Maps, Computers, Teaching and Learning - a powerful equation

The contribution maps can make to teaching and learning, particularly but not only, in the humanities has long been appreciated. Guidance notes for trainee teachers over a century ago noted:

"An atlas of Historical Geography is of course an indispensable instrument in the teaching of history: indeed its necessity is so obvious, and by this time so generally recognised, that it is superfluous to prove it." (W.A.Archbold, Essays on the Teaching of History 1901, Cambridge University Press)

But what specific contribution can maps make?

The answer would seem to be twofold in the classroom environment:

• Firstly, the map as a source of information.
• Secondly, the map as a means for bringing together, synthesising, what has been learned.
  

These twin roles are of course not exclusive of each other.

The more traditional role is that of 'source'. In the maps included on this website it is possible to use any of them to gain information. This might be about the understanding of the world in Tudor times or of how the Chinese viewed the rest of the world in the 17th century or where the Garden of Eden was once believed to be. As with all historical sources, maps can also provide insights into the people who made or used them.

Alongside this traditional role maps have also been used to bring together available information. The maps of the early explorers included here were almost always cumulative in design with one being added to or modified by the next user. Today the Ordnance Survey (UK) is engaged in a process that has no end as it seeks to present an accurate record of changing land use across the country.

What has changed very recently is that the general public now has easier access to a wider range of maps than ever before. However, it is not just easier access but also the ability for individuals to interact with the maps they use that is unprecedented. It is the technological advances, particularly digitisation, that have created this new situation. The digitisation of the map collections of the major holding bodies, including The British Library, means that we can view them with ease on our home computers. We can 'site centre' the map to place an area of interest in the most accessible position and then zoom in to look at specific details. You don't have to be an expert or have expensive software to do either today.

However, it is the step beyond this that is so exciting for teaching and learning. This arises from the ease with which it is now possible for the learner to interact with the map. The ability to add a hotspot in which s/he can add a comment on a feature, leave a question about another, add a photo or sketch in relation to a third and even an audio clip to a further one.

In this situation, the map has clearly moved beyond its traditional role as simply a source of information to becoming a means through which learners can organise and communicate their understanding. It is very early days, as they say, in this area of development and the above examples will be surely be considered unambitious and short sighted when read in the near future.

Maps and technology together create exciting new avenues for both teaching and learning and the exploration of these has barely begun.

Lez Smart
February 2002