ArcGIS Pro is Esri's main desktop GIS software and it is easy to enable student to install and use it on their personal laptops. All you have to do is:set students up with an Esri Identity in ArcGIS Onlinepoint student at the video explaining how to download ArcGIS ProStudent logs into ArcGIS Pro using their identityLets go through those steps in a bit more detail.

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

The zoo in your community is so popular and successful that it has decided to expand. After careful research, zookeepers have decided to add an exotic animal to the zoo population. They are holding a contest for visitors to guess what the new animal will be. You will use skills you have learned in classification and analysis to find what part of the world the new animal is from and then identify it.

To help you get started, the zoo has provided a list of possible animals. A list of clues will help you choose the correct answers. You will combine information you have in multiple layers of maps to find your answer.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

The United States population has grown quickly during the past several hundred years. Keeping track of the nation’s population dates to the country’s origins. The U.S. Constitution adopted in 1787 called for a population count every 10 years, starting in 1790. This process, called the census, would keep track of the population, its activities, and its movements. More importantly, the census would ensure that each state received fair and accurate representation in the U.S. House of Representatives.

The 1790 Census recorded almost 4 million people. By comparison, the 2000 Census counted almost 300 million. That’s more than 70 times the number of people that lived in the United States 210 years ago! It is estimated that by 2050 there will be 392 million people living in the United States! The United States now is the third most populated country in the world after China and India.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

Learn how to use Admin Tools for ArcGIS Online to delete students and the content (including WebMaps and WebApps). You should be thinking about removing student and content on your schools subscription at least once a year.You should be thinking about removing students and content on your subscription at least once a year.To setup Admin Tools for ArcGIS Online on your schools account refer to https://arcg.is/0z4H4rUpdated December 2022.

This document is a 12-page PDF document that is part instruction, part self-assessment tool, part helpfile reference tool. Users are taken from accessing ArcGIS Online without login, through ArcGIS Online public account, to ArcGIS Online Organization account. Quickly browsable content chunks let users scan topics and focus on those skills and concepts with which they have not yet grown comfortable.

ArcGIS Online is a great tool enabling students to run spatial analysis and present their work to through interactive web applications. But how would you enable a lecturer to assess students work without the students having to share their work publicly? Here is a question from a lecturer at a universtiy:The solution is to give the Lecturer a customised Role with additional privilege's to be able to see the users content when it is not shared.

If your students need to run Analysis in ArcGIS Online they will need to have a publisher role in ArcGIS Online.This video will take you through how to change a role in ArcGIS Online so your students can access analysis tools in the ArcGIS Online map viewer.ArcGIS Online Administration.Video recorded - April 2020

Students will describe forces at work in mountain building.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

Prior experience of GIS is variable, but a number of PGCE students and in-service teachers reported negative prior experiences with geospatial technology. Common complaints include a course focussed on data students found irrelevant, with learning exercises in the form of list-like instructions. The complexity of desktop GIS software is also often mentioned as off-putting.

Data in this digital opportunity map comes from students' and families' answers to the Internet Access at Home Survey, which school districts use to gather data on home internet and learning device access for students in their districts. While this is an optional data collection, DPI encouraged districts to collect this information and push it to WISEdata to help drive statewide initiatives to improve digital learning opportunity in Wisconsin. Data is given in percentages to protect student privacy. View statewide digital opportunity data on the WISEdash Public Portal.The digital opportunity questions are the result of a coordinated effort with the Council of Chief State School Officers (CCSSO), Education SuperHighway, and the Ed-Fi Alliance (affiliated with the Dell Foundation). In May 2021, the US Department of Education added these questions as data elements to the Common Educational Data Standard (CEDS). CEDS is the federal government’s framework for all education data, adding significant validation to the questions and items. See the questions DPI provided to districts to use in their surveys here.

The Michigan Center for Educational Performance and Information (CEPI), working with the Michigan Center for Shared Solutions (CSS) provided Data Driven Detroit (D3) with census block codes approximating student residence locations from the October 2013 student count for all students attending a public school in Detroit (DPS, Charter, EAA). With this data, D3 calculated the street-grid distance traveled from home (approximate location) to school for each student that attended a school in Detroit. We then calculated an average distance traveled by students of each school. Ann Arbor Magnet school (and possibly others) is not included in these data due to omission from the original data submission to D3. Average distances were calculated after first removing outlier student locations in counties outside of Wayne, Oakland, Macomb and Washtenaw. Distances were calculated using shortest distance routes from schools to the center of the Census Tract of residence.

