Geotagging is the term given to the adding of geographical metadata to photos, videos, tweets, websites and other media. This ' metadata ' can include longitude and latitude, and other attributes such as altitude. There's a fuller version of this summary information over at Wikipedia , but let's think about the applications of this technology in school.

You can geotag photos, which is a fancy way of saying that you can embed geographical metadata into your digital photos. Have a look at the information -- the metadata - shown below for two photos. One important difference between the two is that the one on the right includes information about where the photo was taken.

Spot the difference

There are several ways of entering this information in a photo. One is to buy a camera that does it automatically. That's still a bit of an expensive option. Compact models are starting to appear at a price which makes it feasible to consider having two or three in a school for lending out to classes, but not one per class, much less several per class unless the school has a clearly thought-out policy regarding the purchase and use of handheld devices. (For example, Scargill Junior School uses sets of SmartPhones for geotagging photos.) This is a clear example of where allowing youngsters to use their iPhones would make perfect sense, if managed carefully. If the kids have the technology, we should be providing educational opportunities for them to use it. Seems like a no-brainer to me. (There's a good article in the early-April issue of Computers in Classrooms in which a teenager describes how essential his phone is to him. I believe he sometimes even uses it for talking to people!)

Another option is to place your photo on a map in Flickr . This works well, but can be a cumbersome process if there are lots pf pictures to process. Obviously, it would be a good idea to make this process an educational activity in itself: something the geography folk could get involved in perhaps? There's a geotagging group on Flickr , with links about how to use the mapping facilities there.

Yet another approach is to but a wi-fi-enabled storage card, which is what I hope to experiment with soon. This looks like a brilliant option. It's not exactly cheap, though, and at the moment it seems to me that you'd get better value for money by purchasing a new gps-enabled camera than one of the full-works eye-fi cards, even though it would cost you more. I think this is an area where careful research, and some patience, are required.

So what can you actually use geotagging for in education? One obvious answer is anywhere that mapping is relevant. For example, a presentation about a school trip can be made to come alive by placing the photos taken on a map. And school excursions can themselves be made more exciting by the use of geocaching , which is essentially a treasure hunt that makes use of GPS-enabled devices to find hidden objects.

Get SmartExploration of different habitats in the local area or school grounds can include geotagging the photos taken. In Scargill Junior School, mentioned earlier, the children use the SmartPhones to take pictures of minibeasts , and the exact location of the insects is recorded at the same time, enabling them to find them easily again, and to place them on a map.

Anything involving measures of distance or altitude will not only thrill the geography teacher, but will be welcomed with open arm by the mathematics teachers too. For history teachers, also, the use of geotagging to explore where past battles took place must be an exciting prospect. You could also bring in a discussion of the impact of information technology on society: in England during WW2 rural place names and signposts were taken down so that the Germans would get lost if they managed to land on our shores. (See this set of Yahoo! Answers , especially #3.) How useful would that bluint approach be in this day and age?

Even the artists can get involved. You can find out how by going to Lesson Planet , where a multitude of suggestions for geotagging and using GPS-enabled devices will be found. You have to log in to find out the detail, but there are pages of ideas which subject specialists should be able to make sense of.

An example of geotagging you may have come across is the Clustr map . Seen on numerous blogs , this is a map showing where visitors have come from. Variations may also be found on widgets which proclaim when the last visitor arrived on the site, and where they are accessing it from, and the sort of thing I experienced when taking part in a Classroom 2.0 Live discussion , when as people joined the discussion they were invited to enter their location on a world map. 

This kind of thing is, I have to say, terribly exciting! It's fascinating to see how many people in different parts of the world are looking at your stuff. It engenders a sense of curiosity ("What country is that ?" ), and even a sense of responsibility: in some cultures some of the things we say and do would probably cause deep offence.

OK, so geotagging is fun, and educational, but where does Web 2.0 come into it? I think there is the obvious answer that the sort of thing I just mentioned msakes it interesting and more meaningful to collaborate with other people from a different location. On a more everyday level, it's possible to take a photo of something, say a restaurant, review the thing you've taken a picture of, and upload both to a site where anyone looking for a restaurant (say) in that area will come across your review and photo.

My own view is that geotagging is not so much an example of a Web 2.0 application in itself, but it is certainly one that can enhance what I would call the 'Web 2.0 experience'.

