Journal of Geography Education
for Southern Africa – (JoGESA)
Volume 1, Number 2 – September/ October 2016
The Journal of the Southern African Geography Teachers Association (SAGTA) – ISSN 2517-9861
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Notes for Contributors and Invitation for Papers
The Journal of Geography Education for Southern Africa (JoGESA) is a blind, double peer-reviewed journal. Articles submitted to JoGESA are reviewed anonymously by a minimum of two expert reviewers. The Editorial Board selects articles and book & teaching resources reviews based on the outcome of the review process and then ratified by the editor(s). Authors of articles are sent guidelines for their final submission. Only Conference Reports, Travel Blogs and Eulogies are not refereed but will be reviewed by the editorial board. This eJournal is designed to encourage the continued professional growth and support of existing Geography Teachers and student teachers in-training, in Southern Africa. To build up the importance of Geography as a globally relevant subject within schools across Southern Africa and the World; and to improve the stature of the role of secondary geography education in relation to the study options available at tertiary level, on the African continent, as well as globally. The ISSN for JoGESA is ISSN 2517-9861.
We invite your participation in producing this journal. JoGESA encourages school teachers; student teachers; university lecturers or Geography methodologists; Subject Advisors or any Geography Experts, and all others interested in geography to share their ideas and experiences in order to promote sound practices, innovative strategies, modern developments and reflection in geography teaching and learning, as well as sharing their research – to submit articles or contributions for possible publication.
Contributions of varying length are invited, with a maximum of 8000 words MAXIMUM for academic articles and research reports (including References).
Shorter articles of 2000 words, on best practice (particularly GIS) and classroom strategies, classroom discipline and management, reflections on particular issues and practices in geography teaching and learning, in-service education or workshops, conferences, reports and comments on previous published articles or contributions are welcome.
Lesson plans; teaching units and how-to-do-it advice on classroom and fieldwork activities; a travel blog; and eulogies are also invited, of no more than 2000 words, as long as they have relevance for a broad range of teachers across Southern Africa.
Presenting your Article/ Contribution
Email: Please submit your article/ contribution for review to the Editor(s) (address below). Please send as a Microsoft Word document.
Word Processing:
Manuscripts should be word processed and 1 ½-spaced, with margins of 2.5cm on all sides, using 12 point size of Times New Roman font.
Title Page: The title of the article/ contribution, the name & surname, work position or affiliation, email address of the author, and an abstract of no more than 150 words should be provided on the title page.
Headings: Major and minor sub-headings should be used to guide the reader and to break up the text.
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Paragraphs: Paragraphs should start without indentation and should be separated
by blank lines. All text should be justified. Quotations: These should be kept to a minimum and where over 40 words should
be indented and justified. These must be appropriately referenced. End/footnotes: These should be avoided if possible. References: Authors are requested to cite in-text and to use the American
Psychological Association (APA) referencing style, in the reference list, see an exemplar at: http://www.apastyle.org/index.aspx. All references, including internet sources, should be provided in alphabetical order on a separate sheet. The titles of books and journals should not be abbreviated.
Tables & Figures:
All tables and figures should be submitted on a separate sheet of paper but their position indicated in text by leaving a 3cm space above and below, inserting the words “Figure X – here” or “Table X – here”. All tables and figures (including maps, diagrams and photographs) should be submitted with captions and be clearly numbered, typed and left justified, below the diagram.
Reproduction: Illustrations and photographs will be reproduced in colour, thus need to be of a high printable quality. Electronic media such as jpeg and gif files should be emailed to the Editor(s).
Copyright: Copyright of all material published in the journal, JoGESA, including the digital publication in any form is held by SAGTA. Authors are responsible for the accuracy of their papers and for obtaining permission to reproduce any material(s) from other publications. SAGTA may determine to make any or all material(s) available to a third party for purposes that SAGTA deems appropriate (such as the online distribution of this journal). Authors will receive a self-archived copy of their paper in an electronic repository. That copy should have a copyright notice including full publication details and a link to the URL of SAGTA (www.sagta.org.za).
Submitting your Article/Contribution
JoGESA is published bi-annually (April and September). As at least 2 months are needed for reviewing, another month for editing, design, typesetting and printing – articles should reach the Editor by 1st December (for April issue) and 1st May (for September issue), every year.
Manuscripts for review, possible publication and all correspondence relating to articles should be sent to: Clinton van der Merwe, Editor, JoGESA, PO Box 522, WITS, 2050, South Africa. Email: [email protected].
Reviews of books, textbooks, kits, any Geography Teaching Resources, websites, electronic and other media, reports, travel blogs and eulogies should be sent to Pam Esterhuysen. Email: [email protected].
