Geography teachers’ perceptions of implementing paper-based Geographic Information Systems in a rural learning ecology.

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.