Abstract
The present research study is to provide an assessment of the use of GIS in teaching. A general evaluation of current literature was done to draw a global landscape of GIS in education. For the second part of this study, 15 research articles stemming from ten countries including USA, Germany, Northern Ireland, Ghana, Singapore, Hong Kong, Taiwan, South Korea, Australia and New Zealand written in the decade spanning across 2003–2013 were evaluated to assess the conditions encouraging and discouraging the integration of GIS usage in each country. While interest and belief in the benefits of GIS in teaching and learning among teachers have been affirmed by the research papers evaluated here, nonetheless, the adoption of GIS in schools remains low in both developed and developing countries due to a variety of factors. While common threads and challenges were identified, contextual differences among the countries present a diverse account of GIS integration into the curricula of the world today.
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Tan, G.C.I., Chen, Q.F.J. (2015). An Assessment of the Use of GIS in Teaching. In: Muñiz Solari, O., Demirci, A., Schee, J. (eds) Geospatial Technologies and Geography Education in a Changing World. Advances in Geographical and Environmental Sciences. Springer, Tokyo. https://doi.org/10.1007/978-4-431-55519-3_13
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DOI: https://doi.org/10.1007/978-4-431-55519-3_13
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