CD-ROMs (Compact Disc Read-Only Memories) give easy access to enormous quantities of information. These are produced by various organisations and might include software extending their classroom application.

A wide variety of CD-ROMs are available from various sources, and as you might expect, the quality and usefulness of these is at least as varied; for examples see:

There are also collections of graphics, videos, sounds and animations available as well as encyclopaedia and dictionaries.

Facilities to create CD-ROMs have become quite common with school computer systems, and the cost is relatively low, and use accessible hypermedia authoring software.

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KS3 pupils studying the QCA unit 8 Coastal Environments can interrogate the CD –ROM on coasts. The data includes photographs with "hotspots" of additional information and a detailed glossary of terms.

Pupils can use the information to prepare annotated sketches. Some pupils may copy and paste the photos into a word document and using text boxes and connecting arrows prepare similar notes using ICT. Using the questions on the CD-ROM, which open in word-pad, the teacher can test pupils’ understanding. The pupil can type in their answer, before printing. (A possible means of assessing their understanding of terms.)

The advantage of using IT here lies in the ability to investigate a range of (9) coastal erosion processes visually. Pupils can work at their pace and present the work to a high calibre. The ability to print photographs and notes assists the learning.

The Internet

The Internet is a vast resource, available both during school hours and afterwards. Suggested starting points are listed below. (Some sites require a subscription and are password protected). An extended list of Internet sites, arranged thematically, can be found by clicking here.

These Internet sites can also be used for communicating with other teachers about Geography, e.g. discussion and bulletin boards, electronic mail and conferencing.

Students and teachers will be using the Internet to collect and disseminate information (beware the complete lack of quality assurance), to discuss problems and solutions, to ask for help and ideas in designing or making activities. There is a danger with the Internet that the content can be read by pupils as fact without questioning it.

 Discussion 

What criteria would you use to evaluate the usefulness of a web site? How can you provide differentiation for a mixed ability class using the Internet? What skills will you need to teach your students when using the Internet?

Using images of volcanoes on the website: Volcano World, find out about volcanoes on different continents; choose 2 from each and plot them on your outline map of the world. Follow this up by looking in detail at one volcano and taking the virtual tour of Mount St Helens.

The variety and visual impact of the on-line materials enable the pupils to understand and describe what happens when volcanoes erupt. The information is very visual and up to date.

 Discussion 

What are the advantages and disadvantages of using a CD-ROM, a video, and the Internet to obtain information on volcanoes? How would you use each of them when teaching your pupils?

The site provides opportunity for whole class discussion on land use, group work on detailed case studies of individual farms and further use of ICT to create a virtual tour of a farm using a desk top publishing software, such as Publisher.

These are materials, including paper-based, which support the effective use of ICT resources. Some have been written specifically for use in the classroom and might include tutorials, projects, demonstrations, worksheets, lesson plans, exemplars and many can be copied from the Internet.

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Lesson idea: What’s the Weather Like?

You may not have weather datalogging sensors in school. However, this resource pack provides a file of data that can be interrogated. (You can also obtain up-to-date data on weather conditions from:

The task is to describe the weather for a set period of days and then give a weather report. A spreadsheet is useful to help you calculate statistics such as the maximum, minimum and average temperature; maximum, minimum and average wind speeds; average air pressure; total rainfall and average humidity.

Evaluating CD-ROMs

Before using an ICT resource you will need to try it out for yourself in order to see the strengths and weaknesses and identify how it might support your teaching aims. Below are some questions to help you.

Design

• Would secondary pupils find it easy to work out how to use it? (e.g. is it easy and intuitive to make searches?)
• Is it fairly self-explanatory? (e.g. do you always know where you are?)
• Is it easy to navigate - can children use it independently? (e.g. exit, go back)
• Is it straightforward to enter data or instructions?
• Is it easy to copy information into other applications?
• Can you customise it to suit the needs of the pupils you are working with?
• Does the use of video or sound enhance the content, and can they be controlled? What links are offered to other sites?

Content

• Are there useful support materials that come with the package?
• Is the language and information suitable for the age range and special needs of the pupils you are working with?
• Is the content non-sexist? Are both girls and boys in active, positive roles? Is the subject interesting and motivating to both sexes?
• Does it give feedback, if so what kind? (If the disk contains multiple choice questions, does it give help or support if the answer is wrong?)
• Does it encourage cultural diversity?
• How up-to-date, rigorous and free from bias is the data?
• To which of your schemes of work is it relevant?

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In an article in Teaching Geography in 1994, Helen Warner writes:

"The most successful use of CD-ROMs took place when teachers:

• provide opportunities for, and teach pupils how, to refine their search skills
• teach pupils how to skim through a mass of information to identify relevant pieces
• plan for differentiation, by matching tasks to pupils’ abilities, by expecting different outcomes or providing different amounts of support;
• provide opportunities so that sections from CD-ROMs can be incorporated into other applications
• act as a guide or joint interpreter of information."

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Some of the recommended software, and web sites identified have been evaluated below to give you some ideas about what you should be looking for when you evaluate an ICT resource. You may also want to have a look at the great many evaluations written up by teachers and others on-line. These are available on the BECTa and BBC web sites listed below.

Activity

Task 5 Critically evaluate a CD-ROM you have in your department using the questions above. Use the resource with a small group of pupils and monitor their response. Write up your evaluation for use in the department and post the evaluation on the conference site for other geography teachers to see.

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There is little evidence for long-term health and safety concerns in typical use of ICT equipment in schools, but there are good practices that should be usefully observed. More details are available elsewhere but issues include:

Positioning of equipment to avoid muscular and skeletal strain is important; chairs should be comfortable, supporting the correct posture and ensuring feet, forelegs, thighs, backs, arms, hands and heads are correctly oriented. Find out exactly what the best position should be and how furniture should be arranged and set.

Screens should be placed for optimum, comfortable vision ensuring the user's head remains erect maintaining the appropriate visual perspective, appropriate adjustments should be made to brightness and contrast to minimise eye strain and user's should use prescribed spectacles as appropriate. Encourage students to adjust monitors for their own comfortable use, both in terms of seating and orientation, this might require resetting the heights of chairs when they move to a computer.

Keyboards and other input devices should be of the appropriate size, shape and configuration, and be placed to minimise strain of fingers, hands, arms and shoulders. Find out how users should sit and use keyboards and mice; perhaps different equipment should be available for some students.

Time spent using computer screens exclusively without breaks should not be excessive, bearing in mind normal eye muscles will be forced to maintain near focus as long as the screen is being looked at if there are no other, further points to look at. Consider forcing students to look at a distance during computer-based activities, perhaps using other ICT and paper-based resources in one activity; also a time limit at a computer might be considered.

As well as issues of personal use, which apply equally to teachers as students, the issues of health and safety communicated in ICT resources is important. This is particularly the case as there might be no control in terms of quality or accuracy of information available.

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 Discussion 

Discuss health and safety issues: Issues of health and safety in using ICT resources are not always considered. There are a number of possible headings: safe use of ICT equipment This will include electrical safety, ergonomic considerations of work stations, equipment checks, maintenance and responsibilities. the possible effects of using ICT equipment on learners' and teachers' health This will include the placement of equipment, setting of equipment, for example, for least visual strain, optimum length of time in front of a monitor screen. the extent to which ICT resources address good working practice, health and safety in their content