museum.

The overall topic with climate change.

The connection between field data and

the overall topic.

How to implement the investigations in

a school matter that make sense.

45

Background information Name of example: Discover the sea


this example?


WWF World Wildlife Fund

Analysis of data in cooperation with Center for Makroøkologi, Evolution og Klima

(CMEC) Copenhagen University. A citizen science project


training, guidance?

Guidance






schools?

School classes and volunteer’s

WWF makes events in Denmark, where people can learn about the sea and try to use

the app.





Discover the sea project is part of WWF work on marine biodiversity and aims to

engage people in and increase their knowledge of nature beneath the surface. The

idea is if you love something, you also want to protect it. WWF wants to get

people's eyes to the unique marine nature we have in Denmark so they then can

obtain greater support for their political work to protect the Danish marine nature


available?

The project will as at least be running from 2014-2016 with the seasons 2015 and

2016 as the active seasons with collecting data and making events.

Subject focus


targeted?

Interdisciplinary opportunities with many subjects in school. Eg climate changes.

After the second year, teachers can take part in graphs and numbers to work with in

both biology and mathematics. Using Discover the sea app is an instrument for the

detection of climate change that could form as practical elements in other subjects

where climate subjects are an issue: Danish, history, social studies and all science

46

subjects





school/service.

Pupils help to gather knowledge to researchers but the app can also be used as a

knowledge base or an encyclopedia. During each of the 76 species app contains, one

can see a number of images that help to identify, read about the characteristics, size,

habitat, season.

A simple way to use the app is to take the students to the beach and determine the

species using the app and record the findings.

Another way to use the app is to use it as preparation for a field trip. The pupils

make hypotheses based on the knowledge they can find in the app and via other

sources. Based on information on habitat, students can review the species in the app

and find out which species are potentially likely present on the site.

After collecting students can explore their data are consistent with the hypothesis

and then they can discuss the results






Field investigations, the nature of science

Citizen science project.

47






subject areas?


The project is freely available - the app “Opdag havet” can be downloaded freely

from iTunes or google play





obsolete?







Field equipment for gathering marine data




Smart phones or tablets

The app “Opdag havet”.





No assessments described in this project.




48











The app is simple and easy to use The connection to the curriculum The simple way of collecting data The didactical frame.

Background information Name of example: Woop App


this example?


Danish Scouts,

The national scout association in Denmark


training, guidance?

Practice

A number of teachers have reported use of Woop App with primary and lower

secondary students.






schools?

Teachers with 11-16 year olds students.





Woop App is a free app for smart phones developed by Danish Scouts, the national

scout association with support from the Nordea Foundation. The goal is to inspire

outdoor activities for 11-16 year olds using the GPS feature of smart phones.

49


available?

The app was first published in Apps store/Google play in 2012. Latest revision:

7/12/2015.

Subject focus


targeted?

Using the GPS feature in a smartphone, teachers can make various outdoor games

for students that inspire them to get out in nature. The app allows teachers to create

tasks for many different subjects. It is the students' skills in relation to the tasks,

their understanding of how to use GIT to orient and move around in the area, which

determines how well they are performing in one of the three games.



Students can sign in with their Facebook login and thus compete with their friends and share high scores on their own wall.



school/service.

Woop App allows the teacher to choose between different game-plays:

Bomb - A game of tag

Hunting – Event race that combines puzzle solving with social and physical

challenges

Woop Me - Woops own version of 'find-me'.

One teacher reporting using the Woop App as an event game in biology with a

series of multiple-choice questions. Examples of questions:

“Where is the DNA in the cell?”

Mitochondria

The nucleus

The cell membrane

50

“What are the differences in a plant cell and an animal cell?”

The cell wall of the animal cell is soft

Plant cell has no nucleus

The plant cell containing no DNA

If the student answer incorrectly, he/she must wait for 15 seconds, then comes the

question again. When you have answered correctly, the next item on the screen.

The teacher may not get to see what the students have responded, but their time is

longer, the more times they answer incorrectly.



Use of GIS/GIT to facilitate outdoor activities in a game-like environment.




Gaming






subject areas?


Freely available in Danish





obsolete?

The Woop App is currently available in App Store/Google play, but there is no

information of how long the service will be provided.

Equipment/Travel What kind of equipment might be required to Smart phone, Woop App

51







Smart phone





Teachers reporting from own practice.

No formal assessment method described.















Motivating, ease of use, emphasis on

using GIT/GIS move around in the

local area.

The gaming concept Ease of use

How to engage students in exploring

possibly of GIS/GIT in a game like

environment.

The gaming-concept is in focus, not

learning about GIS/GIT.

52

Background information Name of example: Teaching geography with GPS


this example?


Hyldgårdsskolen, Ikast

Niels Kjeldsen, VIA University College, Læreruddannelsen i Silkeborg


training, guidance?

Practice






schools?

Teachers with grad 6 students.





Students understanding of GIT using handheld GPS to find their location,

navigation, tracking and mapping. The students acquiring knowledge and

experience to go geocaching outdoor and improve their “metal mapping” skills.


available?

2012. Article in Reflex, No1 2012.

Subject focus


targeted?

Using GPS, understanding GIS, location, navigation, tracking.



53



school/service.

Using everyday technology like handheld GPS or Smart phones with GPS.



Using GPS with grade 6.




Investigation, student centered.






subject areas?


Freely available. No special requirements except access to GPS.





obsolete?

No special requirements





Access to handheld GPS or smart device with GPS.



No special requirements

54







No formal assessment method described.















Teachers using every day GIT to

understand GIS.

Restricted learning outcome; less

emphasis on scientific “big idea”

How to use GIT/GIS with grade 6. How to combine understanding of

GIT/GIS with a scientific “big idea”.

Background information Name of example: Public Participation GIS


this example?


Rune Homann, Informi GIS

Munkegårdsskolen

Category What kind of example is it? Eg Practice, Practice

55

training, guidance?






schools?

Three 8-grade classes from Munkegårdsskolen in Vangede using handheld devices

to map graffiti in local area using GPS.





Students understanding of citizenship and geography, focusing on some of the more

“abstract” geography concept using informal learning space. Using GIT to tag

graffiti and display the target images on ArcGIS.com.


available?

2012, Perspektiv no. 21

Subject focus


targeted?

Public Participation GIS, Citizenship and geography





school/service.

The students were divided into two groups with 4-5 students in each group. The

students where borrowing 12 Juno mobile devices from Trimble. The technical

Setup could be done via ArcGIS Online and students' own smartphones, taking geo-

56

tagged images, as instantly uploaded on a card on ArcGIS.com.



Public Participation GIS




Social constructivist approach






subject areas?


Freely available





obsolete?

Based on involvement of technical provider.





ArcGIS Online




ArcGIS Online



Observation, interview.

57
















Involvement of schools in public

participation

Based on involvement of technical

provider

Public Participation GIS

58

APPENDIX II


COUNTRY AND ORGANISATION: Spain Report team: CESGA


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)


Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organizations, which

incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one of these elements.

Please complete the template below for each example.

59

Background information Name of example: TÉMPORAS


this example?


A group of Galician teachers of secondary school education


training, guidance?

Practice and reference web and tool







schools?

Teachers and students of primary and secondary schools in Galicia. Although this

project has not been updated from some years.

Some of the teachers belong to the Official Biologists School of Galicia

http://www.cob.es/

CESGA collaborated with this project by providing a web based form where

informants (students and teachers) could save their observations of 14 different

species and download the information from the website (as a table).





Provide an easy web to gather phenological data among schools and teach children

about observation of nature.


available?

2003-2006, although it is still available and functional (although not really

being used)

Subject focus


targeted?

Natural sciences, biology



The site is still functional and hosted at CESGA. The information (although only in Spanish) was very complete and

descriptive about how and why working with phenology in school, phenology and climate change, how to participate, and

a specific detailed page of each observed species.



school/service.

Ana Martínez, one of the piloting teachers in PhenoloGIT project from Spain,

was one of the founders and promoters of this project, so we have access to her

expertise and experience on this project.

The main problem with the continuity of this project was that it was too

ambitious (many species, requiring a lot of time and compromise) and teachers


http://www.cob.es/

60

found difficult to have enough time to be able to incorporate it into their

practice.



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



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






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).





obsolete?

Some parts are still relevant (the introduction to phenology, species, etc.). The

tool to collect data is obsolete.



recording equipment, outdoor clothing). Is


It relied upon collecting data through printed cards.




Web access.

61





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.




Engaging initiative, with a lot of very useful information but required too much

time and compromise to participate in it.











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



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.




Environmental monitoring of rivers and understanding by students


available? Reports published twice a year

Subject focus


targeted? Natural sciences



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



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



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





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.





No computer equipment necessary. The observations were made using a form

on paper. Field trips to river necessary for observations.




No computer equipment necessary.





None




No evaluation data. Participants belong to all levels of education: primary,

secondary, university, as well as individual volunteers and associations.

64


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


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.


training, guidance? It is an application of geographic information documents from mobile devices





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.





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.


available? Available from 2015

Subject focus




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


school/service. App born from a research project


new, unusual, innovative in any way? Use of mobile app to gather natural data




It is not meant for educational purposes

https://github.com/ic5team/IASTracker

https://github.com/ic5team/IASTracker

66






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.





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/)





Mobile devices




Android mobile / tablets. Further analysis would be required in order to know

its requirements









Strengths Weaknesses Opportunities Threats What are the strong points and good practices in

this example? What are the weak points and problem areas in

this example? What good practices in this example might we

use in PhenoloGIT? What are the problem areas in this example we

might need to consider in PhenoloGIT? The application is due to the same principles

pursued by our project, allowing the

documentation of a certain natural phenomenon

from the use of mobile devices. It is intended

for handling by unskilled users, and allows

online and offline documentation, consultation

through a geoportal.

The object of the app is different from

ours, and it may be difficult to adapt to

our needs

The operation of the application is

geared towards very similar to our

project objectives. The availability of the

source code of the application allows us

to take an example already developed.

Research group not available / not

willing to provide information

http://ic5team.org/

67

Background information Name of example: #FENODATO

http://www.fenodato.net/que-es-fenodato/ Provider/ Original source Who is the author, developer or originator of


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




schools?

Anyone can participate using Twitter





#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.


available? 2015

Subject focus






school/service. This project is not aimed directly at educational community.


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.




It is interesting how the use of common social tools (Twitter) is used to build a

live geomap for phenology


in different languages, different media, Spanish only.

Data gathered is available for downloading

68




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.





obsolete?

It is a very recent project (2015).

It relies on use of Twitter.





Mobile devices




It required to have an active Twitter account and a mobile device





Need not have prior knowledge. It has a good guide to use




Not found






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


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




schools?

It is an application of geographic information documents from mobile devices. It is not directly made for educational purposes at schools.





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.


available? 2015

Subject focus






school/service. European project MyGEOSS


new, unusual, innovative in any way? Use of mobile apps, possibility of downloading data for further analysis.

Access to 15 years global archive of satellite data ‐ derived from NASA's

Moderate Resolution Imaging Spectroradiometer (MODIS) onboard

TERRA/AQUA for individual phenological monitoring purposes. MySeasons

also integrates crowed sourcing of phenological observations by the individual

70

user. Both - crowed sourced observations by the citizen scientists and satellite-

derived phenological metrics can be analyzed and collected to increase the

understanding on global environmental change.




It is not aimed for schools, so there is no educational / support resources

available






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.





obsolete?

It will be accessible at least for the lifetime of the project. The source code is

also available for download





Mobile devices




Android or IOS mobile phones/ tablets





Need not have prior knowledge. It has a good guide to use




Not available

71






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


COUNTRY AND ORGANISATION: Spain Report team: CPI O Cruce








73

Background information Name of example: Globe


this example?


The Government of Canarias Islands


training, guidance?

Practice and reference web and tool

http://www.globe.gov/

http://www.gobiernodecanarias.org/educacion/web/programas-redes-

educativas/redes-educativas/globe/que-es.html/






schools?

"GLOBE" is a community of practices and coordination between centers which

enables joint work and exchange of experiences through the development of

research projects in future environments, providing resources for students to gain a

gradual understanding of the dynamics of the environment in the earth. It also

realizes the importance of commitment and active participation in solving

environmental, social and economic problems. It´s a project carried out in Canary

islands

It is based on Global Learning and Observations to Benefit the Environment) is a

handy scientific and educational programme developed globally with primary and

secondary schools. This programme fosters collaboration between students, teachers

and scientists to conduct research aimed at improving the understanding of what is

happening in the environment and the Earth system. To achieve this, GLOBE works

closely with NASA,

They have the opportunity to comment on their environment and share them with

other students around the world through Internet.





The measurements serve two important purposes:

First, participating scientists to use this information in their research programs and

achieve a better understanding of the global environment.

Second, students not only learn to rigorously apply the scientific method to

observations on Earth, but also learn to use their own measurements, along with

information from other GLOBE schools as an essential part of his studies in

environmental science. Through contact with scientists and under professional




74

guidance, students get reviews for their information has value for scientific research

in the world.

The objective of GLOBE is to promote the teaching and learning of science by

making data or measurements of different environmental parameters grouped into

basic protocols, mainly: atmosphere, hydrology, soils, Land Cover / Biology and

phenology. Measurements should be performed in a square area of 15 km x 15 km,

in the center of the college or institution is located. This data is sent to the GLOBE

server and can be treated, analyzed and shared according to investigations


available?

It started in 2012 and it still being used.

Subject focus


targeted?

Natural sciences and biology

Any other information of


The Canary Islands Government is still making proposals for schools in 2016 and they cooperate with other schools round the

world.



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.


First, that the participating scientists use this information in their research programs

and to gain a better understanding of the global environment.


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


guidance, students receive opinions about the value of your information is for

scientific research in the world.



GLOBE provides sufficient materials to enrich the learning experience of students.