Other useful references:

Educational Geo-caching (especially pages 10-13)

Geotagging in education

Google Earth for Educators

JSchools use geotagging , wikis , iPhones to teach

Update on Sunday, May 2, 2010 at 5:44AM by Terry Freedman

Top 10 Things You Didn't Know Google Maps Could Do

Came across this fantabulous article via a tweet by @educatoral. Whilst it's not directly about geotagging as such, it gives you a great idea of the kinds of thing that you can do with Google Maps, thereby taking advantantage of geotagging data and principles.

I love the possibility of being able to superimpose a spreadsheet onto a map (#1 in this list). What a brilliant mashup!

When I was a teacher I used to play music in the background, whilst the students were working. Not House, or Funk or whatever the current fad happened to be, but baroque music such as, and especially, Vivaldi.

I found that the music calmed the students down if they were a bit 'hyper', and they also worked better, and for longer. I didn't know it at the time, but there is, apparently, some research which shows that this was not a figment of my imagination. Listening to baroque music is not only soothing but it also, or so I've read, makes the brain waves more coherent, ie work together, like meditation.

If you think about it, that is, counter-intuitively perhaps, exactly what one needs when working on a highly logical problem such as the ones encountered in ICT.

Notwithstanding such benefits of this type of music, was I abusing my position of authority by not allowing the students to listen to the music they liked? I don't think so, because the purpose of the exercise was not for me to enjoy 'my' music, but to create a calm, ordered atmosphere in which we all get on with our work. Much as like the deep bass drum, hi-hat and general 'groove' of House music, I have never heard anyone argue the case for its being conducive to quiet, serious work.

If I were teaching now, I would involve the kids more, simply because the technology allows it. For example, I might ask them to compile playlists based on users' preferences. That would entail compiling a questionnaire, collating and analysing the results, coming up with a solution (or set of solutions) and then  seeking client feedback. It would also entail examining copyright issues, an whether it's worthwhile paying for advertisement-free versions of services like Spotify, rather than make do with the no-cost version.

In short, I would be able to integrate the use of background music into the ICT curriculum in a way which would not have worked as well when the selection was confined to my CD selection. How come? Because ultimately, whatever solution my students would have come up with would have been unfeasible unless I happened to have those CDs in my collection, and we had the time to record, mix and compile a physical playlist – illegally. In fact, unless I had the CDs in my possession, or the local library had an extensive selection, even sampling different sorts of music or artist would have been far too cumbersome a process to be viable.

With Spotify or Last.FM or similar services, you can easily find different types of music, find out what others rate as worth listening to, try out different combinations of tracks (another example of modelling) and come up with a draft solution to run by the client.

And at the end of the whole process, the whole class can work with their own playlist going on in the background.

If that isn't an incentive to approach the work seriously, I don't know what is!

A mashup is the combining of two or more sources of data to form a new data set. In principle, there is not really any difference between a mashup and the situation in which you trawl a few websites for data, paste the data you find into a spreadsheet, and insert some formulae to work on the data to yield different, and potentially more interesting and revealing, results.

The kind of mashup we're talking about here is (usually) on the web, and is updated automatically in real time.
A kind of low-level mashup is, I would say, inserting an rss feed into your home page so that people can see what you've been saying on Twitter, or the comments people have been making about your articles. If you think about it, that meets the criteria for a mashup which I have just outlined: it's on the web, it combines one set of data (the comments) with another (your blog's front page) to yield information that is updated in real time, ie immediately.

You could argue that this isn't a real mashup in the sense that it doesn't reveal anything new, and certainly doesn't give you anything you could not have found anyway. However, by adding the comments to the front page of your blog, it provides the visitor with a richer experience and, furthermore, saves you and them time: why go looking for the data if if you can have it delivered.

More adventurous mashups combine data from sources you may not know exists, or does so a lot faster than you could without assistance.

Take Trendsmap, for example. This takes Twitter trends and places them on a world map. Want to see what's hot news in British Columbia right now? Look no further. Is this a solution looking for a problem? Not if you're a journalist or a blogger wishing to write about the latest news on everyone's lips.

It should be obvious by now that this sort of application does not merely present you with two or more sets of data. By combining the data sets in new ways, the information you obtain is itself different to what would otherwise have been the case. Anyone who has ever used a pivot table in Excel will know exactly what I'm talking about: by mashing up the data, you start to see patterns that were hitherto hidden.

