Geography Reference
In-Depth Information
lesson themselves. The author suggests teaching GIS in 50-minute blocks completed
by student reading of textbook lessons as a way to focus GIS learning.
14.4.2
Development and Provision of Frequently
Used Teaching Materials
In practice, even for teachers who are able to effectively use ICT, it takes time to
become well acquainted with GIS software. In 2006, the author received a research
grant from the government technical skills promotion research association to study
and develop versatile teaching materials using free or low cost GIS software. The
research website (
www.itochiri.jp
)
and blogs have been accessed more than 200,000
times within a 1-year period. Teaching resources and data fi les are free to download.
These are compatible with “MANDARA,” the most widely used free software in
Japan (.mdr format), or with Google Earth (.kml and .kmz formats). If the materials
were organized and disseminated via teaching association or textbook company
websites, more rapid integration of GIS into geography education would be likely.
To buttress GIS instruction and to make it a commonly taught element of geog-
raphy, teachers have an important role to play. Examples of teacher activities that
can help promote GIS include sharing resources with fellow teachers on a local or
broader scale, and organizing working groups to develop novel instructional materials,
with advice from GIS experts.
14.4.3
Necessary Equipment and Effective
Use of Teaching Aids
Like other subjects, GIS instruction is affected by limited resources, which has a direct
impact on facilities and equipment that are necessary to teach GIS within geography.
School teachers usually have little experience setting up technical equipment,
in addition to time limitations. It is therefore necessary to approach experienced
university researchers and administrators for support. Cooperation between such
interested stakeholders would be valuable for promoting GIS in senior high school
geography education.
14.5
Conclusion
This chapter began by discussing the current use of GIS in geography education,
with a particular focus on its place in senior high schools. The new National
Curriculum Standards mandates active GIS implementation in senior high school
