Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa

Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

The Viability of a Bimodal Application of an Interactive-GIS-Tutor within Low-Resourced South African Schools

Adhering to the United Nations’ call to implement Geographical Information Systems (GIS) education, GIS was phased into the South African Further Education and Training (FET) Geography curriculum over the period 2006-2008. Yet, following the global trend, the slow adoption rate of GIS education points to the presence of GIS implementation barriers, due to a lack of educational GIS research. This implies that GIS curriculum development has outpaced GIS educational research. To support Geography teachers, an Interactive-GIS-Tutor (IGIST) application has been developed. This multiple case study evaluates the bimodal use of the Interactive-GISTutor (IGIST) on i) computers and ii) a projector/whiteboard within large classes, in low resourced schools. Both quantitative and qualitative methods were used. Preliminary learner (n=149) and teacher (n=6) evaluations of the IGIST are being analysed and discussed, followed by learner focus group (n=6 x 8) and teacher interview (n=6) discussions. In this article, we advocate the IGIST and its bimodal use option as desirable and a viable and flexible GIS teaching option.