GIS in the K-12 Curriculum: A Cautionary Note

Abstract

Two qualitative case studies, one focusing on K‐12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”

The Effects of Multiple Thematic Layers on Web Map Use by Middle School Students

“…Early discussion focused on what types of activities computers can facilitate, including animation, data exploration, dynamic scale changes, 3D visualization, and content and design modifications (Waters and De Leeuw 1987, Egbert and Slocum 1992, Harrower 2004. With the advent of desktop Geographic Information System (GIS) software, some focus has been on utilizing these powerful applications in schools (Kraak 1996, Andrienko et al 2002, Wiegand 2003, Dragićević 2004, Baker 2005 although there are many caveats regarding the complexity of the software and time requirements to learn and use the software (Audet and Paris 1997, Meyer and Butterick 1999, Baker 2005, which make Geographic Information Systems (GIS) less than ideal for providing interactivity to students in primary and secondary education.…”

Incidental Learning of Geospatial Concepts Across Grade Levels: Map Overlay

“…They may also serve as somewhat of a "black box" device where the students are learning more software than spatial skills. Additionally, there are also a number of concerns about setup cost and technology support that may impede widespread implementation in the classroom (Meyer, Butterick et al 1999). Use of a "minimal" GIS of the type proposed by Golledge, et al (in progress) would solve many of these problems and may, in fact, be more effective for teaching concepts in isolation, rather than concepts in the context of prepackaged technological "know how.…”

Do Geographic Information Systems (GIS) Move High School Geography Education Forward in Turkey? A Teacher's Perspective

“…Allocation of limited time and balancing other demands from the school system (Shin, 2006). Insufficient time in the curriculum to better incorporate GIS into education (Meyer et al, 1999).  Curriculum problems: Limited extent of GIS in the curriculum; lack of necessary digital data, lesson plans, learning objectives, and instruction problems (Yap et al, 2008;Demirci, 2009).…”

“… Issues on physical conditions: Lack of access to appropriate hardware and software, GIS-based resource packages, etc. (Meyer et al, 1999).…”