One of the objectives of the GISAS project is to collect various types of environmental data from the local areas of partner schools. This data is used with GIS software to study, analyse, monitor and visualize local environmental elements, their effects on water quality and interrelationships. The overlay analyses of the collected data provide answers to the inquiries of the pupils and allow them to actively combine different types of data layers and ask new geographical questions on that basis.

The national differences in raster map colours and geometrical shapes as well as different landscape photographs taken by pupils for the database will eventually allow the schools to share part of their cultural differences during the exercises and lessons. Local maps are also used to study different map projections and coordinate systems and units.

Spatial thinking skills

Patterson et al. (2003) mentioned that the use of GIS in geography education developed students spatial thinking skills and supported the overall geography teaching at the upper secondary school level.

Patterson, M. W. , Reeve K. And Page, D. (2003). Intergating Geographic Information Systems into the Secondary Curricula. Journal of Geography 102 (6), 275-281.

Virtual learning environment

GISAS project uses BSCW groupware as the platform for communication and cooperation.
Monthly e-learning tasks and instructions for using the ArcView software are distributed trough BSCW groupware. It is also used for delivering information, project documents and opinions.

Each partner school has received funding for hardware, software, data and equipment, such as GPS receivers and digital cameras. Th project supports the integration of modern information and communication technology (ITC) into secondary education, not only in geography but in other subjects as well.

The use of ICT and virtual learning environment allows schools to experiment, test and produce new functional, interdisciplinary and pedagogically appropriate teaching methods. GISAS project specialises in GIS but simultaneously paves way for the curriculum where the three intertwined learning domains, described by Hameyer (2002), come into focus. These domains are creativity (creative growth across the subjects), competence (explorative and gives space for intellectual freedom) and communication (share and communication (share and work on ideas cooperatively)

Hameyer, U. (2002). Behind the Secret of Success- how to Support and Sustain School Improvement in the information Society, 11-27. In Pantzar, E. (Ed.): Perspectives on the age of the Information Society.
Tampere Univercity Press, Finland.