This has business and social applications too. The UK government has recently made publicly available sets of data in ways that techies can use them to create mashups, as described in Hacking For Good Reasons. Mashups which let you see what jobs are available locally without having to stir from your kitchen table, or which tell you which areas of your town are safest, or what was in the news when your local politicians were waxing lyrical to the press -- all these things matter to real people.

As far as business is concerned, mashups can form an essential component of a company's data-gathering armoury. The real-time characteristic of mashups can even be put to use for defence purposes.
An interesting exercise for students might be to ask them to come up with ideas for mashups. They can explain why they think the mashup would be useful, and who for, and what data sets they would need in order for it to work. They would not necessarily have to create the mashups, although as part of a unit on sequencing (programming), or in an after-school club, such an exercise could be very interesting indeed. The idea would definitely fit in with the section in the National Curriculum (in England and Wales) which looks at the effects of technology in Society and the importance of client feedback. Other curricular include similar demands.

In many respects, mashups are among the most exciting of Web 2.0 applications -- not least because they are all different from each other.

Update on Sunday, May 2, 2010 at 5:52AM by Terry Freedman

See #1 of Top 10 Things You Didn't Know Google Maps Could Do for a great example of a mashup -- superimposing a spreadsheet onto a map.

"Upload your photos and share them with friends and family!" That's how photo-sharing websites such as Flickr are often promoted. But in education, there is a more serious side: photo-sharing sites make available a huge repository of pictures.

Pupils like to illustrate their work, but unfortunately all too frequently neither they nor their teachers seem to fully appreciate the concept of copyright.

Here's the deal: whoever owns a photo owns the copyright in  it. Just because they allow anyone to see it, does not mean they allow anyone to use it. Just because it's available through Google, doesn't mean you're free to use it. Bottom line: if in any doubt whatsoever, assume that you can't use it, and you should be legally safe. Do not be tempted to use something you have no legal right to. Not only might you get caught, it also sets a bad example to your students.

So at the very least you must look at the licence terms next to the photo you want to use. If it says 'All rights reserved', it means you can't use it unless you write the owner a very nice email and they take pity on you. Even better, find a photo that is free to use, usually for non-commercial purposes, and as long as you give credit to the owner.

My tools of choice are Flickr for the pictures, and the Creative Commons search engine for finding pictures with the right licence terms.

When you find a picture you like, if it has the legend "Some rights reserved", click on the text and see what you're allowed -- and not allowed -- to do. You will see something like the Creative Commons licence agreement shown in the illustration.

Find out what you're allowed to doRegardless of whether you make use of other people's pictures, I would always encourage schools to create their own repositories. After all, it's highly unlikely that other people will have taken photos of your street, your school or your neighbourhood. And even if they have, they may not be exactly right for your purposes. Flickr is free, or a modest amount for an unlimited amount of space, or you could use a dedicated hard disk or server in-house. Think about it: if each class spent one lesson a term taking photos for the school repository, by the end of the year you'd have hundreds, possibly thousands, of pictures that anyone in the school could use to illustrate their work.

You can even build in curriculum work. Depending on your subject and students' age group, have a session taking photos on the theme of shapes, or the colour green, or weather, or ... well, you get the picture.

If you do use Flickr, there are 3rd party applications which allow you to do more with your photos than simply share them with others. For example, you can create mosaics, or posters, or magazine covers. One of my favourites is Flickr Toys.

If you like the idea of making more use of photos, you know what to do: start snapping!

My photos on Flickr may be found here.

Instant messaging, or IM, is the name given to communicating with someone else, via a keyboard, when that other person is online at the same time, as you can see in the screenshot below. In this respect it differs from emailing, tweeting or texting, where the other person may pick up your message later -- when perhaps you are offline.

IM is great for sharing informationWhen IM first appeared on the scene it achieved notoriety because of the way some people conducted themselves in chat rooms in Yahoo!, MSN and other providers. In fact, in the teen rooms especially, but also in 'adult' rooms, some people would use IM for writing sexually explicit content. I found that the sensible rooms were sometimes quite useful, as there were rooms for all different interests, but because it was always a bit hit and miss as to who was going to be online at the same time, these were never as good as today's communities and the ability to 'friend' or 'follow' someone.

There was also the ever-present danger that, because IM is text-based, you could never be certain that the person you were speaking to really was who they purported to be. Not that that particular danger has gone away, as the recent Facebook murder story sadly illustrates. However, there are ways of teaching youngsters about this sort of thing, as Dughall McCormick illustrated in Computers in Classrooms last April.

