Resource | K-12 Evaluated Resource Collection

K-12 Evaluated Resource Collection

ArcGIS Online (Elementary)

Rate this Resource:
(0/5 Member Rating - 0 Member Votes)
Author/Publisher/Website: N/A
Copyright:
Evaluation/Record Entry Date: Oct/2015
Submitting suppliers/Website: Esri Canada
Recommended Grades and Subjects/Courses: 5-7
(View recommended grades and subjects) Social Studies

Resource Description

SEE ALSO: ArcGIS Online (Secondary). ArcGIS (Elementary) is a geographic information system that supports the elementary social studies curricula in the areas of human and physical environment, mapping, and critical thinking. It allows students to create, access, and analyse maps, analyse layers of data, and compile information. It could be used for basic mapping assignments, small group work, and examination of social, political, and environmental aspects of Canadian geography and history. As the resource is technically and linguistically complex, it is best suited to independent work for students in grades 5-7 with strong cognitive and language skills. With teacher guidance, it could provide opportunities to develop critical thinking and communication skills.

CURRICULUM FIT

Does the resource support BC curriculum?
Moderately
This product supports the Core Competencies of the BC curriculum:
Information and computer technology
Numeracy
Reading
Comments:
This resource supports the social studies curricula K-7 in the areas of human and physical environment, mapping, and critical thinking. Although ArcGIS presents opportunities to engage in active learning and group work, the resource is complex and would be best suited to independent work in grades 5 to 7. The resource and provided lesson plans target the development of independent skills through accessing and analysing maps, analysing layers of data, and compiling information. With a great deal of guidance it could provide opportunities to develop critical thinking and communication skills, though it is not constructed in a way that provides these intuitively.

GENERAL CONTENT

Content
Should this product be identified as Canadian?
Yes
Is the resource engaging?
Not at all or slightly
Is the content current for the intended curriculum and grade?
Moderately
Is the content accurate for the intended curriculum and grade?
Not at all or slightly
Is the content timely and important for student broad understandings?
Not at all or slightly
Audience:
Is the content appropriate to the emotional maturity and cognitive level of students?
Not at all or slightly
Does the resource provide opportunities for creative and critical thinking?
Moderately
Can the content be differentiated?
Not at all or slightly
Can reading level be adjusted?
Not at all or slightly
Is the level of detail appropriate?
Not at all or slightly
Is the language use appropriate to the emotional maturity and cognitive level of students?
Not at all or slightly
Comments:
This resource is technically and linguistically complex and would only be suitable for students with strong cognitive and language skills, or for activities that provide opportunities for teacher support. The reading level, content, and lesson plans are all geared for higher grades, and for a high level of independence and persistence in completing tasks. It could be utilized for developing a broad understanding of some historical events, or for learning about Canadian geography and ecology, though these should be approached cautiously as the information provided is often sparse and sometimes incorrect. Wide views of maps work well, but focusing often means missing data or blurry maps.

TECHNICAL DESIGN

Does the resource make effective use of the medium?
Moderately
Is the navigation throughout the site intuitive?
Not at all or slightly
Is the content exportable in a variety of file formats such as wpd, doc, pdf, xls, etc.?
Not at all or slightly
Are the presentation controls (e.g. sizing, resolutions, volume, etc.) suitable for the classroom?
Not at all or slightly
Are images clear?
Moderately
Is the sound quality clear?
Extensively
Is the interface uncluttered?
Moderately
Descriptors:
User-managed password resets
Print and online help provided in simple and brief segments (FAQ, Quick help, etc.)
Search by file type (audio, graphics, photo, etc.)
Search engine can search the entire site
External links are operational
Displays in mobile devices
Comments:
The site, maps, and assignments are often difficult or confusing to navigate. The wording in the directions is often different from the symbols or labels on the maps, and not all directions produce the expected results in maps. Some assignments are well-developed with classroom presentations, students’ assignments, and keys included, but many resources are missing information or have data that is five years old or older.

