1. Applications of Digital Archival Geographic Information in K12 Education Department of Geography, National Taiwan University jinn-Guey Lay 2009PNC 2009/10/08 1

2. Introduction  The National Digital Archival Program has accumulated over 3 million pieces of digital materials.  Maps and remotely sensed imagery are subjects of inclusion in archives.  Digital archival geographic materials reflect spatial and temporal dimensions of Taiwan’s geography and history.  This presentation illustrates the applications and potential of these digital archival geographic materials. 2

3. Types of geographic data in digital archives  Aerial photos  Old topographic maps  Historical maps  Spatially referenced tabular data  Old photos 3

4. Role of GIS in K-12 geography  Communication tool –GIS as a visualization media  Mapping and analytical tool –for solving geographic problems  Data management tool –GIS provides a platform that facilitates the integration and manipulation of geographic data. 4

5. Benefits of using GIS in K-12  Improving the quality of learning in the classroom,  Widening the scope of teaching,  Helping children transit into an information- rich society,  For educators seeking new technologies and concepts to enhance the quality of education, GIS appears very promising in both conceptual and practical aspects. 5

6. Problems of GIS application  Training of teachers,  Curriculum integration,  Purchase of equipment,  Provision of curriculum materials. 6

7. Actions taken by the ASPA Program  For better application of these materials in K12 education, the Academic and Social Promotions and Application (ASPA) Program Office conducted the following tasks:  Compiling geographic data: converting analog materials to digital data and integrating them to geographic datasets.  Development of course modules: revealing the geographic and historical meanings of places;  Holding workshops: introducing the above mentioned modules to teachers all over Taiwan. 7

8. Data compilation  Scanning  Geo-referencing  Digitizing  Associating spatial and attribute data 8

9. Map-making  Hundreds of maps have been made over these two years.  Subjects of maps include: environmental change, population, land use, and names of places.  The application of these maps in K-12 education has been identified. 9

10. Development of sample modules  Studying curriculum standards and identifying topics for GIS inclusion  Design of course outline  Technology should be used in classrooms to support the primary objectives of learning  Too much content and too little time  The purpose and approach of introducing GIS into geography courses need to be clearly defined 10

11. Sample Result: Revitalizing Old Maps  Using the digitizing and geo-referencing functions of GIS, an old map of 1874AD was converted into digital map layers.  These map layers can be flexibly integrated with modern geographic data and reveals the history and geography of Taiwan. 11

12. Digital version of historical map 12

13. Enthinic group and place names 13

14. Application of GIS: Urban Growth of Taipei  Old maps ranged from 1895 to date were scanned and digitized so that the urban sprawl of Taipei can be identified and analyzed. 14

15. Result and discussion  Hundreds of geography and history teachers have participated workshops of DAGI applications.  The value and potential of DAGI are highly regarded by these teachers.  Further promotion of DAGI applications to general teachers are desired.  Approaches and channels for dissemination need to be identified.  Web Map Service (such as Google Map/Google Earth) possess great potential for future promotion. 15

16. Conclusion  Introducing DAGI to K-12 will greatly enhance the value of digital archive program.  Application of DAGI in K-12 education is very promising.  Future promotion requires the collaboration of experts from GIS, pedagogy, and other relevant fields 16

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