These materials include a wide range of classroom activities and field, which will

help students locate their measurements within a broader context and relate their

local observations to global environmental issues.

75

By using the latest technology GLOBE has created a forum in which students

communicate with students around the world to establish partnerships between them

and enhance their understanding not only the environment, but to other cultures and

their sense of global community




There is a collaborative work among scientists and schools

GLOBE provides sufficient materials to enrich the learning experience of students.

These materials include a wide range of classroom activities and field, which will

help students locate their measurements within a broader context and relate their

local observations to global environmental issues

Promote the teaching and learning of science through the collection of data or

measurements of different environmental parameters grouped into basic protocols,

mainly: atmosphere, hydrology, soils, Land Cover / Biology and phenology.

Measurements should be carried out in a square area of 15 km x 15 km, in the center

where the school is located.






subject areas?


http://www.globe.gov/

http://www.gobiernodecanarias.org/educacion/web/programas-redes-

educativas/redes-educativas/globe/que-es.html





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.





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







Data collected by students are assessed, treated, analyzed and shared by the relevant

investigators




The scientists provide feedback and there are forums where students can comment

and talk about different activities

Case relevance to our project










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


this example?


University of Santiago of compostela

Spain


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.






schools?

University of Santiago and Galician schools





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


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


targeted?

Natural sciences and biology and Galician language



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

78



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.


First, that the participating scientists use this information in their research programs

and to gain a better understanding of the global environment.


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


guidance, students receive opinions about the value of your information is for

scientific research in the world.



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




Students study all about the plans in their area connected to Galician language.






subject areas?


Through the Website

http://fitofaladoiro.eu/




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

79


obsolete?





The activities are done in the surrounding of participant schools all over Galicia




Web access.





The professor of the university in charge of the project and personnel of A Xunta of

Galicia assess project activities




The organizers provide feedback to schools

Case relevance to our project










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

80

APPENDIX IV


COUNTRY AND ORGANISATION: UK Plymouth University. Report team: Linda la Velle; Jan Georgeson; Benji

Rogers; Joanna Watt




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.

81

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.

82

The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science,

mathematics and other subjects. Children in England and Northern Ireland are assessed at the end of Key Stage 1 and Key Stage 2. In Wales, all learners in

their final year of Foundation Phase and Key Stage 2 must be assessed through teacher assessments.

Secondary

In England, public provision of secondary education in an area may consist of a combination of different types of school, the pattern reflecting historical

circumstance and the policy adopted by the local authority. Comprehensive schools largely admit pupils without reference to ability or aptitude and cater

for all the children in a neighbourhood, but in some areas they co-exist with other types of schools, for example grammar schools. Academies, operating in

England, are publicly funded independent schools. Academies benefit from greater freedoms to help innovate and raise standards. These include freedom

from local authority control, the ability to set their own pay and conditions for staff, freedom around the delivery of the curriculum and the ability to change

the lengths of terms and school days. The Academies Programme was first introduced in March 2000 with the objective of replacing poorly performing

schools. Academies were established and driven by external sponsors, to achieve a transformation in education performance. The Academies Programme

was expanded through legislation in the Academies Act 2010. This enables all maintained primary, secondary and special schools to apply to become an

Academy. The early focus is on schools rated outstanding by Ofsted and the first of these new academies opened in September 2010. These schools do not

have a sponsor but instead are expected to work with underperforming schools to help raise standards.

In Wales, secondary schools take pupils at 11 years old until statutory school age and beyond. 3 Education authority secondary schools in Scotland are

comprehensive in character and offer six years of secondary education; however, in remote areas there are several two-year and four-year secondary

schools.

In Northern Ireland, post-primary education consists of 5 compulsory years and two further years if students wish to remain in school to pursue post GCSE /

Level 2 courses to Level 3. Ministerial policy is that transfer should be on the basis of non-academic criteria, however legally post primary schools can still

admit pupils based on academic performance.

At the end of this stage of education, pupils are normally entered for a range of external examinations. Most frequently, these are GCSE (General Certificate

of Secondary Education) in England, Wales and Northern Ireland and Standard Grades in Scotland, although a range of other qualifications are available. In

Scotland pupils study for the National Qualifications (NQ) Standard grade (a two-year course leading to examinations at the end of the fourth year of

secondary schooling) and NQ Higher grade, which requires at least a further year of secondary schooling. From 1999/00 additional new NQ were introduced

83

in Scotland to allow greater flexibility and choice in the Scottish examination system. NQ include Intermediate 1 & 2 designed primarily for candidates in the

fifth and sixth year of secondary schooling, however these are used in some schools as an alternative to Standard Grades.

Further Education

Further education may be used in a general sense to cover all non-advanced courses taken after the period of compulsory education. It is post-compulsory

education (in addition to that received at secondary school), that is distinct from the education offered in universities (higher education). It may be at any

level from basic skills training to higher vocational education such as City and Guilds or Foundation Degree.

A distinction is usually made between FE and higher education (HE). HE is education at a higher level than secondary school. This is usually provided in

distinct institutions such as universities. FE in the United Kingdom therefore includes education for people over 16, usually excluding universities. It is

primarily taught in FE colleges, work-based learning, and adult and community learning institutions. This includes post-16 courses similar to those taught at

schools and sub-degree courses similar to those taught at higher education (HE) colleges (which also teach degree-level courses) and at some universities.

Colleges in England that are regarded as part of the FE sector include General FE (GFE) and tertiary colleges, Sixth form colleges, Specialist colleges (mainly

colleges of agriculture and horticulture and colleges of drama and dance) and Adult education institutes.

In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or, more commonly, sixth forms within secondary schools.

In England, further education is often seen as forming one part of a wider learning and skills sector, alongside workplace education, prison education, and

other types of non-school, non-university education and training. Since June 2009, the sector is overseen by the new Department for Business, Innovation

and Skills, although some parts (such as education and training for 14-19 year olds) fall within the remit of the Department for Education.

Higher Education

Higher education is defined as courses that are of a standard that is higher than GCE A level, the Higher Grade of the SCE/National Qualification, GNVQ/NVQ

level 3 or the Edexcel (formerly BTEC) or SQA National Certificate/Diploma. There are three main levels of HE course:

(iv) Postgraduate courses leading to higher degrees, diplomas and certificates (including Doctorate, Masters (research and taught),

Postgraduate diplomas and certificates as well as postgraduate certificates of education (PGCE) and professional qualifications) which

usually require a first degree as entry qualification.

84

(v) (ii) Undergraduate courses which include first degrees (honours and ordinary), first degrees with qualified teacher status, enhanced

first degrees, first degrees obtained concurrently with a diploma, and intercalated first degrees (where first degree students, usually in

medicine, dentistry or veterinary medicine, interrupt their studies to complete a one-year course of advanced studies in a related

topic).

(vi) (iii) Other undergraduate courses which include all other higher education courses, for example SVQ or NVQ: Level 5, Diploma

(HNC/D level for diploma and degree holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and Diplomas

in HE.

As a result of the Further and Higher Education Act 1992, former polytechnics and some other HEIs were designated as universities in 1992/93. Students

normally attend HE courses at HEIs, but some attend at FE colleges.





Example 1 Learning Outside the Classroom (LOtC)

Background information http://www.lotc.org.uk/


this example?


Council for Learning Outside the Classroom

Registered charity, number 1127802, and a company limited by guarantee-

incorporated and registered in England and Wales with company number 6778701.

LOtC registered address is:

Head Office


85

Preston Montford

Montford Bridge

Shrewsbury

Shropshire

UNITED KINGDOM

SY4 1HW


training, guidance?

Practice, training, guidance






schools?

All ages in formal education, particular foci on early years and post-16.





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


available?

2006

Subject focus


targeted?

Cross curriculum





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.



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




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.






subject areas?


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.





obsolete?

This resource will remain current.





Full briefing outlines planning tasks such as:

Identifying learning outcomes

Ensuring the pupils have appropriate training

Identifying appropriate rules and behavior

Identifying equipment and special clothing requirements

Making contingency plans

Arranging transport and travel

88

Managing risk

Researching the venue and activity/ies

Identifying prior knowledge of pupils




Computer and internet access





Resources are linked to the UK National Curriculum and its assessment

instruments.




Social media, e.g. Twitter, Facebook





What are the weak points and

problem areas in this example?

What good practices in this example might we use in

PhenoloGIT?



There is a wealth of advice, guidance

and training for teachers and others.

Very accessible, well-designed website

Some resources are only

available by purchase.

Good guidance on such matters as school improvement, inspection, motivation and behavior, risk, challenge and adventure, personal and social development, health, meeting learners’ needs, broadening horizons, creativity and culture (cross disciplinary issues)

There is a wealth of advice, guidance and training for teachers and others.

Very accessible, well-designed website

It is focused on UK curricula and

species

89

Example 2 Nature’s Calendar: Nature in a Changing Climate: Phenology Uncovered

Background information http://www.naturescalendar.org.uk/schools


this example?


The Woodland Trust

The Woodland Trust is a charity registered in England and Wales (No. 294344) and

in Scotland (No. SC038885). A non-profit making company limited by guarantee.

Registered in England No. 1982873. Woodland Trust (Enterprises) Limited,

registered in England (No. 2296645), a wholly owned subsidiary of the Woodland

Trust. Registered office: Kempton Way, Grantham, Lincolnshire, NG31 6LL.

Telephone 0800 026 9650


training, guidance?

Citizen Science project






schools?

It is for all ages. Primary and lower secondary pupils could do it and old children,

too.

It is useful for teachers.





Public understand of and participation in science.

For teachers it could also develop repertoire and subject knowledge.

Date When did this happen/was it published/made It has been available for a few years. As people upload data, it is simultaneously

http://www.naturescalendar.org.uk/schools

90

available? updated.

Subject focus


targeted?

Biology. Geography.



It has some good background material on the history of phenology and people’s participation in it. There are good tips on

observation and accurate recording of natural phenomena.



school/service.

It is an interactive activity of the Woodland Trust. This is a charitable organization

devoted to the protection of woodlands. They campaign to protect precious

ancient woods, restore those that are damaged and fight for those under

threat. They create new native woodland around the UK with the help of

communities, schools, organisations and individuals.



It was innovative when it was established some years ago.




Teachers would use this as a recording devise for data collected by pupils. They

would also be able to get some feedback from other users across the UK. Pupils

could see the areas of the country where first sightings were made, e.g. of the signs

of Spring.






subject areas?

Open access. In English and solely relevant to the UK. It is written in non-technical,

non-scientific language with an accessible design.

The information for the well-informed, well-motivated participant is easily

accessed. This would include, for example, a primary school teacher with a non-

http://www.woodlandtrust.org.uk/get-involved/campaign-with-us/

http://www.woodlandtrust.org.uk/about-us/ancient-woodland-restoration/

http://www.woodlandtrust.org.uk/get-involved/plant-trees/

91

(See section below for IT requirements) science academic background.





obsolete?

The information is continually updated and provides an archive of phenological

data.





Equipment for fieldwork.




Computer with access to internet.





It is not associated with assessed curricula.




As a citizen science website it is full of the comments of participants.

92











Good on introduction to phenology

and methodology for making and

recording observations.

Good for species identification. It deals

with a range of British amphibians,

insects, birds, flowers, fungi, grasses,

shrubs and trees.

It is limited to observations on tree

species.

Provision of identification keys for common local species.

Good recording system.

Rapid data response: participants can immediately see their contribution.

Good on introduction to phenology and methodology for making and recording observations.

Good for species identification: we need to provide for a range of European amphibians, insects, birds, flowers, fungi, grasses, shrubs and trees.

No use of mobile technologies.

It is focused on UK species

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Example 3 Track-a-Tree

Background information www.trackatree.bio.ed.ac.uk


this example?


Christine Tansey (PhD student at the University of Edinburgh)

Higher Education, UK.


training, guidance?

Citizen science project.






schools?

It asks for volunteers from all sectors of society, including schools.

It is a self-contained website





It builds upon Nature’s Calendar (see above), by extending the seasonal

observations made in that project, foucssing only on Spring. Track a Tree

participants collect important new information on the phenology of woodland

trees and flowering plants, thus limiting the observations to these groups of

organisms. The records become part of a national network monitoring our

woodlands over sucessive springs.


available?

2015.

http://www.trackatree.bio.ed.ac.uk/

94

Subject focus


targeted?

Biology, geography.





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.



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.



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.






subject areas?


Freely available. In English and focused on UK participation.

Some knowledge of or interest in ecology and associated methods would be

required.





obsolete?

No it is set to run for three years. It is simple as only minimal and everyday

technology is required.

96





Outdoor clothing.




Computer and internet access.





Not associated with assessed curricula.




None yet. It has only just appeared.











Very good instructions

Good links to further sources of

information.

Interactive blog.

Limited to a single season – Spring.

May not fit with school’s schemes of

work.

It would be good to make contact with the author of this website and see if our projects can have mutual benefit.

Opportunity for longitudinal study, over successive years

Very good instructions

Good links to further sources of information.

Interactive blog.

No specific use of mobile technology

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Example 4 Future Classrooms: Introducing Mobile technology. A handbook for all schools in Northern Ireland

Background information http://futureclassrooms.org/wp-content/uploads/2013/03/FUTURE-CLASSROOMS-HANDBOOK.pdf


this example?


Creative Learning Centres

UK – Northern Ireland.


training, guidance?

Guidance for schools






schools?

It is a guidance paper for school leaders on the introduction of mobile technologies

into the curricula and pedagogy of their schools.





The aim was put into context the potential and affordance of digital mobile

technological devices within the 21st Century requirements of creativity and digital

literacy in the school curriculum.


available?

2013

Subject focus


targeted?

Whole school curriculum and extra-curriculum.



http://futureclassrooms.org/wp-content/uploads/2013/03/FUTURE-CLASSROOMS-HANDBOOK.pdf

98



school/service.

