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

Fleischmann, Elfrieda; Westhuizen, Christo van der

doi:10.46622/jogea.v2i1.2485

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…The excerpts above show that sufficient time is key to implementing PBGIS in rural learning ecologies. This finding resonates with Fleischmann and Westhuizen (2015), who point out that time is significant for many reasons in GIS, such as the time required for teachers to attend professional development (PD) workshops to learn the necessary GIS software; the time required to develop or modify instructional materials supported by GIS; as well as the time required in the curriculum of geography subject to effectively teach learners about the technology. Tarisayi (2018) explains that time constraints in teaching of GIS in South Africa stem from the CAPS allocation of only four hours per week to teaching geography.…”

Section: Lack Of Teaching Timesupporting

confidence: 65%

“…This made teachers happy because their schools would not be left behind. A PBGIS initiative, managed by ESRI South Africa (Pty) Ltd., envisages the introduction of GIS to resource-poor (without electricity and/or computers) schools in South Africa (Breetzke et al, 2011;Kerski et al, 2013;Fleischmann & Westhuizen, 2015;Fleischmann & van der Westhuizen, 2020).…”

Section: Pbgis Implementation In Schoolsmentioning

confidence: 99%

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

Mkhize

2023

JCSR

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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.

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Section: Lack Of Teaching Timesupporting

confidence: 65%

Section: Pbgis Implementation In Schoolsmentioning

confidence: 99%

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

Mkhize

2023

JCSR

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“…They argue that there is no GIS education in secondary school curricula, shortage of experienced teachers, lack of knowledge and technical expertise, unwillingness of teachers to change their teaching mode, a shortage of funds, and inadequate resources. Fleischmann and van der Westhuizen (2019) concluded that there should be an infusion of interest and collaboration across borders to exchange knowledge and support.…”

Section: Introductionmentioning

confidence: 99%

Experiences of the Geography Subject Advisors in the Implementation of Geographic Information Systems in KwaZulu-Natal Province

Mkhize

2023

RESSAT

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This paper explored the experiences of geography subject advisors (GSAs) in the implementation of Geographic Information Systems (GIS) in South African schools. This was done to determine how they assist in the implementation of GIS. National senior certificate diagnostic reports for matric results indicate every year that learners are performing poorly in the GIS section of geography subject. The current literature shows that there is a lack of pedagogical content knowledge in geography teachers in the teaching and learning of GIS. Several scholars have written about learners and educators in the implementation of GIS in schools, but there is a lack of literature on GSAs’ experiences in the implementation of GIS in schools. This paper is underpinned by instructional leadership theory, which argues for leadership to focus their efforts on implementing of practices that positively impact students’ learning. Qualitative research approach, and semi-structured interviews were used to generate data to answer the research questions. Two GSAs from two selected districts were purposively chosen to participate in this study. The findings showed that GSAs organise workshops for educators. However, certain educators do not attend workshops and other workshops which are planned, do not materialise. GSAs rely on geography educators that are knowledgeable about GIS to assist in workshops by teaching others. GIS teaching in schools was aledged to be focused on a theoretical aspect without integrating the practical part. The study proposes that the DBE in collaboration with higher education institutions, should provide GIS teacher training opportunities for teachers.

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Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review

Hart

2023

SAJE

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The South African education system is considered one of the most unequal in the world. Providing learners with quality education and equipping them with the digital skills required for the Fourth Industrial Revolution is essential. To achieve this, plans are in place to incorporate educational technology in schools. However, it is important to understand the factors and conditions which have had the greatest impact on this process. This systematic review outlines 5 aspects that have been found to influence the use of educational technology in South African schools: access to technical resources; skills, training and competence; efficacy and efficiency beliefs; pedagogical compatibility; and a supportive leadership and management structure. Recommendations based on these findings are provided which can inform policy and practice.

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

Cited by 3 publications

References 11 publications

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

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

Experiences of the Geography Subject Advisors in the Implementation of Geographic Information Systems in KwaZulu-Natal Province

Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review

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