Today, many of the original chat rooms have disappeared, and those that remain seem to be overrun by spam. However, IM has entered the mainstream, insofar as anything Web 2.0 may be termed 'mainstream'. You will find it in applications such as Skype, streaming video, Facebook, Google Wave.

The reason is that IM is a brilliant way of communicating with someone else instantly. You can quickly share an opinion, ask for a file, give them a useful URL. Used sensibly, IM can provide a rich extra dimension of communication whilst engaged in another activity such as taking part in a discussion or watching a video.

Like anything else, such as text messaging, just because IM has been abused, does not mean it should be abandoned all together.


If there is one thing which really characterises Web 2.0, it’s the ability to comment on people’s work. Commenting is what can, or at least should, make a conversation possible. In this article I’d like to look at comments from both an educational and an etiquette point of view.

Educational

I’ve been to several presentations in which the speaker shows a screenshot of someone’s MySpace page indicating that they’ve received 1500 comments about something they’ve posted. My take on this is as follows:

• How can anyone read, let alone respond to, 1500 comments?
• If most of the comments are ‘Wow’, or ‘Cool’, how does that benefit the originator of the post, except for giving them an ego boost?

A more important, but more difficult to measure, criterion is how much influence your post has. Shelly Terrell made the following observation in a response to one of my articles:

I have used these posts at various times so just because I'm not commenting on them doesn't necessarily mean they weren't useful.

I’ve sometimes had people say to me, months after I’ve written an article that nobody commented on, that they found it useful.

Also, it’s now possible to read an article in one place and comment about it in another. I typically see comments about my articles on othert blogs, in Twitter and on Facebook. It’s possible, through the magic of RSS feeds, to collate various streams into one place and display it on your website. I find that looks a bit too messy for my liking.

Something I have done in order to keep track of when I or my articles are mentioned anywhere is to set up a Google Alert and a Twitter alert. These let me know, by email, whenever my name is mentioned on the internet.

It seems to me that used wisely, comments on students’ work could form part of your assessment for learning approach. The key to success in this respect is as follows:

• Be aware of when comments are posted.
• Discuss the comments, and what might be learnt from them.
• Work out suitable responses whilst taking into account e-safety and time management issues.

Etiquette

I have set myself the following rules:

• I always try to respond to comments. If someone has gone to the trouble of making a comment, the least I can do is acknowledge it.
• I never post anything which is likely to offend people, such as swear words.
• If someone makes a sensible-sounding comment, but has a website like ‘easyescorts.com’, I won’t publish it.
• If someone tries to advertise their services in a comment, when the service has nothing to do with the subject in hand, I won’t publish it. Sometimes, I’ll even report it as spam.
• I never respond to trolls, which is the name given to people who are just plain nasty. They have no interest in furthering the conversation, and usually hide behind a wall of anonymity. If you get targetted by a troll, it’s a compliment in a way because these people only attack those who are patently better than themselves, ie more educated or more informed. The common advice is: don’t feed the trolls. That is, don’t give them any attention. Here is a great post on this subject:

Trolls, meatheads and my mom

I like this video too:

Don’t feed the trolls

That video is a good thing to show to pupils to convey the effects of cyberbullying (because that’s what trollism is) on people.

I also love this feisty response to troll comments. Go to the YouTube site itself for the lyrics.

I found this on the Grammar Girl site about making comments online. It’s a great post and you should definitely read it with your students.

I’d love to know what you think of my comments on comments – but nice ones only please!



I can't think of any course in ICT, apart froma  few very specific application-centred ones, that does not require students at some stage to present their findings, views or designs to the rest of the class. The good news is that there are a few applications online which make it very easy to create presentations, share them, and invite comments. Here are four which you might like to explore.

Slideshare

This is like an online version of PowerPoint. Indeed, you can uipload your PowerPoint presentation to form a SlideShare version. Unlike PowerPoint presentations, SlideShare ones can actually be embedded in your blog post or web page.

http://www.slideshare.net

VoiceThread

This enables you to create a presentation from your photos or other pictures, and add a soundtrack (music or commentary) to them. Nothing unusual here, you might say, except that viewers are able to leave their own audio comments on each slide.