Legislative AuthorizationAssembly Bill 1808 appropriated $4 million to establish the California Geographic Lead Agencies (Lead Agency) to build the capacity of county offices of education (COEs) to ensure that counties are equipped to build the capacity of their local educational agencies (LEAs) to support the continuous improvement of student performance within the state priorities as defined in California Education Code (EC) sections 52060 and 52066 and address the gaps in achievement between student groups as defined in EC Section 52052.PurposeThe 6 to 10 Lead Agencies will work together to support the following goals for all counties. The Lead Agencies will also connect COEs to the other initiatives within California's System of Support.Support the continuous improvement of student performance within the state priorities across student groups as defined in EC sections 52060 and 52066.Address the gaps in achievement between student groups as defined in EC Section 52052.Improve outreach and collaboration with stakeholders to ensure that goals, actions, and services as described in school district and COEs Local Control and Accountability Plans reflect the needs of the community, especially for historically under-represented or low-achieving populations.Serve as a facilitator, resource connector, and capacity builder for COEs.Funding DescriptionEach Lead Agency is selected for a term ending no later than June 30, 2023. Each awardee will receive a minimum of $250,000 and additional funds will be allocated based on a formula derived from the 2018 list of school districts eligible for differentiated assistance

Whilst the CSV upload makes it easy to create user accounts for whole cohorts of students in one go, deleting large numbers of student accounts when they have left can be much more time consuming. You can manage users from the "Members" tab of the "Organisation" page in ArcGIS Online, but this does not allow bulk deleting of accounts.As students leave the school you will probably want to delete their user accounts, both from the point of view of keeping your ArcGIS Online organisation neat and tidy, and also to vacate user accounts for incoming cohorts.

This layer shows the location of Student Health Service Centres and Special Assessment Centres in Hong Kong. It is a subset of the data made available by the Department of Health under the Government of Hong Kong Special Administrative Region (the “Government”) at https://DATA.GOV.HK/ (“DATA.GOV.HK”). The source data is in XLSX format and has been processed and converted into Esri File Geodatabase format and then uploaded to Esri’s ArcGIS Online platform for sharing and reference purpose. The objectives are to facilitate our Hong Kong ArcGIS Online users to use the data in a spatial ready format and save their data conversion effort.For details about the data, source format and terms of conditions of usage, please refer to the website of DATA.GOV.HK at https://data.gov.hk.

Lesson in ArcGIS Online to help determine whether New Zealand Glaciers support the claim that glacier retreat is a good measure of climate change. This lesson can be used to supplement existing climate change materials you may already be teaching in the classroom.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

In this activity, students will explore areas within the Pacific Ocean, the role of ocean currents, and the human impact on debris accumulation.It will allow students to demonstrate their understanding of the spatial distribution of a phenomenon and its impacts on place, in line with the NCEA Geography 1.1 Assessment Standard.This activity will also allow students to explore the ocean using data, in line with the NCEA Geography 1.2 Assessment Standard.This is one of a series of Geoinquiries developed with links to the NCEA Level 1 Geography curriculum. Learning OutcomeStudents will gain a deeper understanding of what marine debris consist of and what processes cause the accumulation in certain zones. Teachers can learn more at NEW ZEALAND GEOINQUIRIES https://arcg.is/1GPDXe

Mapping Our World Using GIS is a 1:1 set of instructional materials for teaching basic concepts found in middle school world geography. Each module consists of multiple files.

The Mapping Our World collection is at: http://esriurl.com/MOW.

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

        This computer activity will show you how to start the ArcGIS Online program. You will be guided

through the basics of using ArcGIS Online map viewer to explore maps. After you do this activity, you will be prepared to complete other GIS activities.

Learning outcomes:Students will gain an understanding of the global patterns of COVID-19 cases, and how this information changes over time.Students will also compare the COVID-19 data with the World Health Organisations health statistics.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

This layer serves as the authoritative geographic data source for California's K-12 public school locations during the 2024-25 academic year. Schools are mapped as point locations and assigned coordinates based on the physical address of the school facility. The school records are enriched with additional demographic and performance variables from the California Department of Education's data collections. These data elements can be visualized and examined geographically to uncover patterns, solve problems and inform education policy decisions.The schools in this file represent a subset of all records contained in the CDE's public school directory database. This subset is restricted to TK-12 public schools that were open in October 2024 to coincide with the official 2024-25 student enrollment counts collected on Fall Census Day in 2024 (first Wednesday in October). This layer also excludes nonpublic nonsectarian schools and district office schools.The CDE's California School Directory provides school location other basic school characteristics found in the layer's attribute table. The school enrollment, demographic and program data are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website. Schools are assigned X, Y coordinates using a quality controlled geocoding and validation process to optimize positional accuracy. Most schools are mapped to the school structure or centroid of the school property parcel and are individually verified using aerial imagery or assessor's parcels databases. Schools are assigned various geographic area values based on their mapped locations including state and federal legislative district identifiers and National Center for Education Statistics (NCES) locale codes.

Esri UK is providing a digital mapping platform and expertise in biodiversity mapping for the National Education Nature Park. We are providing the Department of Education with ArcGIS Online - an extensible web-based mapping platform to provide staff and students with geospatial tools that will allow them to view, capture, store, analyse and monitor environmental and biodiversity data. We are also providing Professional Services to be delivered using an agile methodology, along with training to key stakeholders.To deploy geospatial tools to all schools, we are using the existing ArcGIS for Schools program.