The challenges and opportunities presented by the creative use of technology in

the classroom are outlined. Emphasis is placed on the pace of change and necessity

to prepare pupils for the economy of tomorrow. The new C2k network in Northern

Ireland aims to support 1:1 access (one device to one user), offering schools the

opportunity to implement an effective mobile solution for their teachers and young

people. The Creative Learning centres are described and creativity and digital

literacy discussed. The question of why use mobile technology is asked and

compared with use of desktop computers.



It is an attempt to describe and exemplify the digital affordances and associated

pedagogies of mobile technologies in education.




The entire pedagogic cycle is considered: prepare/support (first steps in preparing

learning environment for mobile learning); deploy (implementation of mobile in

classrooms) and monitor/evaluate (gauging how it makes a difference)






subject areas?


Freely available, in English. Situated in the context of Northern Ireland.





Yes, this is a snapshot of the present situation in a rapidly changing and developing

field. But is it current at the time of our PhenoloGIT project.

99

obsolete?





Mobile devices for use by pupils.




Advice is given on a range of options.





Advice is provided on a range of sources of evidence for the impact on learning of

use of mobile technology:

• Attendance levels

• Engagement

• Literacy and Numeracy outcomes

• Development of Digital Literacy & ICT Skills

• External assessments such as GCSE performance

• The use made of collaboration in learning

• The extent of independent learning

• Teacher and pupil feedback on using mobile technology for learning

• Documentation of incidents such as damage, technical issues, theft etc.

• External evaluation

100




Social media: Facebook, Twitter, LinkedIn, RSS.











Good source of info on current

thinking about mobile technology and

pedagogy

Some good examples given

It is of general, rather than specific

interest.

Good background framework and infrastructure.

Good source of info on current thinking about mobile technology and pedagogy

Some good examples given

It outlines opportunities and networks

provided locally in Northern Ireland.

These may not exist in partner

countries.

This is a snapshot of the present

situation in a rapidly changing and

developing field. But is it current at the

time of our PhenoloGIT project.

101

Example 5 Interactive Institutions: using Blippar in the Classroom

Background information https://itunes.apple.com/gb/book/interactive-institutions/id1031082875?mt=13


this example?


Simon Pile – (Anson Primary School Deputy Head teacher)

UK


training, guidance?

Example of Best Practice using mobile technologies






schools?

Involves Primary School pupils and teachers but could easily be used by secondary

aged pupils.





The aim is to harness the power of technology to extend learning beyond the

classroom.


available?

The iBook was published in August 2015 and is available for Free via the iTunes

store. It is viewable on most Apple Devices (iPad / iPhone / Mac)

https://itunes.apple.com/gb/book/interactive-institutions/id1031082875?mt=13



102

Subject focus


targeted?

Cross-Curriculum.





school/service.

The author is a Deputy Head teacher at Anson Primary School in London. The book

documents his journey embedding Augmented Reality (AR) into the teaching in the

school, using the technology as a whole school approach to celebrate individuals

and as a tool for teaching.



Augmented Reality and the schools’ use of the ‘Blippar’ app blur the lines between

the real world and virtual world, providing educators with the chance to provide

students with rich learning experiences and create interactive learning materials

that suit their own lesson plans, their own class or their whole school community.




Pupils and teachers use a simple ‘marker’ image to begin the process. This is a

simple drawing or painting or sketch. When a mobile device running an Augmented

Reality app is hovered above the image, it brings the image to life. This could be a

video that plays, a picture that appears or a link to a website. These AR experiences

are used as powerful tools for teaching as participants build and share their own

Augmented Realities with each other.




Freely available on the iTunes store.

103



subject areas?


Built-in accessibility features for visual/hearing/mobility impairments.

See http://www.apple.com/uk/accessibility/ for more details.





obsolete?

The foundation of the work is unlikely to become outdated as the required

software / hardware is continually updated. All necessary background information

and training materials are contained within the free interactive book, including

instructional videos etc.





The ‘Blippar’ app is available on iOS and Android so would work on the majority of

Tablet / Smartphone devices found in schools. The work can be carried out indoors

and outdoors in almost any location.




Mobile device with ‘Blippar’ app and an internet connection required.





It is not directly associated with assessed curricula although projects created using

the guidance in the book could very easily fit a number of curriculum requirements

in multiple subject areas.




Pupils and teachers found the activities hugely engaging. This engagement is

documented in the book.

http://www.apple.com/uk/accessibility/

104











An innovative introduction to using

Mobile Technologies, particularly

outside traditional classrooms. A great

focus on whole-school involvement

and collaboration.

A great example of innovative use of mobile technologies and the interactive documentation and dissemination of these practices.

An innovative introduction to using Mobile Technologies, particularly outside traditional classrooms.

A great focus on whole-school involvement and collaboration.

It does require appropriate mobile

hardware and software. Needs specific

application to phenology

105

Example 6 Countryside Classroom

Background information http://www.countrysideclassroom.org.uk/


this example?


Farming and Countryside Education: Registered Charity Number 1108241.

Countryside Classroom

Arthur Rank Centre

Stoneleigh Park

Warwickshire

CV8 2LG


training, guidance?

Practice, training, guidance for teachers






schools?

Early Years to post-16.

Countryside Classroom is a single destination where teachers can find and

access all the resources, places to visit and people to ask that they need to

teach about food, farming and the natural environment.





The overall aim is a commitment to ensuring that all children have the opportunity

to learn about and experience food, farming and the natural environment. This is

run through a collaboration of partners such as The Prince’s Countryside Fund,

Agriculture & Horticulture Development Board, National Farm Attractions Network,

http://www.countrysideclassroom.org.uk/

106

etc.


available?

2016

Subject focus


targeted?

Art& Design, Business Studies, Citizenship, Computing, Cooking and Nutrition,

Design and Technology, Drama, English, Geography, History, Mathematics, Music,

PSHE, PE, RE. Science.



This could inform a section on PhenoloGIT where we look at the theme of Human Impact on the Environment.



school/service.

The service provides resources around the themes of: Farming, Food, Grounds and

Green Spaces, Natural Environment, Rural Life, Sustainable Development. A series

of case studies together with teacher guidance is available through download, mail

order, multi-media or website.



The link between the natural world and the production of food. Human impact on

the environment is a strong theme.




A series of age- and curriculum-related activities are provided. There is a wealth of

differentiated activities, for example on Why Farming Matters, frequently using

digital and social media.




Freely available in English

107



subject areas?






obsolete?

This is timeless information and an important resource in linking the natural

environment to the production of food.





There are outdoor and classroom based activities. The Outdoor activities are based

around farm visits would require specific safety assessments and outdoor clothing.

‘Aquascribe’ waterproof paper is recommended.




Computer and internet access.





Throughout the sequences of lessons and activities, there are many opportunities

for formative assessment.




Social media: Twitter and Facebook.

108











The resources are very high quality.

The curriculum links are clear and

relevant.

Many further links are suggested.

The links are durable and easy to

navigate.

The internal search and filter feature is

intuitive and helpful.

Independently quality assured to

ensure timeliness and accuracy

The links between the natural environment and farming and between farming and food production is an important area for development.

The resources are very high quality.

The curriculum links are clear and relevant.

Many further links are suggested.

The links are durable and easy to navigate.

The internal search and filter feature is intuitive and helpful.

Independently quality assured to ensure timeliness and accuracy

Example 7 Leafsnap UK App

Background information http://www.nhm.ac.uk/take-part/identify-nature/leafsnap-uk-app.html


this example?

John Tweddle and Fred Rumsey of the Natural History Museum, London in

collaboration with Columbia University, University of Maryland and the

http://www.nhm.ac.uk/take-part/identify-nature/leafsnap-uk-app.html

109

What country/sector are they from? Smithsonian Institute.


training, guidance?

Practice and guidance






schools?

This is a citizen science project that can also involve school pupils of any age, under

teacher guidance.





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.


available?

2011 in the US, where it originated, but the UK version is more recent

Subject focus


targeted?

Biology, ecology





school/service.

The app provides an identification guide to 156 UK tree species, using leaf

recognition technology. There are more than 2000 images of leaves, flowers, fruit

and other features of the tree species, together with a short fact file for each. The

110

content has been verified by botanists at the NHM.



The visual recognition technology is novel and this is the first time it has been used

to identify biological specimens.




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.






subject areas?


Open access, in English and pertinent to the UK ecosystem.





obsolete?

It is sustainable.





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.




iPhone and internet access.

111





This fits with curriculum requirements of the UK National Curriculum. The following extracts from the UK NC demonstrate how this example may be used to augment the teaching and learning:

a) In KS1 (5-7ears) Pupils should be taught to:

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

observe changes across the 4 seasons observe and describe weather associated with the seasons and how day

length varies

b) In KS2 (7-11 years) Pupils should be taught to:

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a

variety of living things in their local and wider environment recognise that environments can change and that this can sometimes

pose dangers to living things describe how living things are classified into broad groups according to

common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

112

c) In KS3 (11-14 years)

the adaptations of leaves for photosynthesis the interdependence of organisms in an ecosystem, including food webs

and insect pollinated crop

d) In KS4 (14-16 years)

living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways

living organisms are interdependent and show adaptations to their environment

the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling life processes to be performed more effectively

photosynthesis as the key process for food production and therefore biomass for life

the process of photosynthesis factors affecting the rate of photosynthesis




Participants are able to send their specimen photographs to the team at the NHM.

Responses are regularly tweeted and posted on the website. There is also an

opportunity to participate in on-line identification fora.

113











Simple identification method

Easy to use

Direct contact with experts at the

NHM

Needs Apple equipment This is precisely the sort of app that will be very useful for PhenoloGIT. There is a wealth of applications in the UK curriculum as outlined above.

Simple identification method

Easy to use

Direct contact with experts

114

Example 8 Opal Explore Nature

Background information http://www.opalexplorenature.org/schools


this example?


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


training, guidance?

Practice and guidance






schools?

The Open Air Laboratories (OPAL) network is a UK-wide citizen science initiative

that allows people to get hands-on with nature, whatever their age, background or

level of ability.

OPAL develops activities and resources, including national surveys, which allow

participants to get closer to their local environment while collecting important

scientific data. OPAL also arranges and takes part in nature events and workshops

around the country.

Citizen science surveys are organised and there is a corporate website for

established citizen scientists and academics.

http://www.opalexplorenature.org/schools

115





The stated objectives of OPAL are:

1. A change of lifestyle - a purpose to spend time outside observing and recording

the world around us

OPAL aims to make more than a million people more aware of the open spaces and

conservation sites around them, and more knowledgeable about the contribution

individuals can make to protect them.

2. An exciting and innovative educational programme that can be accessed and

enjoyed by all ages and abilities

Through new approaches to learning, people will gain the opportunity to become

active participants with the knowledge and confidence to debate environmental

issues.

3. A new generation of environmentalists

OPAL aims to increase active membership of amateur natural history societies,

many drawn from under-represented sections of society.

4. A much greater understanding of the state of the natural environment

OPAL wants to ensure everybody can participate in projects to monitor the state of

the natural environment and its biodiversity. We aim to help some of the most

disadvantaged communities to identify, quantify and highlight environmentally

deprived spaces.

5. Stronger partnerships between the community, voluntary and statutory sectors

116

Scientists at regional universities, museums and wildlife organisations will build

connections with those who have an aspiration or need to improve local

environments. The portfolio aims to engage with hundreds of thousands of people

across the UK to encourage a greater sense of ownership of their local

environment.


available?

Established in 2007

Subject focus


targeted?

Biology and Ecology



Opportunities to engage in organized surveys, currently including:

New Zealand Flatworm survey (to help establish how far this introduced species has spread)

Tree Health survey (looking for signs of pests and diseases attacking trees)

Bugs Count (timed activity to find out how the built environment affects invertebrate number and variety)

Biodiversity Survey (animal species in hedgerows)

Water Survey: (variety and numbers of aquatic species in ponds)

Air Survey (recording lichen and tar spots on Sycamore leaves as measure of air pollution and local air quality)

Soil and Earthworm Survey contribution to national record on earthworm distribution)



school/service.

OPAL currently has:

More than 930,000 participants

More than 3,500 schools have taken part, many from areas of high

117

deprivation

Over 2,800 organisations have worked with OPAL

Approximately 270,000 survey packs have been distributed to the public

Over 54,000 surveys submitted

23,000+ sites surveyed

21 scientific papers published



A well-resourced and well-organised UK citizen science initiative.




OPAL provides free tools and activities, e.g. Learning Lab, Bioblitz, improving id

skills and a range of environment based guides for study of orchards, gardens,

heathland, etc.

There is a special section for schools containing recording sheets, downloadable

teacher guides, lesson plans, education packs opportunity to get involved in the

Crest Star award system and links to further info for teachers, many of which, e.g.

Arkive http://www.arkive.org/education/ have relevance for PhenoloGIT






subject areas?

Freely available, in English.

No particular prior knowledge needed, much info provided.

http://www.arkive.org/education/

118






obsolete?

Sustainable.





Outdoor fieldwork equipment.




Access to computer and internet.





Much on-going assessment material is provided in the teachers’ packs.




Social media e.g. twitter feeds and Facebook pages.











A national initiative citizen science

project, with purpose-designed

Some of the resources are excellent

119

opportunities for teachers and school

pupils.

Based on collection of environmental

data and issues of climate change

Links very useful

A national initiative citizen science project, with purpose-designed opportunities for teachers and school pupils.

Based on collection of environmental data and issues of climate change

Example 9 GIS (Geography Information Systems) in Geography Teaching and Learning

Background information http://www.geography.org.uk/gtip/thinkpieces/gis/


this example?


