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Pre-and post-scale means, standard deviations, and significance test of null hypothesis of no change for assessment methods.
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This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides...
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... As the field of GIS has evolved rapidly over the last decades, the research should also be attentive to progress, i.e., should be time-sensitive and may need to be reexamined periodically [3]. As a result, although research studies on the limits of GIS implementation have been carried out quite extensively (e.g., [17,[27][28][29]), the findings need to be systemised and analysed considering, inter alia, the development of the GIS implementation limits in time. ...
... These articles were then divided into eight studies. As a result, 34 studies from 30 articles [2,6,15,17,19,23,24,[27][28][29][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66] were analysed to answer the research questions. ...
... The subcategory teacher training includes the specific limit with the second highest overall frequency, i.e., lack of teachers' GIS training (identified in 15 studies). This limit is substantial not only because of its frequency but also due to its connection to other limits such as teachers psychological barriers (e.g., "fear of using GIS software" [60] or "not comfortable teaching with technology" [50]), time-consuming preparation (e.g., [27,29]), or teachers lack of technological skills (e.g., [57,62]). ...
Despite the extensive discussion on the educational potential of GIS and the changes made in the curricula in many countries, the implementation of GIS in classrooms has still been relatively slow. This is because of variables limiting the process of GIS implementation in lessons. Although research into the limits of GIS implementation has been carried out quite extensively, there is a need for knowledge systematisation in the field. Therefore, the presented systematic review of 34 empirical studies addresses this need and pays attention to the methodological approaches used to research the limits, the identified limits of GIS implementation, their categorisation, and any temporal trends in their occurrence. Altogether, the analysed studies identified 68 limits of GIS implementation in education using mainly quantitative methodology (especially the questionnaire), with utmost attention paid to teachers as participants. These limits then formed complex categorisation that distinguishes elementarily between the limits related to humans and resources. The most frequent and variable category of limits was teachers followed by technology, while both kept their positions in all periods. The systematisation of the research enables the formulation of implications for educational and geoinformatics practice and recommendations for future research.
... At these workshops and seminars, teachers are provided with spatial data for the GIS workflow, installation documents for specific open-source GIS programs, and instructions for work with clear learning outcomes. This is a good practice considering that some studies have shown [82] that the majority of teachers who participated in some form of GIS training use the same material they received there in their geography teaching. However, such initiatives are not systematic and do not have a national character, remaining isolated examples of good practice. ...
The geographic information system (GIS) is, at the global level, recognized as one of the
best ICTs for implementation in the subject of geography. The application of GIS in the Republic of Croatia (RH) lags behind developed countries. The main objective of this research was to examine the attitudes of secondary school students and geography teachers regarding the introduction of GIS in the educational system process. In the period from 3 October 2021 to 27 January 2022, a survey questionnaire was conducted in 30 secondary schools in the RH on a sample of 611 students and 96 teachers. The results have showed that both teachers and students have a positive attitude toward
the introduction of GIS for the purpose of teaching geography. More than 80% of teachers believe that GIS is not sufficiently represented in the high school and geography curricula which is recognized as one of the most important factors which limit GIS implementation. A majority (77%) of teachers are not using GIS on any teaching level, which is not surprising since both surveyed teachers and students have poor knowledge of GIS, although teachers rated their knowledge a little higher. Teachers perceive students’ interest in GIS exactly as students express it; predominantly indifferent. The most important factors limiting the implementation of GIS are recognized as: a lack of necessary GIS software and licenses; not knowing how to use GIS; and an insufficient number of teaching units dedicated to GIS in the geography curricula. An equal percentage of both teachers and students believe that there are prerequisites for GIS implementation in their schools. One of the basic prerequisites for GIS implementation is that education authorities need to “see” GIS as an important part of geography and include it more in school curricula. In almost all countries where GIS has been implemented in schools, difficulties in its implementation have been documented.
... Looking at teacher training in Geographic Information Systems (GIS) in particular, Kerski (2001) supplied one of the most useful and concise lists; the list includes software complexity, the inaccessibility of computers, a lack of time by teachers to develop lessons, a lack of data, and so forth. Similar findings come from the work of Baker et al. (2009) and Gatrell (2001). Yet, in terms of the implementation, the most popular forms of technology-based continuous professional development (CPD) seemingly are online teacher communities (Greenhow & Askari, 2017) b. ...