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Advice to Advertisers
JoGESA welcomes advertisements for quality publications, Map and GIS companies, environmental centres, and other services or LTSM relevant to geography teaching. Placement of two consecutive adverts will qualify for 50% discount on the second advertisement. The page sizes and rates are: Full page 180mm horizontal x 260mm vertical R1000.00 Half page 90mm horizontal x 260mm vertical or 180mm x 130mm R500.00
Quarter page 90mm horizontal x 130mm vertical or 180mm x 65mm R250.00
Note: Camera-ready artwork (JPEG, TIFF or PNG format) should be sent to the Editor(s) by: 1st December or 1st May, annually. For further information please visit our website:
www.sagta.org.za
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
JoGESA is published bi-annually and is distributed to all members of SAGTA. The aims of the journal are to:
encourage the continued professional growth and support of existing Geography Teachers and student teachers in-training in Southern Africa.
to build up the importance of Geography as a globally relevant subject within schools across Southern Africa and the World.
improve the stature of the role of secondary geography education in relation to the study options available at tertiary level, on the African continent, as well as globally.
Review JoGESA is a refereed journal. Articles or contributions submitted to JoGESA for consideration are reviewed anonymously by a minimum of TWO reviewers from the list below (or sent to someone on our Journal Advisory Committee, as necessary). Articles/contributions are selected by the editor(s) based on the outcome of the anonymous reviews and ratified by the Editorial Board. Authors of accepted articles/ contributions are sent guidelines for their final submission.
Become a member of SAGTA : Membership Type: Individual, SAGTA / EIS-AFRICA /
AAG Joint Membership - (R700 / 2 years, R350 / 1 year). Retired teachers, SAGTA / EIS-AFRICA / AAG Joint Membership - (R440 / 2 years, R220 / 1 year). Student teachers, SAGTA / EIS-AFRICA / AAG Joint Membership - (R440 / 2 years, R220 / 1 year). Non-profit / Academic Institutional Membership (max. 4 staff members) - (R2000 / 2 years, R1000 / 1 year). Corporate Institutional Membership (R4000 / 2 years, R2000 / 1 year). Prices subject to change, please consult www.sagta.org.za
Visit our website to join SAGTA – online/print an application form at:
www.sagta.org.za
Editorial Board Prof. Eyüp Artvinli, Eskisehir Osmangazi
University, Turkey. Dr Peter Beets – Western Cape Education
Department, South Africa. Dr Cheryl Chamberlain, University of the
Witwatersrand, South Africa. Dr Sue Cohen, PILO – Curriculum Specialist,
South Africa. Cynthia Dibben, Epworth School, South
Africa. Prof. Johann Dreyer, University of South
Africa, South Africa. Pam Esterhysen, The Wykeham Collegiate,
Pietermaritzburg, South Africa. Bridget Fleming, St John’s College,
Johannesburg, South Africa. Dr Elfrieda Fleischmann, Cedar College of
Education, South Africa. Dr Paul Goldschagg, University of the
Witwatersrand, South Africa. Prof. Trevor Hill, University of KwaZulu-
Natal, South Africa. Dr Lorraine Innes, University of South
Africa, South Africa. Dr Sally James, St Mary’s School Waverley,
Johannesburg, South Africa. Dr Sadhana Manik, University of KwaZulu-
Natal, South Africa. Tracey McKay, University of South Africa,
South Africa. Charles Musarurwa, University of
Botswana, Botswana. Dr Oswell Namasasu, University of
Zimbabwe, Zimbabwe. Tinashe Pikirai, Hillside Teachers’ College,
Zimbabwe Celia Sauerman, Westville Girls High School,
Durban, South Africa.
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Dr Mona Singh, Buffelsdale Secondary, Durban, South Africa.
Clinton David van der Merwe, University of the Witwatersrand, Johannesburg, South Africa.
Prof. Di Wilmot, Rhodes University, South Africa.
Dr Kevin Winter, University of Cape Town, South Africa.
Dr Africa Zulu, University of Namibia, Namibia.
