This section explores trade through the lens of eCommerce and m-commerce. The way we interact with our marketplace, trade in goods and services and transport products is constantly evolving with advancements in technology. Mobile technology is enabling more people in more countries to access, compete and engage in commercial enterprise leading to social and economic benefits for people in places.
Online shopping is associated with social media product influencing, convenience in purchasing and
efficiency in distribution and logistics. Students will engage practically with m-commerce to recognise the factors for its growth, trading patterns and issues associated with the global marketplace.
Technology not only allows us to purchase online but provides information to the conscious consumer providing for more sustainable choices to be made. Students will explore apps and online content that help us become informed and conscience global citizens. Identification of the global marketplace associated with m-commerce allows students to investigate trade issues through the geographical inquiry process.
Students will be asked to visit a local market to investigate how local trade connects us to places and the impact m-commerce will have for the future. Issues surrounding
trade on the local scale will be identified. Students will follow the steps of fieldwork
inquiry to plan and conduct their fieldwork.
How does local trade connects us to places?
What impact will m-commerce have for the future?
Acquiring geographical information
Processing geographical information
Communicating geographical information
Students will identify the differences between traditional methods of commerce, eCommerce and the growth of m-commerce. A classroom inquiry into current statistics on teenage use of m-commerce will be investigated and communicated. The in-class survey provides students the opportunity to enhance their skills and use tools to collect primary data for geographical inquiry.
Where electronic commerce (eCommerce) provided the commercial market with an electronic space in which to transact, m-commerce provides commercial transactions of buying and selling to be conducted with mobile wireless technology or a smartphone. Currently m-commerce makes up 11% of the eCommerce market in the United States. The US Census Bureau predicts this will rise to 45% in 2020. A report by PayPal in Australia states that almost one in two Australians use their mobile device to make purchases or payments at least once a week. This is expected to rise.
Examine the graphic Growth of m-commerce shoppers January 2017.
View the ACMA Prezi, M-commerce in Australia (2.44min). Complete the following activities:
Investigate personal experiences of eCommerce and m-commerce?
The Australian Government’s Australian Communications and Media Authority (ACMA), made the following comment following research undertaken in teenage behaviour online.
“Teens remained far less likely to transact online than adult internet users. In comparison to adult Australians, only a small percentage of teens undertook transactional activities online in the year to June 2015—banking and finance transactions (12 per cent) or buying, selling and shopping transactions (20 per cent). However, in a trend to view, one in five teens now use online shopping services compared to just over one in 10 at June 2011.”
The data was collected in the first half of 2015.
Survey the class to gather more recent data on student experiences of eCommerce and m-commerce in your place using the following procedure:
This lesson introduces the importance of trade to Australia’s economy, our trading partners and the goods and services we import and export. Students are encouraged to make meaning of statistics through the development of graphic representations and infographics. Infographics created digitally develop skills in numeracy and digital literacy.
Students will interact with The Department of Foreign Affairs to investigate Australia’s trading patterns, both traditional and current.
Students will interpret geographical information to draw conclusions about Australia’s trading relationships and consider the impacts of m-commerce. Interact with the Department of Foreign Affairs and Trade website and Australia’s trade statistics at a glance webpage to create graphical representations or an infographic that represents Australia’s trading partners and main exports and imports.
Students will identify and describe goods and services and recognise trading patterns and relationships locally, nationally and globally. Students will investigate the ability to access goods and services through eCommerce and m-commerce channels and the influence this has on future trade.
In preparation for this lesson a physical shopping basket of goods needs to be gathered by the teacher. The basket should include a mixture of products such as foods, personal items, electrical equipment, clothing, grocery items and service products perhaps in the form of a voucher or ticket. Students will acquire an understanding of these products and services as it applies to m-commerce and trade.
Activity 2 encourages students to examine eCommerce and m-commerce through practical experience. Through the exercise students will understand the difference between goods and services and identify interconnections on a variety of scales. The activity does not require students to purchase a product but to examine the process of buying online and to identify details about the product and the production process. No financial transactions should be made by students.
The investigation will produce findings that students evaluate in the next lesson.
A shopping basket of goods.
Students investigate a teacher-prepared basket of shopping products. Present the findings as graphic representations or concept maps.
Interact with m-commerce to investigate the process for purchasing online products and services.
Create a video or animation to communicate one benefit or one detriment to teenagers on using m-commerce when shopping online.
Students interact with GIS real-time freight routes and assess the potential for social and environmental impacts through our consumption decisions. Through the virtual shopping experience and viewing GIS real time freight routes, students will recognise some of the issues surrounding our global connections through trade.
Trends and issues resulting to m-commerce include:
Amazon was launched in Australia in December 2017. The impacts this will have on traditional consumption and trade is yet to be determined. Students may wish to investigate the impact Amazon Australia will have on Australian patterns in m-commerce and trade.
What are the consequences of our trade connections?
Interactions with GIS apps.
View and interact with Marine Traffic, real time shipping connections. Complete the following activities:
Identify the consequences of our global trade.
Amazon, considered the world’s largest online retail store, launched in Australia in December 2017.
With predictions of m-commerce playing a vital role in the future of commerce and trade, students will investigate sustainability initiatives and possible futures for people and places. Students will produce a story that communicates the issue, the solutions and informs the global citizen.
Digital storytelling is a powerful way to communicate issues that affect our world. Encourage students to be creative in the development of their stories. Create multiple audio-visual presentations and app smash them together in movie making apps to produce the final product.
How does our consumption choices affect places? What strategies can be incorporated to achieve a sustainable trading future? How can individuals make better consumption choices?
View Dave Hakkens Made In (2:50min).
Evaluate Dave Hakken’s video “Made in…”.
Create a digital story that will inform people on one issue surrounding global trade.