Teacher education continues to pose a formidable challenge to the Global South. The Covid-19 pandemic has exacerbated the lack of qualified teachers. Together with qualified staff, it is clear that relevant and local teaching-learning resources are essential if governments wish to enhance the teaching and learning processes. Solutions to the lack of qualified teachers/educators/lecturers and to that of localised resources (such as Open Textbooks) are not easily encountered. We propose a novel community-based approach (Ferreira-Meyers & Dhakulkar, 2021) to tackle this dual challenge by innovative use of technology. Our proposed approach is based on the principles embedded in the Open Science Framework (OSF) and envisions creation of grassroot-level communities of practices via networking of teachers and students. In this work we present a model through which the principle of openness can be put into practice for teacher education and address the various challenges in this task. The model makes use of different OSF aspects to create a teacher-student community of practice with a peer network of “critical friends”. It offers the opportunity to extend “openness” to teachers and students by fostering sharing, collaboration while also focusing on self-directed learning and constructionist pedagogy.
... GuiD 2/2012 HöHnle, ScHubert, upHueS bundesweit ausgefüllt, so dass sich die Ergebnisse auf eine Grundgesamtheit von 410 Probanden der Schularten Gymnasium, Realschule und Hauptschule stützen. Die Konzeption des Messinstruments orientierte sich an internationalen Vergleichsstudien (Kerski 2003;Kinniburgh 2008;Yap et al. 2008;Baker et al. 2009;Wheeler et al. 2010 Betrachtet man die Top 3, so kann konstatiert werden, dass insbesondere die tiefergehende Auseinandersetzung mit geographischen Fragestellungen im Sinne eines räumlichen (mean = 4,20) und vernetzenden Denkens (mean = 4,13) sowie der Fähigkeit zur Datenanalyse (mean = 4,17) als große Chance einer GIS-Integration gewertet wird. Geoinformationssysteme ermöglichen aus der Sicht der Lehrer durch ihre Werkzeuge eine noch intensivere Beschäftigung mit dem jeweiligen Thema. ...
... Da internationale Studien zu diesem Thema vorliegen, ist die Frage von besonderem Interesse, ob sich die deutschen Lehrer in ihrer Einschätzung von ihren Pendants in anderen Ländern unterscheiden. Um dies zu überprüfen, werden eine US-amerikanische (Baker et al. 2009) sowie eine australische (Kinniburgh 2008 GuiD 2/2012 HöHnle, ScHubert, upHueS teil einer Chance betrachten. Zudem kommt bei fächerverbindenden Elementen wiederum der Umstand hinzu, dass die Lehrer mit der GIS-Integration bereits sehr gefordert sind und keine weiteren Elemente einbauen möchten. ...
Given Germany’s low frequency of GI(S) use in its secondary schools’ geography classrooms, we surveyed 410 teachers on their point of view of main impediments to wider implementation of GI-applications and the chances they see in the usage of GI(S) in the geography classroom. We did this in the framework of a larger cumulative mixed methods study which aims at improving the implementation of GI(S) in the classroom by developing well-founded implementation strategies and concrete measures for implementation. In this paper we present the results from the quantitative part of the study (impediments and chances from the point of view of the teachers) and later offer an overview of similar studies in other countries, followed by some concluding thoughts.
... Despite these initiatives, and while earlier obstacles such as access to GIS software and data have been resolved or significantly reduced, teachers still face a number of barriers to uptake. These include a lack of reusable learning objects (RLOs) that are ready to use in lessons (Hong 2014) and a lack of support for teaching GIS lessons in classrooms (Baker, Palmer, and Kerski 2009). West (2006) also warned that the time lag between training and teaching with GIS can lead to loss of enthusiasm and skills. ...
... Many showcased their experience during initial teacher education (ITE) interviews, which demonstrated their classroom experience and knowledge in the application of GIS. As these students become in-service teachers, they should exhibit more developed pedagogical content knowledge and strong technical expertise (Dascombe 2006;Baker, Palmer, and Kerski 2009). ...
... Some studies have highlighted the difficulty of teaching GIS within the limited confines of a school timetable (Baker, Palmer, and Kerski 2009). During Tutoring in Schools, some schools maintained their traditional lesson timing (35-45 minutes) while others allocated longer blocks of time. ...
... Although most agree that GST has great potential for science teaching and learning, and particularly for teaching Earth and environmental science concepts, its use is not widespread in K-12 classrooms across the globe (Favier & van der Schee, 2012;Lam et al., 2009;Price et al., 2014). Barriers such as time and curricular flexibility continue to impede its use (Bednarz, 2004;Baker et al., 2009). Some PLD programmes have been successful at overcoming these barriers, and have included strategies which have been effective in supporting science teachers to implement the knowledge and skills they learned (e.g. ...
... Post lesson data indicated that time was often a limiting factor when implementing Geospatial Inquiry lessons, so this might explain why teachers were unable to provide multiple opportunities for students to engage in argument from evidence. This is consistent with the literature and indicates there are still barriers to implementation that must be overcome (Bednarz, 2004;Baker et al., 2009). ...