The Geographical Association: Diana Freeman (The Advisory Unit, Computers in

Education)

The GA is an independent charity with a core objective to further geographical

knowledge and understanding through education. The GA promotes and supports

geography teaching by producing high quality resources for teachers, running CPD

events and influencing policy makers

160 Solly Street,

Sheffield,

S1 4B


training, guidance?

Practice and guidance for teachers

http://www.geography.org.uk/gtip/thinkpieces/gis/

120






schools?

For pupils aged 11-14

Will be of use to teachers, teacher educators, student teachers.





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


targeted?

Geography



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.



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.

121



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.




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.





Open access, in English.

122


subject areas?


It would require the skills of a geographer trained to teach at secondary level.





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.





Outdoor activity equipment.




Mobile technologies

Access to computers and internet.

Examples of software with prepared maps and examples:

Digimap for schools

AEGIS 3

ArcGIS Online for schools

3D representations and links to GPS, but limited search functions:

Memory Map

Anquet maps

123

TrackLogs

Google Earth





It is linked to the UK curriculum for geography at KS3.




GA (subject association) members can comment via the website and enter a

discussion board.











Good introduction to use of GIS in

geography teaching

Help with lesson planning and

formative assessment

Good links to further information

Integrated use of mobile technology

devices

Focused solely on use of GIS in

geography teaching and learning.

Good introduction to use of GIS in geography teaching

Help with lesson planning and formative assessment

Good links to further information

Integrated use of mobile technology devices

124

APPENDIX V

O 1.GIT, mobilieji ir fenologijja Europos mokyklose: modernumas

Šalis ir Organizacija __LIETUVA___: Komanda Aušra Mendelienė ___________________________________

Susijusio praktikos, priėjimai ir iniciatyvos.

Prašau pateikti 6-8 atvejus geriausių pritaikymų, mokymų ar nukreipimu priimtų/pasiūlytų/suteiktų mokyklų ar kitų organizacijų, kurios taiko

GIT, mobiliasias technologijas ir fenologiją – visų trijų ar galbūt vieno lemento..

Prašome užpildyti šabloną apačioje kiekvienam pavyzdžiui.

125

Papildoma informacija Pavyzdžio pavadinimas „Milžiniški gamtos turtai – nuo atomų iki mineralų ir uolienų. Žmogaus cheminis

žemėlapis”

Teikėjas / Originalus šaltinis Kas yra autorius, plėtotojas ar sumanytojas

šio pavyzdžio? Mokytojos Aušra Mendelienė, Laima Zdanavičienė, Šiaulių Jovaro

progimnazija

Kategorija Koks tai pavyzdys: praktika, mokymas ar

nukreipimas? Integruotos geografijos ir chemijos pamokos – praktinės veiklos

Dalyviai Kas dalyvavo šiame projekte?Kokio amžiaus

vaikai ar kokio tipo mokykla buvo įtraukta į

projektą?

ARBA

Kam buvo naudojamas

mokymas/nukreipimas?

Dalyviai: 8d kl. mokiniai, Laima Zdanavičienė - chemijos, Aušra

Mendelienė – geografijos mokytojos.

Tikslas Koks projekto tikslas? Skatinti mokinius giliau suvokti gamtos dėsningumus, ugdyti kritišką ir

kūrybišką mąstymą, tobulinti praktinius įgūdžius integruojant chemijos,

biologijos, geografijos, technologijų bei IT dalykų ugdymo turinį.

Data Kada tai įvyko? 2013 m. balandžio 17d.

Pagrindinė tema

Kokiom dalyko teminėm sritim tai buvo

skirta?

Geografijoje – uolienų ir mineralų telkinių pasiskirstymas

Chemijoje – cheminių elementų pasiskirstymas žmogaus organizme.

Kita papildoma informacija,

126

susijusi su PhenoloGIT

Pavyzdžio aprašymas:

Kontekstas Pateikite papildomos informacijos apie

mokyklą.

Šiaulių Jovaro progimnazija keletą metų iš eilės dalyvavo „Kūrybinių

partnerysčių“ projekte.

Naujovė Ar yra kokių nors naujienų, neįprastumų ar

novatoriškumo šiame pavyzdyje?

Tarpdalykinė integracija.

Pagrindinis pedagoginis

priėjimas:

Apibrėžkite mokymo ir mokymosi metodus. Darbas grupės, „minčių lietus“, informacijos paieška, naudingųjų iškasenų

žemėlapių kūrimas naudojantis http://geografija6-8.mkp.emokykla.lt/lt/

Prieinamumas Ar šis pavyzdys yra laivai prienamas/

pateiktas keletoje kalbų/ prieinamas įvairius

(judėjimo, regėjimo ar klausos) sutrikimus

turintiems vartotojams?

Ar reikia tamtikro lygio žinių?

Integruotų pamokų pavyzdys buvo pristatytas Šiaulių geografijos mokytojų

metodiniame būrelyje.

Suderinamumas Ar naudota infomacija gali pasenti? Ar

projektas brangus? Ar reikia pasitelkti kokią

specialią programinę įrangą ar įrenginius?

Informaciją galima koreguoti. Buvo naudojami mokykloje esantys uolienų ir

mineralų pavyzdžiai, žemėlapiai, bei kanceliarinės priemonės: žirklės,

vienkartinės pirštinės, plastikinės dėžutės su uolienų pavyzdžiais, tušti A4

formato lapai užrašams, spalvoti lipnūs lapeliai, lipni guma ir kt.

Įranga/kelionės Kokios įrangos reikia šiam projektui? Ar

reikia vykti į specialias vitoves ar apylinkes?

Reikalingi 6 kompiuteriai su internetine prieiga.

IT poreikiai Kokios įrangos reikia? Kokios pagalbos reikia

pristatant/vykdant/prižiūrint projektą?

Reikalingi 6 kompiuteriai su internetine prieiga.

Įvertinimo metodika Kokie vertinimo metodai buvo naudojami ar

yra siūlomi projektui?Ar jie atitinka šalies

Mokiniai įsivertino savo grupės darbą „Pyrago dalijimo“ metodu.

http://geografija6-8.mkp.emokykla.lt/lt/

127

nuostatams? Mokytojos vertino kiekvienos grupės darbo pristatymą.

Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Mokiniai mokėsi pritaikyti chemijos dalyko turinį geografinėje tiriamojoje

veikloje. Sužinojo, kad tie patys cheminiai elementai paplitę tiek uolienuose,

tiek žmoguje.

Pavyzdžio aktualumas mūsų projektui (SSGG)

Stiprybės Silpnybės Galimybės Grėsmės

Kokie stipriausi šio pavyzdžio

kriterijai/taškai/gerosios savybės?

Kokie silpniausi šio pavyzdžio

kriterijai/taškai/blogosios savybės?

Kur galima tobulėti? Kaip galima

panaudoti PhenoloGIT?

Kokios yra probleminės zonos?

Praktinė veikla, integruojat ir

diferencijuojant mokinių veiklą

Sunku sieti skirtingų dalykų ugdymo

turinius.

Panaudoti - Naudingųjų iškasenų

arealų modeliavimui.

Didelės laiko sąnaudos mokytojoms

planuojant ir ruošiantis projektinei

veiklai.

Laiko trūkumas veiklos

apibendrinimui.

128

APPENDIX VI


Šalis ir Organizacija Lietuva____: Komanda: Aušra Mendelienė______





129

Papildoma informacija Pavyzdžio pavadinimas: „Suplanuok ir įgyvendink kelionę po savo šalį Lietuvą“


šio pavyzdžio?

Mokytojos: Aušra Mendelienė (geografijos mokytoja), Inga Žemaitienė

(Informacinių Technologijų mokytoja), Šiaulių Jovaro progimnazija


nukreipimas?

Integruotų geografijos ir IT pamokų ciklas, supažindinantis su GIS programa

„Akis – M“ ir mokymasis ja naudotis planuojant kelionę.



projektą?

ARBA

Kam buvo naudojamas


7 kl. mokiniai, Šiaulių Jovaro progimnazija

Tikslas Koks projekto tikslas? Mokiniai turėjo individualiai suplanuoti ir „įgyvendinti“ vienos savaitės (7

dienų) kelionę automobiliu po Lietuvą. Parengti kelionės „Atvirlaiškius“.

Data Kada tai įvyko? 2011 – 2012 m.m.

Pagrindinė tema

Kokiom dalyko teminėm sritim tai buvo

skirta?

GIS: Mokomės dirbti su programa „Akis – M“



130



mokyklą.

Šiaulių Jovaro progimnazijoje 5 metus ugdymo programoje 7 – 8 klasių

mokiniams geografijos ugdymo turinys buvo integruotas su Informacinių

Technologijų ugdymo turiniu.



Tarpdalykinė integracija


priėjimas:

Apibrėžkite mokymo ir mokymosi metodus. Teorinių žinių taikymas praktinėje veikloje.






Praktinių darbų rezultatai buvo pristatyti Šiaulių miesto progimnazijų

gamtamokslinėje konferencijoje




Programa „Akis M“ yra pasenusi ir neatnaujinama



Reikalinga veikianti kompiuterinė programa „Akis M“ , internetinė prieiga

www.google.com/maps arba www.viamichelin.com , kompiuteriai kiekvienam

mokiniui



Reikalinga veikianti kompiuterinė programa „Akis M“ , internetinė prieiga

www.google.com/maps arba www.viamichelin.com , kompiuteriai

kiekvienam mokiniui



nuostatams?

Mokytojos vertino mokinių darbų rezultatus, pagal iš anksto numatytus

kriterijus. Rašomi du įvertinimai: geografijos ir IT

http://www.google.com/maps

http://www.viamichelin.com/

http://www.google.com/maps

http://www.viamichelin.com/

131

Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Ugdo tautiškumą, didžiavimąsi savo šalim Lietuva










Mokiniai pagilino žinias:

~ Geografijos: Lietuvos miestai, kaimai,

nacionaliniai parkai ir kt. naudojantis

programa Akis – M.

~ Informacinių technologijų dirbant su

programomis Akis – M, MS Word.

Mokomųjų geografinių programų

virtualioje erdvėje trūkumas.

Sudėtingiau sieti skirtingų dalykų

ugdymo turinius.



- praktinei veiklai.

132

APPENDIX VII


Šalis ir Organizacija Lietuva__: Komanda _ Aušra Mendelienė ____





Papildoma informacija Pavyzdžio pavadinimas „Ateities Europos žemėlapis lietuvių moksleivių akimis“


šio pavyzdžio?

Mokytojai: A. Mendelienė ( geografija) , I.Žemaitienė, S. Žemaitis

(informacinės technologijos)


nukreipimas?

Integruotų geografijos ir IT dviejų pamokų ciklas: teorines geografines žinias

pritaikant Europos „ateities“ žemėlapio kūrimui.



projektą?

ARBA

8 kl. mokiniai, Šiaulių Jovaro progimnazija

133

Kam buvo naudojamas


Tikslas Koks projekto tikslas? Mokiniai turėjo sumodeliuoti „ateities“ Europos žemėlapį atsižvelgdami į

valstybių kūrimosi priežastis:

a. Etninės – tautinės priežastys.

b. Valstybių skilimas ir jungimasis.

c. Gyventojų saugumas

Data Kada tai įvyko? 2012 10 mėn.

Pagrindinė tema Kokiom dalyko teminėm sritim tai buvo

skirta?

Europos politinio žemėlapio raida ir kaita





mokyklą.

Šiaulių Jovaro progimnazijoje 5 metus ugdymo programoje 7 – 8 klasių

mokiniams geografijos ugdymo turinys buvo integruotas su Informacinių

Technologijų ugdymo turiniu.



Tarpdalykinė integracija


priėjimas:

Apibrėžkite mokymo ir mokymosi metodus. Teorinių žinių taikymas praktinėje veikloje.




Praktinių darbų rezultatai buvo pristatyti Šiaulių miesto progimnazijų

gamtamokslinėje konferencijoje

134






Reikalinga internetinė prieiga, kompiuteriai kiekvienam mokiniui



Reikalinga internetinė prieiga, Outline Europe MAP – rekomenduojama,

kompiuterinė programą GIMP , kompiuteriai kiekvienam mokiniui



Reikalinga internetinė prieiga, Outline Europe MAP – rekomenduojama,

kompiuterinė programą GIMP , kompiuteriai kiekvienam mokiniui



nuostatams?

Mokytojai vertino mokinių darbų rezultatus, pagal iš anksto numatytus

kriterijus. Rašomi du įvertinimai: geografijos ir IT

Dalyvių grįžtamasis ryšys Koks dalyvių grįžtamasis ryšys? Skatinama laikytis tolerancijos principų, kad kuo mažiau kiltų nesutarimų

tarp šalių.










Mokiniai pagilino žinias:

Geografijoje – aiškinantis valstybių

kūrimosi priežastis.

IT – išmokti naudotis programa

GIMP

Sudėtingiau sieti skirtingų dalykų

ugdymo turinius.



- praktinei veiklai.

135

APPENDIX VIII

O 1. GIT, mobiles and phenology in European Schools: state of the art. COUNTRY AND

ORGANISATION __________________: Report team.


Please supply 6-8 instances of ‘best practice’, training or guidance enacted/offered/provided by schools or other organization, which

incorporate GIT, mobile technology and phenology – all three if possible, or perhaps just one element.


Background information

Name of example: KARMĖLAVA: TARP PRAEITIES IR DABARTIES

Provider/ Original source

Yiekėjas/

Who is the author, developer or originator of

this example?


Ilona Mackevičiūtė,

Lietuva, Kauno r., Karmėlava

Category

What kind of example is it? (Practice,

training, guidance?). Projektinis darbas

Participants

Who involved in the practice? E.g. what age

of children/type of school were involved?


devised (e.g. future teachers, experienced


schools?

8 kl. mokiniai (15-16 metų).

Mokyklos tipas: gimnazija

Purpose

What was the aim behind this example? (E.g.

develop children’s understanding in one


pedagogical knowledge?)