The fascinating thing is that once the comments start to build up, unlike the case with some applications, they seem to become an integral part of the presentation. In other words, they enrich the original upload. Great for letting kids collaborate in an easy way!

http://voicethread.com/

Glogster

One does not often associate the word 'fun' with presentations, but it comes naturally when referring to Glogster. Imagine a poster that can contain not only text and graphics, but sound and video too, and that's Glogster.

It's supremely easy to use. The real challenge is ensuring that your 'glog' tells a story: with all those wonderful options available, cacophony is never far away!

http://edu.glogster.com/

Animoto

Last but not least, Animoto, as the name implies, makes it easy to create a video from still pictures. LOad the pics, select some music, add text if you like, and Animoto does the rest, creating an animated display of your 'slides', synchronised with the music. It's a good way of creating a dynamic presentation without needing very much technical know-how. The skill lies in deciding whcih photos to use, and what music to choose to accompany them.

http://animoto.com/

Go on, give these applications a whirl! Get the kids to try them out. Unlike PowerPoint, these don't tend to channel you into creating lots of bullet points -- well, apart from SlideShare I suppose, but then that would have come from the priginal PowerPoint anyway!

If you enjoyed this article, check out the others in this series.

One of the big issues of our time seems to concern writing. Or, to be more specific, NOT writing. And to whittle it away even further, boys' writing. Apparently, boys don't like writing. If that's the case, perhaps Web 2.0 can help?

I think the first thing I'd like to say is that if it happens to be true that boys don't like writing, perhaps that's because they're not being asked to write about anything they're interested in. I know that's either a really facile statement or a no-brainer, depending on where you stand on the issue, but it strikes me as pretty obvious that if you ask someone to write about something they have no interest in whatsoever, why would they?

You might say that the same argument applies to girls, and you'd be right. Except that in my experience girls tend to (a) be more compliant than boys and (b) like writing for its own sake anyway.

I recall that in one class I had I could not get one of the boys to settle down for more than ten minutes at a time. Then one day, he was really quiet and engaged for about 25 minutes before I could risk breaking the spell by talking to him.

"I don't understand this.", I said. "Normally you're a complete head-banger, and all of a sudden you're a model pupil. How come?"

He laughed and then gave the brutally honest response, "'Cos usually I don't find it interesting enough to bother."

So what was so interesting that captured his attention for the entire lesson? He was compiling a list of all the games his team had won in the last ten years, from a whole load of football programmes he'd brought in. For me, that would be the most boring thing on earth. For him it was captivating. As my American friends might say: "Who knew?"

But even if you regard this example as an aberration, is even the broad statement about boys and writing true?

I think not, because boys write all the time. Perhaps what is meant is discursive writing, but boys text each other, and send each other games cheats by instant messenger or Facebook, to take a couple of examples.

Well, that's a start for an article like this, because there are several ways in which teachers can take the enthusiasm of boys for writing, which I believe does exist, and the variety of Web 2.0 applications, and harness them together. Here are some suggestions.

• Get the pupils to take it in turns to act as the class scribe. The scribe writes down the main points covered in the lesson, and writes it up in the class blog. Check out Sue Waters' Using Scribe Posts on Class Blogs for some tips and references about this.
• Get the youngsters to write film and book reviews, either using a blog, or using something like Blippr. Blippr is a social network which specialises in reviews. It gives you 160 characters -- the same as you get for a text message - in which to have your say. It's possible, and it's fun -- but it's challenging (which is, more than likely, WHY it's fun). Have a look at mine for some examples.
• If 160 characters strikes you as far too easy, how about 140? You can use Twitter for the same sort of thing, or for writing short (very short!) stories. See, for example, Twitterfiction.
• If you like the idea of a book review in 160 characters, but not the idea of a social network, try Wallwisher. It's like having post-it notes, and you can type up to 160 characters on each one. You can also include pictures and, a big bonus, everyone can see each others' efforts. Maybe you could even get boys to work together on some writing.
• Blogs are useful for writing book and film reviews too. There are one or two great examples of this in the forthcoming 'Amazing Web 2.0 Projects' book.
• Also in the book are some creative uses of Twitter, including its use in getting a class of primary school children to understand what life on the run must have been like from the standpoint of one of the Gunpowder Plotters.

I could go on giving example after example, and don't forget there is also the writing involved in podcast and video scripting - not just the dialogue but 'stage directions' too.

I think that by using a variety of Web 2.0 applications it can't be that hard to get kids -- including boys -- writing.

Of course, finding a topic they're actually interested in -- or making a topic interesting to them -- no doubt helps!