... In science, the largest proportion of teachers were using the Geospatial Inquiry Cycle in multi-discipline, Earth and space, and environmental science courses. This could be due to the exemplar of the hazard and risk lesson teachers experienced in the GITW, which is consistent with other studies that teachers are more comfortable using curricula they experience in a workshop (Baker et al., 2009). However, it could also be that these courses are particularly suited to exploration of geospatial data (Baker et al., 2009;Bodzin & Anastasio, 2006;MaKinster & Trautmann, 2014;Rubino-Hare et al., 2020). ...
The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers’ lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers’ lessons. The findings have several implications for the design and scaling of PLD.
... X X X X (Bualhamam, 2012) United Kingdom X X X (Fargher and Rayner, 2012) USA X X X X (Baker, 2005, Baker et al., 2009, Kerski, 2003, Kerski, 2009, Milson and Kerski, 2012 TOTAL 1 21 4 4 13 16 20 ...
As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.
... Teacher attitudes, curriculum requirements, school support, and perceived effectiveness of GIS are all important for the successful adoption of GIS in American secondary education (Kerski, 2003). In follow-up studies, Baker, Palmer and Kerski, observed that the lack of teacher time, different skill levels among students, and the complexity of software hampered the implementation of GIS in K-12 education (Baker, Palmer, & Kerski, 2009). In the case of Singapore, several obstacles that prevented teachers from integrating GIS into secondary education, such as the lack of GIS software and GIS-based resource packages and insufficient training and GIS exposure (Yap et al., 2008). ...
... The Kerski researcher concluded that teacher attitudes, curriculum requirements, school support, and perceived effectiveness of GIS are important for the successful adoption of GIS technology in secondary education (Kerski, 2003). In a follow-up study Baker, Palmer and Kerski, he observed that lack of teacher time, different skill levels among students, and software complexity hampered the implementation of GIS in secondary education (Baker, Palmer, & Kerski, 2009). ...
Since the enactment of curriculum changes in 2013, several factors have emerged that often become obstacles in geographic and geospatial technical vocational high schools in Indonesia, one of which is minimal acceptance of Geography Information System (GIS) technology. This teacher survey research is to explore the determinant factors that influence the acceptance of GIS technology, through identifying what obstacles are found when the acceptance of GIS technology is integrated in classroom learning. Using survey data from 94 teachers from 34 geographic and geospatial technical vocational schools, question assumptions were formulated using the technology acceptance model (TAM 2), with key determinants of Perceived Usefulness (PU) and User Intention (UI). The lack of knowledge, skills and experience of teachers following GIS training, has caused teachers to be slow in accepting GIS technology. These pressures prevent teachers from reflecting on their teaching, and ultimately result in substitution of teachers intellectual creativity with compliance culture and contribute to the tendency of teachers to prioritize learning experiences that they believe can be directly applied to their own classroom situations. It is clear that the benefits of implementing a classroom will not come alone if the teacher is not ready and trained for the use of GIS technology.
... Esri is a large multinational GIS corporation that has dedicated much time, funding, and resources to the free GIS education for teachers and K-12 students. Baker, Palmer, and Kerski (2009) reported an increase in GIS in American school. Common knowledge of Esri products is to be expected. ...
Twenty-first century teachers must embrace innovative practices and tools for relevant instruction that motivate and prepare students for the future. However, a gap between available technology, such as geospatial technologies, and those used for instructional technologies prevails. This study set out to discover if high school geography teachers’ decisions to use geospatial technologies conformed to Rogers’ (2003) Diffusion of Innovations stages of adoption of an innovation. Results from the investigation suggest two important findings. Patterns emerged suggesting a non-linear decision making process for GST adoption and that teachers may have a stronger awareness and use of technology than previously thought.
... Previous studies like Thomas R. Baker, Palmer, and Kerski (2009) said that the most common subjects taught with GIS (90%) were: Population (20%), Environmental Examining the educative practice with Geographic Information Systems through the teachers'… themes (38%): Climate change and weather, Water resources, Ecology, and Agriculture; Mapping, Topography as well as Borders (27%). Economic topics, as trade, were used by 5% of respondents. ...
With the objective of analyzing the frequency of use of Geographic Information Systems (GIS) in secondary education’s Geography, the kind of programs used, the topics treated and the factors that will predict the teacher’s use of these tools; an online survey was conducted in course 2014-2015 with a sample of 146 teachers. The results showed a sporadic use of Web GIS, self-taught instruction, and that GIS are used to deal with complex spatial problems. As a result it is necessary to simplify the use of GIS, modifying the curriculum and adapting GIS software to increase its use.