INSTRUCTIONAL DESIGN

Is the instructional design effective and appropriate for the intended audience?
Moderately
Is the resource suitable for a wide range of learning and teaching styles?
Not at all or slightly
Are the instructional elements consistent with the purpose of the resource?
Moderately
Are the concepts clearly explained?
Not at all or slightly
Does the progression in learning go from the simple to the complex?
Not at all or slightly
Are the content chunking and sequencing appropriate?
Not at all or slightly
Does the resource provide multiple strategies to help learners construct meaning?
Not at all or slightly
Does the resource support a gradual release of responsibility i.e. explicit instruction, guided practice, independent learning?
Not at all or slightly
Does the resource provide varied opportunities to demonstrate learning and extend thinking?
Moderately
Does the resource provide appropriate tools for assessment?
Moderately
Does the resource support the transfer of learning to personal or applied contexts?
Not at all or slightly
Comments:
The ArcGIS interface is complex, making it difficult to access information, follow instructions in assignments, and construct meaning independently. It does not allow for a wide range of learning and teaching styles, or for a gradual release of responsibility. It could be useful as a resource for grades 5-7 social studies mapping and geography assignments, but does not provide for content chunking, sequencing, or multiple learning strategies. Transferring understanding to personal contexts would be difficult as the mapping tools do not allow access to clear, developed maps for all parts of Canada.

DIGITAL INSTRUCTIONAL RESOURCE COLLECTION

Is the quantity of content adequate?
Moderately
Is the quality of content consistent throughout the collection?
Moderately
Are the various components of the collection organized in a clear and logical manner?
Moderately
Are the subject list and/or subsets extensive?
Moderately
To what extent does the resource use multimedia to support learning?
Moderately
Are the student support components useful?
Moderately
Is the keyword search adequate?
Moderately
Does the user have the ability to add custom content?
Extensively
Do the external links contribute to the learning experience
Moderately
Descriptors:
Basic search
Advanced search
Video content can be chunked
Comments:
The quantity and quality of content can be confusing to navigate through. Some links do not respond or require maneuvering through many steps to locate sites/information. The site could become quite overwhelming for lower grade students, ESL students, or students on an adapted/modified program. The user can add custom content but again the process would be confusing for the same students and reasons as above.

TECHNICAL INFORMATION PROVIDED BY THE VENDOR

Mac Version(s) :
web platform, no versions
Win Version(s) :
web platform, no versions
Linux Version(s) :
web platform, no versions
Is Active Directory integration available for updating user data?
Yes

PRIVACY AND SECURITY INFORMATION PROVIDED BY THE VENDOR

Does your company store data?
No
The following data fields are required to use this product and will be stored on a server:
First Name (student)
Last Name (student)
Email address (student)
What is the purpose of the storage of the student and/or teacher data?
Data above is needed for teacher/administrator. Students can use software without entering this information but they will not be able to store their work. First Name & Last Name can be fictional.
How long will the data be stored and who will remove it?
30 days beyond the expiry of the annual subscription. 60 days after a subscription has expired the data is deleted.
Who can access the data and for what purpose?
The account holders can access the data. The vendor cannot. The administrator can access the data of the sub account holders (students), e.g. see the maps the students in the class have created.
Who maintains the custody and control of the data?
ESRI Canada is the licence holder. It is a fully Canadian company, however the data is currently stored on a server in the US. ESRI is setting up sovereignty servers in other countries, including Canada, in 2016.

ADDITIONAL COMMENTS

Readability:
Above intended grade level(s)
Comments:
ArcGIS offers training videos and step-by-step notes for various tasks and activities. Access to the videos requires high speed internet access. The site provides some lesson plans that relate to social studies curriculum, in particular history and geography, such as "Map My Community", "The Role of Canadian Women during World War I" and "Canadian Confederation". They offer PowerPoint presentations, student assignments, and keys. These lessons, however, are presented with difficult language higher than elementary level, and would have to be adapted for grades 5-7.

SUGGESTED CLASSROOM USAGE

Comments:
This resource supports the social studies curricula for grades 5-7, with a great deal of teacher support. The language level would require maturity and independence to adequately engage with the material, follow directions in assignments, and locate and acquire information. It could be utilized for basic mapping assignments, small group work, and some examination of social, political, and environmental aspects of Canadian geography and history. The maps provided, however, are from 2011 and earlier, and some of the information is presented in a confusing manner.
Top