Journal Advisory Committee Gasant Gamiet, University of the Western
Cape, South Africa. Gavin Heath, University of KwaZulu-Natal,
South Africa. Graham Keats, Reddam House, Atlantic
Seaboard, South Africa. Rhoda Larangeira, St Andrew’s School for
Girls, South Africa. Tracy Magson, The Settlers High School,
South Africa. Esther Maphangwe, ESRI, South Africa. Robyn Mowatt, Independent Examinations
Board, South Africa. Henning Pieters, Clapham High School,
South Africa. Pule Rakgoathe, Department of Basic
Education, South Africa. Peter Ranby, University of Cape Town,
South Africa. Zama Shabalala, KwaZulu-Natal Education
Department, South Africa. Tess Uren, Boksburg High School, South
Africa. ISSN 2517 – 9861
C O N T E N T S
Editorial Our Second Issue! Clinton D. van der Merwe 7
1. Academic Research Papers 1.1 Perceptions, outcomes and attitudes
experienced by scholars on stream bio-monitoring through the implementation of the mini-SASS method, using a social learning lens: KwaZulu-Natal, South Africa. S. Singh, M. Dent and T. Hill 8
1.2 GIS interventions at Secondary Level Education in South Africa – some recent successes and shortfalls. Bridget Fleming 25
1.3 A GIS Integrational Framework for Poorly Resourced Schools E. M-L. Fleishmann and C. P. van der
Westhuizen 33
1.4 Integration of ICTs into the teaching and learning of Secondary School Geography – the Seychelles experience S. M. Constance and C. Musarurwa 57
2. Reports 2.1 South Africa in the IGU. Clinton D. van der Merwe 72 2.2 HAPPY 100th Birthday, SSAG! 72 3. Best Practice/ Ideas in the
Geography Class/ Lesson Plans/ Fieldwork/ Teaching Strategies/ Contentious Issues in Geography
3.1 Introducing GIS into the classroom Brandon Louw 73 4. Travel Blog(s) 87
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Southern African Geography Teachers’ Association (SAGTA) –
Committee
Portfolio Geographer Chairperson/ Funding Bridget Fleming
Vice Chairperson Celia Sauerman
Teacher development Pam Esterhuysen
SAGTA e-Journal Clinton D. van der Merwe
IT/ website Bobby Warriner
Professional Growth Llewellyn King & Heather Auchterlonie
Education Liaison Zama Shabalala & Pule Rakgoathe
Membership Steph Bauer
New Teachers Cara Grassouw
GISSA Dean Peters
Tertiary Education Dr Lorraine Innes & Prof. Di Wilmot
Secretariat Sandra Allen
www.sagta.org.za
American Association of Geographers (AAG)
Annual Meeting (10 to 14th April 2018)
New Orleans, USA
SAGTA is willing to co-fund a visitorship of a SAGTA member, who would be willing to present a paper at the New Orleans, 2018 conference.
Requirements:
1. Write a proposal to apply for the R15K co-funding – towards your conference fee & flight(s)
2. Accommodation & subsistence at your own cost
3. Have an abstract accepted and present a paper at the AAG:
http://www.aag.org/cs/calendar_of_events/aag_annual_meetings
4. Present your paper at the SAGTA
conference in 2018. 5. Write up your paper for possible
publication in JoGESA.
Complete the application form, found at www.sagta.org.za
Contact: Sandra Allen ([email protected])
Applications close: 31 August 2017
GAUTENG 2017 Conference
with Africa FOSS4G
Venue to be announced
26th to 28th June 2017
Contact: Sandra Allen
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Editorial
Our Second Issue of JoGESA!
Together with you, we celebrate the second edition of our eJournal for the Southern African
Geography Teachers’ Association (SAGTA), called the Journal of Geography Education for
Southern Africa (JoGESA). We are in the process of working towards Department of Higher
Education and Training (DHET) accreditation for this journal – but that requires that we
consistently publish TWO issues for the next three years (2016 – 2018), before we can apply for
accreditation. Once a journal is accredited, it means that the academic institution where the
published writer who is based there, earns the Higher Education Institution (HEI) a subsidy from
the DHET for the production of new knowledge. All academics are encouraged to publish their
research and are incentivised to submit to accredited journals only. For this reason we aim to
work towards accreditation – so that we can get world-class Geography Education research being
published in JoGESA. Thank you to all the people that have voluntarily joined our editorial
board, and for those having given of their time to blind peer review submissions for the journal.
To the many people that have willingly joined our Journal Advisory Committee, and for also
blind peer reviewing and giving feedback on submissions, thank you again! Anyone interested in
joining the advisory committee are encouraged to send a CV (a template is available) – please
email me at: [email protected] to be considered. We also welcome any
institution that would like to advertise any Geographical Learning, Teaching and Support
Material (LTSM) be it in whatever form – in our eJournal (see the rates on page 3). This second
edition has some exciting organisations, again showcasing some of their prestigious and very
useful teaching resources. Geography and Life Sciences have so much in common – Singh et al
have written about the perceptions, outcomes and attitudes learners have about stream bio-
monitoring through the mini-SASS method. This is a great bit of research, which shows how
geography and the natural sciences could be working together to facilitate better understanding of
our environment. Fleming explores some ups and downs of GIS in South African classrooms,
while Fleischmann & van der Westhuizen discuss a GIS integrational framework for poorly
resourced schools. Musarurwa & Constance outline the integration of ICTs into the teaching and
learning of Geography in the Seychelles, and Louw provides some good ideas in implementing
GIS lessons into your Geography classroom.