Sukurti interaktyvų 5 – 8 Karmėlavos lankytinų vietų žemėlapį. Kūrybiškai jas

pristatyti ir įrodyti pasirinktų vietų reikšmę miestelio gyventojams.

Date

When did this happen/was it published/made

available 2015 metai

Subject focus What curriculum subject area(s) is/are Geografijos dalyko kompetencija. Nuostatos. Domėtis savo gyvenamosios

136

targeted? vietovės, Lietuvos, kaimyninių tautų bei Europos praeitimi ir dabartimi.

Gebėjimai. Rasti ir atsirinkti tinkamus geografines informacijos šaltinius, iš jų

atrinkti tinkamą informaciją. Mokėti sukurti žemėlapį.

Žinios ir supratimas. Naudojantis vietovės planu, geba orientuotis vietovėje.




Context

Provide further details about the context of the

school/service. Kauno r. Karmėlavos Balio Buračo gimnazija (akredituota vidurinio ugdymo,

pagrindinio ir pradinio ugdymo programos)

Innovation

Are there any aspects of this example that are

new, unusual, innovative in any way? IT taikymas, GIS

Main pedagogical approach:

Outline the teaching and learning


engagement, as appropriate

Projektinis darbas, mokymasis bendradarbiaujant

Accessibility

Is this example open access/freely available,





subject areas?


Pavyzdys yra laisvai prieinamas. Mokiniai turi mokėti skaityti vietovės

žemėlapį ir orientuotis vietovėje. Mokėti sukurti žemėlapį, naudojant GIS.

Sustainability

Is the information likely to become outdated?




obsolete?

Užfiksuotos vietovės vaizdas gali pasikeisti, bet kiekvienais metais galima

stebėti tą kaitą.

Kasmet galima naudoti pačią naujausią įrangą, kokią tik turi mokiniai ar

mokykla.

Equipment/Travel

What kind of equipment might be required to




Mini ekspedicijos į konkrečias Karmėlavos apylinkių vietas: Neries upės terasos,

objektų išžvalgymas: Piliakalnis, Sakalo kalnas, Alkakalnis, Šv. Onos bažnyčia,

Kapinės, Skulptoriaus Algirdo Vaišnoro dirbtuvės, Centrinė miestelio dalis,Palei

Neries upę,Palei Zversos upelį, Tvenkinys ir kt.

Reikia lauko drabužių ir tinkamos avalynės.

137

IT requirements

What are the hardware and software

requirements? And what support is required to


Internetinė prieiga (Google Maps), mobilieji telefonai, planšetiniai

kompiuteriai arba fotoaparatai bei video kameros.

Assessment methods

What methods of assessment are either

included or suggested in this example? Doe

they fit with curriculum requirements> with

national testing regimes?

Darbai buvo vertinami pagal iš anksto aptartus vertinimo kriterijus (balais):

Atskleista tema, detalumas; medžiagos atrinkimas ir susisteminimas;

panaudoti įvairūs informacijos šaltiniai, darbo apibendrinimas, išvados;

kūrybinių darbų paruošimas; originalumas; darbo pristatymas;

bendradarbiavimas grupėje.

Participants feedback

What feedback has been recorded from



Mokiniams patiko mini ekspedicijos. Didžioji dauguma pirmą kartą sužinojo, kur

yra piliakalnis ir ant jo pabuvojo ( ten gyvena žmonės, todėl nepageidauja

lankytojų). Buvo smagu fiksuoti gimtąsias vietas, kurti žemėlapį. Mokiniai pamatė,

kad darbus visos grupės pristatė ir atliko skirtingai. Turėjo problemų su laiko

vadyba. Didelė (6 merginų) grupė nurodė, kad visos dirbo draugiškai, labai vienos

kitoms padėjo, tarėsi tarpusavyje ir su tėveliais, bendradarbiavo ir dar labiau

susidraugavo.








Mokiniai geriau pažįsta savo vietovę,

mokosi orientuotis vietovėje.

Užduoties atlikimui naudoja

mobilius įrenginius.

Mokosi stebėti gamtą.

Mokosi bendrauti ir

bendradarbiauti.

Mokosi dirbti su GIS.

Norint pamokų metu išsivesti

mokinius į gamtą, reikia turėti visų

mokinių tėvų sutikimus. Tėvai bijo,

kad neįsisiubtų erkės ir vaikai

neapsirgtų,

Šią praktiką būtų lengva pritaikyti

PhenoloGIT projekte, pakeičiant

lankytinus objektus, augalų ar

gyvūnų stebėjimu.

Mokykla neturi GPS. Daug mokinių

neturi mobiliųjų įrenginių,

internetinės priegos. Tai apsunkina

darbą ir kiekvieno indėlį į galutinį

rezultatą.

Mokiniams sunkiai sekėsi suderinti

grupės darbo laiką.

Reikia skirti papildomai laiko

mokinius išmokyti susikurti

žemėlapius ( darbas su GIS)

138

APPENDIX IX


__________________: Report team. ___________________________________






Name of example: Išoriniai Žemės paviršių keičiantys procesai (sąvokos)


this example?




Category


training, guidance?). Mokymasis, kartojimas (sąvokos)

Participants






schools?

7 kl. mokiniai (13-14 metų).


Purpose

What was the aim behind this example? (e.g.

develop children’s understanding in one Išnagrinėti ir išmokti Quizlet programoje pateiktas temos geografines sąvokas.

139



Date



Subject focus


targeted? Geografijos dalyko kompetencija. Žinios ir supratimas. Paaiškinti Lietuvos

erozinio, karstinio ir eolinio Žemės paviršiaus susidarymo priežastis, nurodyti

paplitimo rajonus




Context




Innovation


new, unusual, innovative in any way? IT taikymas, virtualios programos Quizlet taikymas.





Virtualus mokymasis, Testas

Accessibility






subject areas?


Pavyzdys yra laisvai prieinamas.

Sustainability





obsolete?


mokykla.

Equipment/Travel





Nėra.

IT requirements


requirements? And what support is required to Internetinė prieiga www.quizlet.com , mobilieji telefonai, planšetiniai

kompiuteriai, kompiuterių klasė


140


Assessment methods





Vertinimas pagal aptartus kriterijus arba naudojamas programos įvertinimas.





Mokiniams patiko programa, kuria lengva naudotis. „Po treniruotės, važiuodami

namo, prisijungiame prie programos ir galime peržvelgti temos korteles, išspręsti

testą, pakartoti sąvokas, ar pasinaudoti kitomis programos galimybėmis. Puiki

priemonė savo žinių įsivertinimui“










Mokymasis vyksta virtualioje

erdvėje.

Nepastebėta. Šią praktiką būtų lengva pritaikyti

PhenoloGIT projekte. Mokiniai

galėtų sukuti sąvokų žodinėlį, testą

ar interaktyvų žaidimą.

Ne visi mokiniai turi mobilius

įrenginius ar prieigą prie internet.

141

APPENDIX X


ORGANISATION __________________: Report team.

Relevant practices, approaches and initiatives. Please supply 6-8 instances of ‘best practice’, training or guidance

enacted/offered/provided by schools or other organization, which incorporate GIT, mobile technology and phenology – all three if possible, or

perhaps just one element.


142


Name of example: Išoriniai Lietuvos paviršių keičiantys procesai

Provider/ Original source

Who is the author, developer or originator of

this example?




Category


training, guidance?). Savarankiškas mokymasis

Participants






schools?

I kl. mokiniai (15-16 metų).


Purpose

What was the aim behind this example? (e.g.




Išanalizavus nurodytus geografinės informacijos šaltinius, sukurti stendą (Glog’ą)

nurodyta tema ,naudojant Glogster EDU mokymo platformą.

Date



Subject focus


targeted? Geografijos dalyko kompetencija. Nuostatos. Ugdyti pagarbą, tausojantį požiūrį į

gamtą ir į socialinę aplinką, į jos įvairovę, ugdyti nusiteikimą koreguoti gyvenimo

būdą, įpročius, ūkinę veiklą, įvertinus jų poveikį aplinkai.

Gebėjimai. Analizuojant tinkamus geografinės informacijos šaltinius, rasti ryšį tarp

Žemės paviršiaus formavimosi raidos ir dabartinio Lietuvos paviršiaus.

Žinios ir supratimas. Paaiškinti Lietuvos erozinio, karstinio ir eolinio Žemės

paviršiaus susidarymo priežastis, nurodyti paplitimo rajonus.



143


Context




Innovation


new, unusual, innovative in any way? IT taikymas, Glogster - Virtualios, skaitmeninės, mokomosios platformos

taikymas.





kūrybinės užduotys, mokymasis naudojant informacines technologijas,

Accessibility






subject areas?


Pavyzdys yra laisvai prieinamas.

Sustainability





obsolete?


mokykla ir atsinaujinančios programos galimybes.

Equipment/Travel





Nėra.

IT requirements




Internetinė prieiga http://edu.glogster.com , mobilieji telefonai, planšetiniai

kompiuteriai, kompiuterių klasė.

Assessment methods





Vertinimo kriterijai aptarti su mokiniais.





Darbo procesas buvo įdomus. Mokiniams patiko programa. Ja lengva naudotis.

Mokiniai džiaugėsi darbo rezultatais, nes nesitikėjo, kad gali taip kūrybiškai dirbti.


144







we migt need to consider in PhenoloGIT?



Virtuali, skaitmeninė, mokomoji

platforma.

Nėra Šią praktiką būtų lengva pritaikyti

PhenoloGIT projekte. Mokiniai

galėtų savo sukurtame stende

talpinti stebėjimo rezultatus,

nuotraukas, video, piešinius. Rašyti

dienoraštį. Mokytojas gali stebėti

mokinio ar grupės darbą. Mokiniai

gali turėti savo darbų aplankus.

Ne visi mokiniai turi mobilius

įrenginius ar prieigą prie interneto.

Dalis mokinių gali dirbti tik

mokykloje, kompiuterių klasėje.

145

APPENDIX XI


COUNTRY AND ORGANISATION __________________: Report team ___________________________________





146

Background information Name of example:


this example?


Pamokos metu buvo naudojama skaitmeninė mokykmo priemonė “Išmanieji

robotai” ( adresas internete https://ismaniejirobotai.lt/ ), MO ( mokomieji objektai)

24 ir 78.

Category What kind of example is it? (Practice,

training, guidance?).

Šį pavyzdį sudaro dvi dalys: pirma – demonstracinė, kai mokiniams pateikiama

teorinė medžiaga apie augalų ir gyvūnų prisitaikymą prie metų laiku, antra –

praktinė, laboratorinis darbas, kai patys mokiniai gali praktiškai stebėti savo

sėjinukus ir įsitikinti laboratorinio darbo rezultatais.

Participants Who involved in the practice? E.g. what age





schools?

Pradinių klasių mokiniai ( 7 -8 metų).

Purpose What was the aim behind this example? (e.g.




Supažindinti mokinius , kaip gyvi organizmai, šiuo atveju augalai, prisitaiko prie

skirtingų metų laikų, kodėl jiems skirtingu metų laiku, tokie svarbūs drėgmė,

šiluma, šviesa.


available

2014 metų rudenuo ( spalio mėn.)

Subject focus What curriculum subject area(s) is/are

targeted?

Tyrinėti ir apibūdinti gyvų organizmų priklausomybę nuo aplinkos,

besikeičiančių metų laikų ir pan.



https://ismaniejirobotai.lt/

147



school/service.

Innovation Are there any aspects of this example that are new,

unusual, innovative in any way?

Pati mokymo medžiaga nėra nauja mokiniams, jie jau ankstyvesniame amžiuje

kalba apie metų laikus, kaip keičiasi augalų ar gyvūnų gyvenimas vienu ar kitu

metų laiku. Svarbu yra tai, kad mokiniai ne tik gali stebėti deminstracinę

medžiagą, atsakyti į klausimus, bet po to patys gali atlikti praktinę užduotį,

pasėti sėklas ir realiai įsitikinti, ko reikia augalams, kaip jie užauga ( ar iš vis

neužauga) skirtingais metų laikais.

Main pedagogical approach: Outline the teaching and learning methods/medium

of presentation/ mode of engagement, as

appropriate

Pamokos pradžioje žiūrimas demonstracinis MO „Kaip prisitaiko gyvi

organizmai“ (Nr. 24), po to mokiniai grupelėse aptaria, kodėl augalams

skirtingu metų laiku tokia svarbi šviesa, šiluma, drėgmė. Daromos prielaidos, ar

pasėjus augalus bet kokiu metų laiku jie išdygs ir subrandis vaisius. Tuomet

grupelėse atliekmas laboratorinis MO ( Nr. 78). Bendrai klasėje aptariami šio

laboratorinio darbo rezultatai apie augalų augimo ypatybes skirtingu metų

laiku. Prisimenamos darytos prielaidos ir aiškinamąsi ar jos buvo teisingos.

Galiausiai, grupelėse mokiniai pasėja žirnius į indelius, juos palaisto ir išneša į

lauką ( sustato juos bandomajame sklype). Bandymas tęsiamas mėnesį, stebint

vykstančius procesus. Indeliai aplankomi kartą per savaitę, kas kartą aptariant

matomus rezultatus. Pamokos pabaigoje atliekama refleksija.

Accessibility Is this example open access/freely available, in

different languages, different media, accessible to

individuals with visual/hearing mobility

impairments?


subject areas?


Šis pavyzdys laisvai prieinamas tik lietuvių kalba, nes skaitmeninė mokymo

priemonė įgarsinta tik lietuviškai.

Sustainability Is the information likely to become outdated? Is

training expensive to run – or will it cascade easily/

Mano nuomone, šis pavyzdys nesenstantis, langvai pritaikomas bet kokios

148

does it rely on software/hardware which will

become obsolete?

