Perception of the limits of GIS implementation in education: Comparison of Czech and foreign in-service and pre-service teachers
Abstract
Geographic information systems (GIS) potential for education is very significant. Previous research showed that teaching with GIS can help students improve a variety of (not only geographical) skills.
Specifically, students can learn how to acquire, process, analyse, evaluate, and present spatial information and thereby develop their spatial thinking. Despite its evident educational potential, the implementation of GIS in schools is still rather sporadic.
There are empirical studies on the limits of GIS implementation in education. However, the perception of limits may vary according to the national context, level of education, or teaching practice length.
The aim of the presentation is the comparison of the perception of limits of Czech and foreign in-service and pre-service teachers. Findings of a systematic review summarizing the limits identified from foreign empirical studies and the results of a study focus on the perceived limits of GIS implementation by Czech in-service and pre-service teachers was used.
The systematic review was based on the PRISMA methodology and identified 72 different limits from foreign articles. To identify the perceived limits by Czech teachers and pre-service teachers, the Delphi method was used.
The presentation will focus not only on the identified limits but also will discuss differences among the individual educational actors (lower and upper secondary school teachers, and pre-service teachers).