Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology

Abstract

In South Africa, paper-based geographic information system (PBGIS) was introduced as a strategy to resolve the hindrances in schools without computers in implementing GIS. This study explores the geography teachers’ perceptions of implementing PBGIS in a rural learning ecology. In this context, PBGIS is defined as teaching and learning of GIS utilising topographic and orthographic maps, while rural learning ecology refers to a school in a rural environment consistent with how learners learn in a particular context. The unified theory of acceptance and use of technology (UTAUT) constituted the theoretical framework used to understand the geography teachers’ perceptions in this inquiry. Qualitative research methods, and semi-structured interviews were used to generate data to answer the research question. Two geography teachers from a rural learning ecology were purposively selected to participate in this study. The data generated from the field was then analysed thematically utilising a deductive and inductive approach. The findings showed the following: inadequate teacher training; teachers are unsure about the resources required for PBGIS; lack of teaching time; and the complexity of PBGIS concepts, and improper PBGIS examination setting. This study proposes that the Department of Basic Education (DBE), in association with universities, train teachers and provide resources; support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching PBGIS; engage teachers about ways to simplify PBGIS concepts when teaching; and guide teachers on the approaches that must be used when teaching PBGIS.

Geographic Information Systems Assessment Implementation in the Further Education and Training Phase in Schools

“…Mkhize proposed that the DBE, in association with universities, must train teachers and provide resources, support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching GIS, engage teachers about ways to simplify GIS concepts when teaching, and guide teachers on the approaches that must be used when teaching GIS. 15 Few studies have been conducted that addressed the issue of GIS assessment implementation in schools. Ahiaku and Mncube's study investigated the cause of the poor performance; the researcher explored grade 12 teachers' perceptions of some of the challenges that could affect the academic performance of grade 12 Geography learners.…”