Geography teachers’ perceptions of implementing paper-based Geographic Information Systems in a rural learning ecology.
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Date
2020
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Abstract
The purpose of the study was to explore the Geography teachers’ perceptions of implementing
paper-based Geographic Information Systems (paper-based GIS) in a rural learning ecology.
Three research questions were identified to give direction to the study; 1) what are geography
teachers’ perceptions of implementing paper-based Geographic Information Systems in a rural
learning ecology, 2) how do geography teachers implement paper-based Geographic
Information Systems in a rural learning ecology, 3) why do teachers implement paper-based
GIS in a rural learning ecology the way that they do. The Unified Theory of Acceptance and
Use of Technology (UTAUT) constituted the theoretical framework that was used to
understand the Geography teachers’ perceptions in this inquiry. Qualitative research methods;
semi-structured interviews and a focus-group interview were used to generate data to answer
the research questions. Four Geography teachers from a rural learning ecology made up were
purposively selected to participate in this study. The data generated from the field was then
analysed thematically. The findings reveal that Geography teachers experience challenges in
implementing paper-based GIS in a rural learning ecology. These challenges include
inadequate teacher training, lack of information, resources and financial constraints, lack of
teaching time, poor facilitating conditions, and complex paper-based GIS concepts. The study
proposes that the Department of Basic Education in collaboration with institutions of higher
education should provide GIS teacher training opportunities for teachers that wish to advance
their knowledge of GIS.
Description
Masters Degree. University of KwaZulu-Natal, Durban.