šalies mokykloje.

Equipment/Travel What kind of equipment might be required to use

this example (e.g. measuring and recording

equipment, outdoor clothing). Is travel to specific

locations required?

Šiai pamokai rekalingi indeliai, žemės, žirnių ar pupų sėklos.

IT requirements What are the hardware and software requirements?

And what support is required to


Šiai pamokai užtenka vieno kompiuterio ir interaktyvios lentos. Reikalingas

interneto ryšys. Taip pat galima panaudoti ir kompiuterių klasę, tuomet

laboratorinį darbą galės atlikti kiekvienas mokinys individualiai ar grupelėmis.

Assessment methods What methods of assessment are either included or

suggested in this example? Doe they fit with

curriculum requirements> with national testing

regimes?

Pažiūrėjus MO “Atlik bandymą su žirniais”, jo pabaigoje mokiniai turi atsakyti

į Robotuko užduotus klausimus, paspausdami teisingą kortelę. Taip iš karto

gaunama informacija, ar pavyko suprasti esminius dalykus.

Participants feedback What feedback has been recorded from participants

who took part in activities associated with this

example?

Pamokos pabaigoje mokiniai buvo paprašyti įsivertinti savo veiklą pamokoje,

kas jiems patiko ar nepatiko, kaip sekėsi atlikti patį bandymą , kaip sekėsi dirbti

grupėse. ( Metodas “Šviesoforas”.)



What are the strong points and good practices in this

example?

What are the weak points and problem areas in this

example?

What good practices in

this example might we

use in PhenoloGIT?

What are the problem areas in

this example we migt need to

consider in PhenoloGIT?

Šis pavyzdys ne tik suteikia mokiniams žinių, bet leidžia

ir praktiškai įsitikinti, kokia yra metų laikų įtaka

augalams.

Norint pilnai atlikti šį bandymą, žirnius reikėtų sėti bent

kelis kartus, vis skirtingais metų laikais. Tai reikalauja

nemažai laiko sąnaudų, o taip pat ne visai įvykdoma dėl

mokinių atostogų.

149

APPENDIX XII


COUNTRY AND ORGANISATION______________________________: Report team ___________________





150

Background information Name of example: Vėjų įvairovė pasaulyje.


this example?


Eugenija Bieliauskaitė

Lietuva

Category What kind of example is it? (Practice,

training, guidance?).

Pamoka

Participants Who involved in the practice? E.g. what age





schools?

7 klasės mokiniai, 12-13 metų

Purpose What was the aim behind this example? (e.g.




Tikslas supažindinti mokinius, kas yra vėjas, kokia vėjų įvairovė pasaulyje, kas

jiems būdinga.


available

2015 – 2016 m.m. nepublikuota

Subject focus


targeted?

Geografija



pvz. kalbėdami apie musoną, mokiniai sužino, kur jis vyksta, kad jis keičia savo kryptį du kartus per metus ir vyrauja sausasis

arba drėgnasis laikotarpis. Stebi kraštovaizdžio, augalijos pavyzdžius tiek sausuoju laiku tiek drėgnuoju.

151



school/service.

Mokykloje yra kiekviename kabinete kompiuteris, multimedija, internetas.






Metodai: aiškinamasis, pasakojamasis, demonstravimas, pateikčių ir skaitmeninių

mokymosi objektų naudojimas, atvejo analizė, pokalbio. Naudojamasi vadovėliu,

http://geografija6-

8.mkp.emokykla.lt/lt/mo/demonstracijos/veju_susidarymas/,scenario.42,position.0 ir

pratybų sąsiuviniu. Mokiniai aiškinasi priežastis, kodėl vėjai pučia, keičia kryptis,

kokias pasekmes sukelia.






subject areas?


Kita kalba nėra.





obsolete?

Ši informacija neturėtų pasenti, nebent galėtų būti patobulinta.




Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.

http://geografija6-8.mkp.emokykla.lt/lt/mo/demonstracijos/veju_susidarymas/,scenario.42,position.0

http://geografija6-8.mkp.emokykla.lt/lt/mo/demonstracijos/veju_susidarymas/,scenario.42,position.0

152










Klausimų atsakymų metodas














Informacija pateikta vaizdingai, naudojama

IT

Background

information

Name of example: Klimato juostos.

Provider/ Original

source

Who is the author, developer or originator of this example?



Lietuva

153

Category What kind of example is it? (Practice, training, guidance?). Pamoka

Participants Who involved in the practice? E.g. what age of children/type

of school were involved?

OR for whom was the training/guidance devised (e.g. future

teachers, experienced teachers, practitioners working outside

schools?


Purpose What was the aim behind this example? (e.g. develop

children’s understanding in one subject area? Develop

teachers’ subject and/or pedagogical knowledge?)

Tikslas supažindinti mokinius su klimato juostomis, jų paplitimu, vyraujančia

temperatūra ir kritulių kiekiu.

Date When did this happen/was it published/made available 2015 – 2016 m.m. nepublikuota

Subject focus

What curriculum subject area(s) is/are targeted? Geografija

Another other

information of

relevance to

PhenoloGIT?

Kalbėdamiesi išsiaiškiname, kodėl kai kuriose klimato juostose iškrenta daug kritulių kitur ne, kodėl vienur temperatūra yra aukštesnė negu

kitur, kodėl klimatas skiriasi esantis šiaurės ir pietų pusrutuliuose, kodėl augalija yra skirtinga kiekvienoje klimato juostoje.



school/service.


Innovation Are there any aspects of this example that are new, unusual,

innovative in any way?

Main pedagogical

approach:

Outline the teaching and learning methods/medium of

presentation/ mode of engagement, as appropriate


mokymosi objektų naudojimas, atvejo analizė, pokalbio. Naudodamasi informacija

http://geografija6-

http://geografija6-8.mkp.emokykla.lt/lt/mo/demonstracijos/bendroji_atmosferos_cirkuliacija_ir_zemes_klimatas/,scenario.41,position.0

154

8.mkp.emokykla.lt/lt/mo/demonstracijos/bendroji_atmosferos_cirkuliacija_ir_zeme

s_klimatas/,scenario.41,position.0 supažindinu mokinius su klimato juostomis, jų

paplitimu.

Accessibility Is this example open access/freely available, in different

languages, different media, accessible to individuals with

visual/hearing mobility impairments?

Does it require existing level of knowledge in subject areas?


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?


IT requirements What are the hardware and software requirements? And what

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>


Klausimų atsakymų metodas

Participants

feedback

What feedback has been recorded from participants who took

part in activities associated with this example?


What are the strong points and good What are the weak points and problem What good practices in this example might What are the problem areas in this example



155

practices in this example? areas in this example? we use in PhenoloGIT? we migt need to consider in PhenoloGIT?


IT

Background

information

Name of example: Geografinės zonos.

Provider/ Original

source




Lietuva






schools?





Tikslas supažindinti mokinius su geografinėmis zonomis, gilinti jų žinias apie

geografines zonas, plėsti mokinių darbo įgūdžius naudojantis IT. Pamokos metu

supažindinus mokinius su geografinėmis zonomis, jų paplitimu mokiniai namuose

parengia detalią informaciją (pagal nurodytus kriterijus) apie pasirinktą geografinę

zoną ir ją pristato kitos pamokos metu. Kuriant naudojasi internetiniais šaltiniais,

knygomis, pristatymą rengia Power Point programa. Sukurtas ir pristatytas mokinio

darbas vertinamas pažymiu.


156

Subject focus


Another other

information of

relevance to

PhenoloGIT?

Kalbama kodėl skirtinga augalija kiekvienoje geografinėje zonoje, kokią įtaką tam turi klimatas.



school/service.




Main pedagogical

approach:




mokymosi objektų naudojimas, atvejo analizė, pokalbio, projektinis darbas.

Supažindinu mokinius su geografinėmis zonomis, bendrais jų bruožais, paplitimu,

užduodamas projektinis darbas.






Kita kalba nėra.





157








Assessment

methods




Kriterinis vertinimas

Participants

feedback



Mokiniams patiko rengti pristatymus ir sužinoti įdomių faktų apie geografines

zonas.











IT

Mokiniams sunku atrinkti pagrindinę

informaciją ir pateikti ją trumpai

skaidrėse.

Background

information

Name of example: Lietuvos saugomos teritorijos.

Provider/ Original

source




Lietuva


158





schools?

9 klasių mokiniai, 14-15 metų




Tikslas supažindinti su Lietuvos saugomomis teritorijomis jų tikslais, saugomų

teritorijų skirstymu bei kas yra saugoma saugomose teritorijose. Pristatant

naudojamas žemėlapis ir saugomų teritorijų sąrašas

https://saugomosteritorijos.wordpress.com/lietuva/teritoriju-sarasas/. Pamokos

pabaigoje mokiniai išsirenka dvi saugomas teritorijas ir parengia apie jas pristatymą

naudojant Power Point programą. Kitą pamoką parengtą darbą pristato savo klasės

draugams. Mokinių parengtas ir pristatytas darbas vertinamas pažymiu.


Subject focus


Another other

information of

relevance to

PhenoloGIT?

Kalbama kodėl skirtinga augalija kiekvienoje geografinėje zonoje, kokią įtaką tam turi klimatas.



school/service.




https://saugomosteritorijos.wordpress.com/lietuva/teritoriju-sarasas/

159

Main pedagogical

approach:




mokymosi objektų naudojimas, atvejo analizė, pokalbio, projektinis darbas.

Supažindinu mokinius su Lietuvos saugomų teritorijų tikslais, skirstymu, paplitimu,

užduodamas projektinis darbas.






Kita kalba nėra.












Assessment

methods





Participants

feedback



Mokiniams patiko rengti pristatymus ir sužinoti apie Lietuvos saugomas teritorijas.

160

Background

information

Name of example: GIS.

Provider/ Original

source




Lietuva






schools?

11 kl. mokiniai, 16-17 metų




Tikslas supažindinti su GIS ir sukurti savo žemėlapį naudojantis

http://www.arcgis.com/features/.


Subject focus


Another other

information of

relevance to

PhenoloGIT?

http://www.arcgis.com/features/

161



school/service.




Mokiniams anksčiau neteko kurti interaktyvių žemėlapių.

Main pedagogical

approach:




mokymosi objektų naudojimas, pokalbio, projektinis darbas (kuriamas interaktyvus

žemėlapis). Mokiniai supažindinami su GIS. Parodoma, kur galima GIS pamatyti

internete ir pritaikyti savo reikmėms pvz. maps.lt, googlemaps ir arcgis. Mokiniams

duodama užduotis sukurti pasirinkta tema interaktyvų žemėlapį naudojantis

arcgis.com., kuriame būtų pažymėta 10 objektų, trumpai aprašyta, įkelta nuotrauka

ir nuoroda į kitą svetainę. Mokiniai darbus pabaigia kurta namuose. Kitą pamoką

pristato. Už sukurtą ir pristatytą darbą mokiniai vertinami pažymiu.






Kurti žemėlapius galima čia: http://www.arcgis.com/features/




Ši informacija gali būti papildyta. Reikia turėti kompiuterį ir internetą.





IT requirements What are the hardware and software requirements? And what Reikalinga, kad kabinete būtų kompiuteris, multimedija ir internetas.

http://www.arcgis.com/features/

162


Assessment

methods





Participants

feedback



Mokiniams iš pradžių pasirodė sunku, nes nebuvo darią tokių darbų anksčiau. Po

pristatymų, sakė kad patiko kurti ir nebuvo taip sunku kaip atrodė.

163

APPENDIX XIII

Needs analysis – resume of interview with two Danish teachers

Interview of teacher at A, Skolen i Midten

Date and place: 3/2-2016 at Skype

1. Profile of the teacher

Teacher A is 49 years old, Ba.Sci in Biology as well as teacher educated in e.g. physics/chemistry. Teacher A has therefore more formal background in biology

than is normal for Danish teachers. Teacher A has 15 years of experience teaching science subject like biology, physics/chemistry and mathematics in lower

secondary school. Theacher A is also active as scout in Denmark.

1. Do you have any previous experience/knowledge of phenology, and what affordances do you see?

Teacher A know explains that phenology is about periodic events in nature driving important events in natures “big systems”. Big systems is explained as

reproduction and the carbon cycle.

Do have examples of how you teach phenology (seasonal changes) in your own class today?

Teacher A explains that phenology is not thaught as a separate subject – he does not mention the word phenology – but he will address the subject with his

students when discussing hormonal driven processes, prevalence patterns (udbredelsesmønster). changes in ecological niche. But this will not be depth with

in depth, just explained in general terms. This is complex relationships he will consider too difficult for students in lover secondary. He will sometimes also

address how climatic conditions change and how it affect plant and animal life. In a Danish context, this will be most relevant in lower secondary. He consider

phenologyu to be too complex relationships to address in primary school.

Will you feel confident in teaching phenology (observing plant and animal life, analysing data etc.)?

Yes, teacher A will feel confident teaching how seasonal changes affect flowering and mating season, and how this wil effect nature management

(naturforvaltning), e.g. when fishing for specific species. He will consider that going into depth of phenology will require that he have more specific

knowledge of some of the seasonal changes.

Talking about his colleagues, he consider their lack of knowledge of plant and animal events to be an obstacle. They will need to be educated. Having well

164

thought out examples will be of great help.

2. Do you have any previous experience/knowledge of GIT/GIS, and what affordances do you see?

(Follow-up-questions to guide the interview)

Teacher A seas he has little previous knowledge of GIT/GIS.

“Examples of GIT (Geographical Information Technologies) are smart-phones with GPS, handheld GPS-units, dynamic maps and digital globes (e.g. Google

Maps and Earth) with “layers” of different data.” In what way might that be relevant tools in your teaching? In what subject?

“Yes, of course I know about Google maps, use of mobile phones, GPS-location”

Do have examples of how you use GIT in your class today?

