Learning with geoinformation in German schools: systematic integration with a GIS competency model

GIS in Northern Ireland secondary schools: mapping where we are now

“…This would seem to confirm findings elsewhere (Goodchild & Kemp, 1990;Kerski, 2003;Lam et al, 2009;Lee & Bednarz, 2009;Liu & Zhu, 2008). Their view that the position of Geography will be strengthened if GIS becomes more widespread in the curriculum is also encouraging for proponents of the technology, and this would seem to support the findings of Goodchild and Kemp (1990) While Northern Ireland is at an early stage in the deployment of this technology, this study did not find that there was a low take-up of the technology, as has been described for Singapore (Liu & Zhu, 2008), Hong Kong (Lam et al, 2009), Germany (Schubert & Uphues, 2009) and Australia (Wheeler et al, 2010). The constraints on uptake found in many of these places included relatively complex GIS applications.…”

“…One of the reasons, they argue, is that the complexity of some of the GIS tools used in business and industry makes it difficult for pupils to master easily: they described a simplified GIS learning environment for use in schools in Singapore. Schubert and Uphues (2009) pointed to the limited uptake for GIS in German schools where it is not yet an integral part of teaching and learning in the Geography curriculum (p. 279). In Turkey, Aladag (2010) noted that GIS use in education was largely concentrated in universities, with GIS merely "suggested" in 22 Geography topics in secondary schools and entirely absent in the primary school curriculum (p. 13).…”

Student-teachers’ use ofGoogle Earthin problem-based geology learning

“…Thirdly, students need an array of support structures and personal aid at the motivation level. As Schubert and Uphues (2009) pointed out, we too support the argument that the clarification of competency development related to GIS requires more empirical evidence.…”

“…However, as Lam, Lai, and Wong (2009) pointed out, there have been many barriers to the implementation of GIS in schools, one of the most critical being the availability of hardware and software all over the world (Baker, 2005;Ratinen & Johansson, 2005). Providing pedagogy, which will ensure the competency of students' GIS skills, has also been one of the most important issues relating to the development of school GIS (Schubert & Uphues, 2009). Moreover, although it is known that GIS benefits students' development of geographic knowledge and thinking skills (e.g.…”

“…Wiegand (2001Wiegand ( , 2003 points out that if geographers fail to put GIS at the core of teaching geography, there is little confidence that school geography will survive in curriculum competition. In Germany, for example, learning with GIS has had an important role in curriculum development (Schubert & Uphues, 2009). However, as Lam, Lai, and Wong (2009) pointed out, there have been many barriers to the implementation of GIS in schools, one of the most critical being the availability of hardware and software all over the world (Baker, 2005;Ratinen & Johansson, 2005).…”