Teacher A seas has used Google maps in biology to study prevalence patterns (udbredelsesmønster).

3. What affordances does PhenoloGIT have for your teaching?

The PhenoloGIT project aims to build a solid educational and technological solution that allows European teachers and students to use every day mobile

devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can an experienced teacher see?

For example:

Spark students’ interest and/or motivation?

Teacher A will consider motivation and student interest as an important argument for using PhenoloGIT

Students acquiring new knowledge on a subject (Core idea; like Evolution, Adaptation, scientific reasoning, GIS)?

He addresses the new national examination in Science as an selling argument for PhenoloGIT in a Danish context. Climate change is on of the important

“cores ideas” to address… introduction of new species in Denmark, invasive sepsis…

Collect high quality data on field trips?

Yes, this will be important. It is difficult for student to do recorings at field trips, this will be supported by technology… Altso to have data recorded and stored

so they can be easily accessed at later stages, next year … etx.

165

Scientific reasoning based on collectively sampled phonological data verified by “experts”?

A very exciting and good idea to have students work together acoress Europe.

See how modern technology and every day tools are used?

Not addressed

Collaborative learning?

Not addressed

Interview of teacher B, Syddjurs Friskole, Syddjurs commune

Date and place: 10. feburary 2016 at Syddjurs friskole

Profile of the teachers

Teacher B is 31 years old,

Theacher B is 31 years old, teacher educated in geography, mathematics, history and sport. Teacher B has 6 years of experience teaching science subject like

biology, geography, mathematics and history in primary and lower secondary school.


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.


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.


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.

167

APPENDIX XIV

Needs analysis – interview guide

The overall interest in the needs analysis is to explore the potential of both phenology and GIT in science teaching and learning, and to find out what

experienced teachers see as their main affordances and obstacles. Relevant questions of interest in the needs analysis are:

How are phenology and GIT seen as relevant areas of interest for teaching and learning activities by experienced teachers?

What “Core ideas” (like evolution, adaptation, climate change, scientific reasoning) would experienced teachers see as relevant to address with

PhenoloGIT?

How does the ethos of PhenoloGIT (constructivistic, inquiry-based, collaboratively creating and sharing data, networking with other schools) fit into the

“teaching philosophy” of experienced teachers?

1) Profile of the teachers

Age

Education/background (e.g. formal training in STEM-areas)

Experience (teaching years)

Subjects you teach

Which age groups do you teach

1st. Teacher: Alicia Rego

Age: 50

Education/background : Elementary and primary education

Experience: 28 years

Subjects you teach: literature and language, maths, natural sciences, social sciences, citizenship values, arts

Which age groups do you teach: 4th grade primary ed. (children aged 9-10 years)

168

2nd Teacher: Ana Martínez

Age: 51

Education/background: Secondary School teacher, specialization in biology, geology

Experience (teaching years): 17

Subjects you teach: biology, geology, scientific culture

Which age groups do you teach: Compulsory secondary Ed 1st-2nd ESO (12-14 year olds) and 1nd-2nd Baccaurelate (16-18 year olds)

3rd Teacher: Lourdes G. Soutelo

Age: 39

Education/background (e.g. formal training in STEM-areas): Secondary School teacher, specialization in biology, geology


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?


“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?



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?


“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?


Will you feel confident in using GIT in your teaching?


170

1st teacher answer:

I think GIT would be very useful to have a more complete work in class

We just use Google Earth. We started looking for our school, our village, street and some buildings which could be useful to place our location. We

also use it to identify several geographical elements and “travel around the World”. We normally use it in social sciences, while it is very important

for both oral expression and to increase their vocabulary as well.

I think I would feel at ease, yes, although depending on the tools, I may need further training in these type of tools.

2nd teacher answer:

I never used with GIT in class, although I think it would be interesting.

I think I would be comfortable using it.

3rd teacher answer:

Yes, I have previous experience in working with GIT in class. We did some projects involving GIT use to follow animal tracks. One of them “Wolf in

rural areas” obtained an award from Fundación Barrié in 2015 . http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-

rural-lugo/0003_201410L16C9991.htm (video https://www.youtube.com/watch?v=_tgGrgoPxZM).

This course, we want to develop a geomorphological map with Google Maps, (minerals), trace and make routes of interesting minerals, as well as

make maps of fossils in our region.


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:







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


171



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


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:




172





also interesting to understand concepts of weather, pressure changes, etc.

The most adequate age I think it will be 1st course ESO, as in 2nd year they don't have natural sciences and in 3rd year they only have 2 hours a week. The

main problem I see is the requirement of time that may be needed for the project, and that we are a small centre, with small group of students and

teachers.

173

APPENDIX XV





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


1. Profile of the teachers

Age


Experience (teaching years)

Subjects you teach

Which age groups do you teach

1st. Teacher: Alicia Rego

Age: 50

Education/background : Elementary and primary education

Experience: 28 years

Subjects you teach: literature and language, maths, natural sciences, social sciences, citizenship values, arts

Which age groups do you teach: 4th grade primary ed. (children aged 9-10 years)

174

2nd Teacher: Ana Martínez

Age: 51

Education/background: Secondary School teacher, specialization in biology, geology


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


Subjects you teach: biology, physics and chemistry

Which age groups do you teach Compulsory secondary Ed 1st - 4th ESO (12-15 year olds)




changes”. In what way might that be relevant/interesting to your teaching? In what subjects?



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.








176

1st teacher answer:

I think GIT would be very useful to have a more complete work in class

We just use Google Earth. We started looking for our school, our village, street and some buildings which could be useful to place our location. We

also use it to identify several geographical elements and “travel around the World”. We normally use it in social sciences, while it is very important

for both oral expression and to increase their vocabulary as well.

I think I would feel at ease, yes, although depending on the tools, I may need further training in these type of tools.

2nd teacher answer:

I never used with GIT in class, although I think it would be interesting.

I think I would be comfortable using it.

3rd teacher answer:

Yes, I have previous experience in working with GIT in class. We did some projects involving GIT use to follow animal tracks. One of them “Wolf in

rural areas” obtained an award from Fundación Barrié in 2015 . http://www.lavozdegalicia.es/noticia/lugo/2014/10/16/escolares-tras-huellas-lobo-

rural-lugo/0003_201410L16C9991.htm (video https://www.youtube.com/watch?v=_tgGrgoPxZM).

This course, we want to develop a geomorphological map with Google Maps, (minerals), trace and make routes of interesting minerals, as well as

make maps of fossils in our region.



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:










177


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:








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:





178




also interesting to understand concepts of weather, pressure changes, etc.

The most adequate age I think it will be 1st course ESO, as in 2nd year they don't have natural sciences and in 3rd year they only have 2 hours a week. The

main problem I see is the requirement of time that may be needed for the project, and that we are a small centre, with small group of students and

teachers.

179

APPENDIX XVI

180

InterviewerInterviewee School

Teacher T)

age

T Educational

background

Teaching

experience

Subjects

taught

Ages

taught

Experience/Knowledge of

phenology/subject

How teach

currently?

Confidence

teaching

phenology?

Previous

experience/knowledge

of GIT/GIS Use GIT/GIS?

Pupils link

with personal

devices?

GIT linked to IT

curriculum? Affordances

Data collection - useful

to you?

Everyday tools

to collect data -

applicable to

lives?

EU collaborative

learning uses? Obstacles

Consent to

interview? Other comments

JG 1 EtW 26

Marine Biology

and

Oceanography +

Masters by

research in

Marine

Ecosystem

Management.

Newly

Qualified

Teacher (NQT)

a huge range

of subjects,

including

Literacy,

Science and

Maths 7-9

1st degree in marine

biology + Masters:

supervisor's focus =

lifecycle of marine

animals Seasonal changes yes

some: via academic

studies.

no, atlases; unlikely

to use google earth.

High ability

class might be

interested, eg

in relation to

holiday

places. no

Adaptation' is a

new addition to

science curriculum Yes

Yes, all pupils

likely to have

access to

mobile

devices,

laptops.

Would be amazing

to see'.

Don't know

classes for

next year until

June (for

October)-

affecting

special needs verbal

Checking that schools provide

devices; is it an app? Is it

designed for children or

modified from an adult one?

JG 2 EtW 25

First Class

Medical Science

Degree

Worked as a

medical

research

Assistant; 2nd

year of teaching All subjects 7-9 no, never.

Life-cycles KS1;

water cycle

National

Curriculum (NC)

mostly Ok; did a

medical 1st

degree, just need

to research a bit

more. none

used google earth

(static). Pupils

struggled with

bird's eye view.

not really; too

young to use

satnav, nor

geocaching. no

scientific

reasoning +

thinking skills are

strong themes all

through school

yes-would be

'absolutely inspiring'

guess they

must have', eg

to talk to

friends. Most

pupils go

online. yes verbal

JG 1,2 EtW

School teaching

Climate change as

topic: JG: NC or

choice? Curriculum

co-ordinator choice verbal

LLV 1 only

Wellington

Preparatory unknown

Medicine and

Biochemistry

degree; medical

qualification

Professional

medical career

of 15 years;

Years 1-4.

Second

teaching post;

now Head of

Science. Science 7-9

Only through eg biology

observation

Plant reproduction

and life cycles;

systematic

observation of

different species in

a fixed outdoor

area. Phenology

would fit with year

5. Evolution &

adaptation to

environment.

No problem at all

personally. Other

staff (esp years 5 &

6) thought to be

confident in

biology, wildlife

garden used etc.

Year 3 (age 7) may

need support in

this area. none

"Not really".

Geography co-

ordinator may know

more; do use

Google Earth all the

time.

"Kids are

always using

ipads and

tablets"; have

a class set (15

in class).

Ask geography co-

ordinator

Interested in long

term use and

application of

project results re

curriculum and

available

resources.

Quite interesting; need

to focus more on the IT

slant in all subjects.

Checking that idea is to

have a usable

database.

Kids would

love to have

something

more

immediate - interested.

NB Taking tech

outside -

safety &

security

concerns.

Hopefully can

work round

these

concerns.

verbal - on

recording

Use of outdoor area - mainly

KS1 Forest School at present.

Mature woodland + grassy

glade with timetabled access.

Could use for this project. T

checking that the project

could fit around other

projects and schemes of

work.

JW 1 only

South

Dartmoor

College 31

Applied

Biological

Science

undergraduate

degree +

PostGraduate

Certificate in

Education for

Science

6th year

teaching (incl 2

year break

teaching adults

First Aid for St

John's

Ambulance)

Head of

Biology/Scie

nce co-

ordinator.

Biology

specialist +

physics + a

little

Chemistry.

11-18 All

subjects

at KS 3 +

Biology

Physics A

level

Familiar through A level

biology syllabus. Am

aware that it relates to

field study skills at KS 3

(term phenology not

used). Year 8 - 'why we

need bees; decline in bird

populations' - part of a

KS3 STEM curriculum

Phenology is part of

A-level syllabus

(age 16-18) but in

year 9 (age 13) I use

observations in

field work: eg using

quadrats to observe

different types of

lichen in different

environments.

Yes -ish! Because

aware of

application to and

for other areas of

work, eg

Geography, ICT.

Yes only personally - I'm

into geo-caching and co-

ordinate and run the

Three Tors (a hill race in

Devon), so am confident

in using GPS, but not so

much in science

teaching. Generally

confident in picking up

new technologies.

Yes - Year 12s (16

years) doing

research eg into

Galapagos Islands

using Google Earth

etc… we don't do

enough of GIS

related work, would

be good to use it

more.

Most pupils

carry mobile

phones

and/or smart

phones and

always want

to use them in

class -

permitted if

for an

educational

purpose, so

yes very

relevant.

Yes, ICT Key

Stage 3.

Would be a real

motivator for kids

to see point in

activity, especially

quadrats/ outside

work. Having

something specific

that they are

contributing to (ie

European dataset)

would be real

boost. Colleagues

teach geography

agreeing that

school and

teachers need a

purpose to

activity, and

participating in an

EU data collection

project would

really help this.

Very in terms of

motivator for activity.

Pupils love writing up

and sharing data -

competitive and

collaborative side is

very motivating. More

generally would be of

interest in developing a

distinctive science

curriculum and an

integrating theme

across subjects. Probably

Yes definitely of

interest to

participate in an

international

project and collect

and share data at

this level.

Don't have

class sets of

tablets or

laptops. Pupils

don't have

much

opportunity to

use tech in

science. BUT

Making it

accessible for

every pupil in

class (school is

in mixed

economic

area) will be

the challenge.

written doc

left with T1

Servers firewalls etc access -

need to talk to technical staff.

Getting devices connected to

school network may be an

issue. Pupils could use

teacher's hotspot - acts as a

wireless router. Not sure if

could connect 30 devices….

Concerned about curriculum

time - less pressure at KS 3.

We have STEM weeks where

these project activities could

be integrated. Probably not a

major problem. Combined

Years 8 and 9 - would be great

to include in new pre-GCSE

syllabus. Interested in

curriculum mapping.

JG 1

Devonport High

School for Girls

Applied Marine

Science UG

degree; PhD

Marine Ecology -

spatial ecology.

University

lecturer 2.5 yrs;

11th year at this

secondary

school.

Science -

Biology

usually.

Year 7

upwards;

mostly

years 9-13

(ages 13-

17)

New word to teacher

(phenology). But

concepts understood with

no problems.

Has used data

loggers to observe

daily changes in

light; temps;

adaptations and

diurnal change.

Syllabus demands

mean there is not

time to develop

further until GCSE

(ages 15-16).

Climate change

taught in

Geography and

Biology. yes

Have used underwater

acoustic systems with

GPS - underwater

beacons to observe

changes in underwater

biology with reference to

acoustic echoes; cross-

checking results against

info on maps which is not

always reliable for

underwater ecosystems.

Used GPS internationally

too - mapping sea bed in

eg Thailand.

Now I use point

information: a data

logger in an ecology

quad to record

changes; 6th form

fieldwork (ages 16 -

18) using spatial

observations within

a season. We talk

about geo-spatial

issues when

teaching climate

change, eg snail

species moving

north; species

movement

according to

changes in sea

temperatures.

Students very

keen to use

personal

devices and

apps. Is a big

motivator.

Geography

teacher is not

currently

convinced about

usefulness of

phenology work;

but another

biology T is a

keen twitcher (so

interested in

birds).

Getting students

outdoors and away

from classroom

based learning.

Yes for cross-curricular

purposes, chemistry,

geography. Citizenship

includes British values

and behaviours -

contributing to climate

change etc - impact

upon environment.

Wants to focus upon

how in science, an

understanding of how

important data is:

'rubbish data gives

rubbish results.'

Majority of

pupils have

personal

devices.

Devices

allowed at

breaks or with

permission of

Ts for

educational

purposes, apps

etc. Have a

class set of

ipads, so if

someone

doesn't have a

device then we

can use ipads

(15 x2).

Definitely of

interest; good

international links

already, would like

to enhance these.

Firewalls? SW

grid for

learning

should enable

internet

access for

uploading data

to PhenoloGIT

website. Some

screening

software for

eg internet

searches. Written.

Ideas - bird growth, flowering

plants; tree development

with Plymouth tree

partnerships trees in school

grounds. T has connections

with Plymouth Marine Lab

and Marine Biological

Association for species

observations.

0

181

APPENDIX XVII

Poreikių analizė – apklausos aprašas

Pagrindinis poreikių analizės tikslas yra ištirti fenologijos ir GIT (Geografinės informacinės technologijos) potencialą mokyme ir besimokant ir sužinoti, ką

mokytojai laiko savo pagrindinėm idėjom ir kliūtimis. Svarbiausi klausimai poreikių analizėje yra:

Kaip patyrę mokytojai vertina fenologijos ir GIT naudojimą mokyme ir besimokant.

Kokias pagrindines idėjas (tokias kaip evoliucija, prisitaikymas, klimato kaita, mokslinis pagrindimas) patyrę mokytojai įvardintų, kurias

reiktų spręsti su PhenoloGIT?

Kaip padaryti, kad PhenoloGIT taptų neatsiejama patyrusio mokytojo mokymo dalimi?

1. Mokytojo profilis:

AUŠRA MENDELIENĖ

Amžius: 52 m. ( 1963 05 23)

Išsilavinimas: aukštasis universitetinis išsilavinimas

Biografijos faktai:

o LEU (VPU) gamtos mokslų fakultetas – geografijos bakalauro laipsnis ir mokytojo kvalifikacija (2005 – 2008 m.)

o ŠU (ŠPI) fizikos mokytojos kvalifikacija

o Suteikta geografijos vyresniojo mokyojo kvalifikacinė kategorija (2005 m.)

Patirtis (kiek metų dirbate mokytoju): 29 m

Dalykai, kurių mokote: geografija

Kokias amžiaus grupes Jūs mokote? 12 – 14 m amžiaus mokinius

2. Ar turite patirties/žinių apie fenologiją ir kokias galimybes Jūs matote? Neturiu patirties

Fenologija (gr. phainomena – reiškiniai, logos – mokslas) – tai mokslo šaka, tirianti kasmet besikartojančius gyvosios ir

negyvosios gamtos sezoninius reiškinius, vykstančius pagal tam tikrą periodiškumą. Kaip tai susiję/padeda sudominti Jūsų mokyme? Kokiame

dalyke?

Ar turite pavyzdžių kaip Jūs naudojate fenologiją savo pamokose?

Ar Jūs jausitės užtikrintai mokant fenologijos?

3. Ar Jūs turite patirties/žinių darbe su GIT/GIS? Kokias galymybes Jūs matote?

„GIT pavyzdžiai yra išmanieji telefonai su GPS, Išoriniai GPS įrenginiai, skaimeniniai žemėlapiai su skirtingais duomenimis,“

Kaip minėti įrenginiai gali padėti Jūsų mokyme? Kokiuose dalykuose?

https://lt.wikipedia.org/wiki/Graik%C5%B3_kalba

182

Ar turite pavyzdžių, kaip dabartiniame mokyme Jūs naudojate GIT? Taip, turiu.

Ar jaustumėtės užtikrintai naudojant GIT savo pamokose? Patirtis nedidelė.

4. Kokias galimybes PhenoloGIT turi Jūsų mokyme?

PhenoloGIT projekto tikslas yra sukurti tvirtą edukacinį ir technologinį sprendimą kuris leistų Europos mokytojus ir moksleivius naudoti

kasdienius mobilius prietaisus ir prieinamas GIT technologijas surinkti, dalintis ir pasiekti fenologinę medžiagą. Kokias galimybes ir

kliūtis mato patyręs mokytojas?

˅ Gabių mokinių sudominimas ir/arba motyvacija; svarbu.

Mokinių naujų žinių įgijimas mokomame dalyke; svarbu.

Rinkti aukštos kokybės medžiagą kelionese;

Mokslinė argumentacija grindžiama bendrai atrinktus fonologinius duomenimis, patvirtintus "ekspertų";

Pažiūrėti kaip modernios technologijos ir kasdieniai įrankiai yra naudojami;

˅ Mokymasis bendradarbiaujant. svarbu.

183

APPENDIX XVIII

Jovita Vaivadaitė

39 metai

Vilniaus Pedagoginis universitetas, bakalauro ir magistro laipsniai

17 metų darbo patirtis

Dirbu pradinėse klasėse su 6 -11 metų mokiniais, dėstau matematiką, lietuvių kalbą, pasaulio pažinimą, anglų kalbą pradinėse klasėse.

1. Su fenologija susiduriu mokydama vaikus pasaulio pažinimo, lietuvių kalbos ir net anglų kalbos. Labiausiai šia tema kalbame pasaulio

pažinimo pamokose kalbėdami apie metų laikus: sezoninius pasikeitimus, kai reikia išskirti pagrindinius metų laikų požymius,

(Pabandžiau išrašyti ir gebėjimus iš Bendrųjų programų , I –II klasės 3.5. Apibūdinti (remiantis savo patyrimu) vasarą, rudenį, žiemą,

pavasarį. Išskirti kiekviename metų laike patrauklių ypatybių.), taip pat, kai kalbame apie augalų gyvenimo ciklą ar gyvūnų prisitaikymą

gyventi įvairiais metų laikais ((I –II klasės 5.5 Tyrinėti ir apibūdinti gyvų organizmų priklausomybę nuo aplinkos, besikeičiančių metų

laikų ir pan. III –IV klasės 5.6. Suvokti ir paaiškinti gyvų organizmų prisitaikymo prie aplinkos reikšmę. ), iš dalies šia tema kalbame

aiškindamiesi, kaip žmonių gyvenimas ( drabužiai ir namai) priklauso nuo klimato sąlygų. ( III –IV klasės 3.5. Papasakoti apie įvairių

kraštų žmonių gyvenimo būdą; nusakyti skirtumus. Pateikti konkrečių pavyzdžių, kaip žmonių gyvenimo būdą nulemia gamtinės sąlygos.)

2. Kalbėdama šiomis temomis su mokiniais stengiuosi išnaudoti artimą aplinką – stebime mokyklos kiemą - kuriame įrengtas dendrologinis

takas , jo sezoninius pasikeitimus. (Turime mokyklos išleistą pratybų sąsiuvinį „Lauko užrašai“, kurio užduotys padeda tai atlikti). Taip

pat stengiuosi naudoti kuo daugiau vaizdinės medžiagos, remdamasi įvairia interaktyvia medžiaga ( skaitmeninė mokymo priemonė

„Išmanieji robotai“, „Mokinukai.lt“ „Gamta 5 -6 klasėms“, įvairios internetinės mokomosios svetainės ( tiek lietuvių kalba

184

(http://g.nepo.lt , ) , tiek anglų kalba (bitesize.com)), įvairius žemėlapius, taip pat ir interaktyvius, pvz., Google maps. Taip pat tenka

pamokas kurti pačiai, naudojant Smart programą, nes klasėje turiu interaktyvią Smart lentą.

3. Ruošiantis šių temų pamokoms dažnai tenka sugaišti daug laiko – susirasti tinkamą medžiagą, ją pritaikyti mokiniams pagal amžių,

pasistengti, kad ji būtų patraukli ir naudinga mokiniams. Pasigendu medžiagos pradinukams. Įvairos užsienio svetainės dažnai keičiasi. O

tobulėjimui tikrai ribų nėra, tad visą laiką norisi sužinoti ir išbandyti kažką naujo. Jaučiu, kad pradinėse klasėse dar atsiliekame taikydami

įvairias technologijas bei naujausias interaktyvias priemones.

4. Kadangi mokykla dar neturi mobilių įrenginių ( kol kas tik planuose planšetiniai kompiuteriai), tad kol kas ineraktyvias priemones

daugiau naudojame demonstraciniais tikslais : skaitmeninius MO ( demonstracijas, laboratorinius darbus, ineraktyvius MO ir pan.) ,

interaktyvius žemėlapius. Daugiausia visi šie dalykai naudojami pasaulio pažinimo pamokose, tačiau kuriant inegruotas pamokas visa ši

medžiaga yra panaudoja ir kitų pamokų ( matematikos, lietuvių kalbos ir technologijų, užsienio kalbos) metu. Mokykloje turime 12

kompiuterių klasę, tad kartais naudojamės ja, kai reikia mokiniams susirasti medžiagą, paruošti pranešimus ar atlikti įvairius interaktyvius

pratimus. Esant poreikiui, dalis klasės mokinių gali atsinešti mobiliuosius įrenginius ( planšetes ) iš namų. Taip esame dalyvavę

matematikos projekte.

5. Interaktyvių priemonių naudojimas visada didina mokinių smalsumą, jų susidomėjimą mokomuoju dalyku, mokymosi motyvaciją. Gerina

medžiagos įsisavinimą. Mokiniai įgyja naujų žinių šiomis temomis, žinios priartinamos gyvenimui, mokiniai supranta, kad visa tai, ką

išmoksta mokykloje, galima pritaikyti realiame gyvenime. Džiugu, kad tokiomis priemonėmis vaikams galima parodyti naujausius

technologinius ir mokslinius pasiekimus.

http://g.nepo.lt/

185

APPENDIX XIX





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



Age 28


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




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.


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.





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?


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.


See how modern technology and every day tools is used?

Collaborative learning? Mokydamiesi bendradarbiaujant mokiniai diskutuoja, randa bendrus sprendimus.

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APPENDIX XX





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


Tiriamoji veikla – vienas iš aktyvių būdų pažinti mus supantį pasaulį ir ugdyti bendrąsias mokinių kompetencijas.

189


Age: 54

Education/background (e.g. formal training in STEM-areas): VU, GF, geografija


Subjects you teach: geografija

Which age groups do you teach: 12 -19 metų ( 6 – 12 kl. )




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.


Mėnesinis orų stebėjimas. Stebime: kokie augalai žydi gimnazijos teritorijoje pavasarį, vasarą ir rudenį.


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.






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.



190

Duomenų sluoksniai pamokoje ir žemėlapių sudarymas:

http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=1b0c8cfcc4d34950a6449b63e6bd8838&group=d77c5c661f154

cf499e22d9c6a45e5c0

https://sodas.ugdome.lt/viesieji-puslapiai/3300

Geografijos pamokose dirbame Samsung „Išmaniosios klasės“ planšetiniais įrenginiais.

Sienlaikraščių kūrimo įrankiai: https://padlet.com

„Padlet“ – tai nemokamas internetinis įrankis ir programėlė (iOS), kuri suteikia internetinę erdvę idėjų, minčių ar kito turinio mainams

bei publikavimui. Ir t.t.


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?


mobile devices and open source GIT technologies to collect, share and access phonological data. What affordances and obstacles can as an

experienced teacher see?


Dalyvavimas tokioje veikloje mokinius motyvuotų.

Būtų skatinama savarankiška aktyvi kūrybinė besimokančiųjų veikla.

Pačiam tirti ir pažinti, keliauti, domėtis ir veikti – mokinius labai motyvuoja.


Integruoti mokomųjų dalykų žinias. Pritaikyti patirtį naujose veiklose, numatyti problemų sprendimo būdus, panaudoti surinktus duomenis,

kuriant savo skaitmeninį žemėlapį (GIS).

http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=1b0c8cfcc4d34950a6449b63e6bd8838&group=d77c5c661f154cf499e22d9c6a45e5c0

http://gismokykla.maps.arcgis.com/apps/PublicGallery/index.html?appid=1b0c8cfcc4d34950a6449b63e6bd8838&group=d77c5c661f154cf499e22d9c6a45e5c0

https://sodas.ugdome.lt/viesieji-puslapiai/3300

https://padlet.com/

https://itunes.apple.com/us/app/padlet/id834618886?mt=8

191


Kokie įrankiai užtikrintų aukštos kokybės duomenis išvykose?


Surinkti duomenys, skatintų mokslinį mąstymą, skatintų kritinį mąstymą realiose situacijose.

Se how modern technology and every day tools is used?

Mobilieji telefonai kaip mokymosi priemonė: video, nuotraukos, garsai, animacija.


Mokiniai noriai mokosi bendradarbiaujant, dalinasi savo patirtimi. Tai skatina

savarankiškumą, pakantumą, mokėjimą suprasti kitų požiūrį, gerbti kitų nuomonę, racionalumą (sugebėjimą sveikai ir logiškai mąstyti),

toleranciją, atsakomybę.

END.

Documents

GIT, mobile technology and phenology in European schools ... · Lieth (1974), which goes back to Schnelle (1955), modern phenology is the study of the timing of recurring biological