Thank you to the many submissions we received – please keep sending your contributions for
review – we have an interesting assortment of articles lined up for 2017. Please feel free to
contribute to the next edition of our journal; we especially would like best practice/lesson
submissions for next year.
Clinton David van der Merwe Wits School of Education, Johannesburg
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
1. Academic Research Papers
Perceptions, outcomes and attitudes experienced by scholars on stream bio-monitoring
through the implementation of the mini-SASS method, using a social learning lens:
KwaZulu-Natal, South Africa.
S. Singha*
([email protected]), M. Denta ([email protected]) and
T. Hilla ([email protected])
Discipline of Geography, School of Agricultural, Earth and Environmental Sciences,
Pietermaritzburg campus, University of KwaZulu-Natal, South Africa Private Bag X01, Scottsville, 3209
Abstract
One way of undertaking experiential learning is through the mini-SASS method used as an event
of a larger social learning process. The mini-SASS method is used to indicate the ecological
condition, at a point in a stream by identifying the macro-invertebrates found at that location.
The macro-invertebrates are assigned a sensitivity score which indicates that taxonomic group’s
tolerance to pollution. The averaged sensitivity scores of the macro-invertebrates identified are
used to determine the ecological condition of the river. This method is said to be user friendly
and can be carried out by civil society and scholars. The aim of the project was to determine the
perceptions, outcomes and attitude experienced by 12 year old learners when conducting mini-
SASS. The research was guided by the Mintzberg model of learning, which involves a cyclic
process including theoretical knowledge, practical implementation followed by reflection. The
mini-SASS method was perceived in a positive light by the learners and teacher whose attitude
was enthusiastic and the outcome was considered by the learners, teacher and researcher to be a
success.
Keywords: mini-SASS; macro-invertebrates; Mintzberg Model of Leaning; school learners;
social Learning; bio-monitoring
Introduction
Environmental concerns are often identified and managed using a two pronged approach; first,
scientific, to determine the nature and extent of the problem and second, the management
approach using stakeholder participation including Non-governmental Organisations (NGO’s),
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
the government, the private sector and civil society (Sarkar et al., 2007). This two pronged
approach can be applied to environmental problems such as pollution including waste
management and water quality degradation (Keen, Brown, and Dyball, 2005) usually as a result
of anthropogenic factors (Cooper et al., 2007) and allows for a holistic understanding of
environmental problems such as the state of water resources (Keen, Brown, and Dyball, 2005). It
has been argued by Keen et al. (2005) that for effective environmental management to occur
there has to be stakeholder participation, as they are involved in the solution formulating process.
However, we cannot ignore the scientific rigor of sampling which unfortunately often comes at a
relatively high financial and human capacity cost. One possible methodology to overcome this is
by allowing stakeholders, such as civil society members, to self-regulate natural resource
conditions or monitor environmental health such as the state of water resources that are in close
proximity to them and with which they engage daily. This idea where members of society
participate in scientific research is known as citizen science (Cooper et al., 2007). The notion
being that the methods are appropriate and uncomplicated enough to be used by civil society but
still scientifically rigorous. These field-based methods are crucial for real-time identification and
possible on-site resolution of stream ecological health (Hill et al., 2008). In some cases
community members seek advice from scientists about problems they face to aid in participatory
action research. In most cases however scientists identify problems and projects and then recruit
large numbers of community members to aid in the collection of data (Cooper et al., 2007).
Generally stream health problems are complex including both social and environmental aspects,
which should be understood interdependently taking specific understanding and knowledge into
account and developing a common community perception of the issues through social learning
(Hill et al., 2008). This social learning process can be incorporated with notions of experiential
learning which combines theoretical learning with aspects of doing and experiencing (Hill et al.,
2008). According to Bonney et al. (2009), educating community members involved in the
participation and data collection process is important for them to gain a better understanding of
the research at hand as well as the scientific method. The definition of social learning has evolved
with contemporary thinking with one of the earliest being Miller and Dollard (1947 in Pahl-
Wostl and Hare, 2004) who describe social learning as the process of observation of an
individual's behavior. Thus the replication and imitation of the individuals behaviour by the
observer depends on the rewards or punishments associated with the behaviour when it was
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
observed (Muro and Jeffrey, 2008). Others define social learning as the process of observation
(Pahl-Wostl and Hare, 2004; Pahl-Wostl et al., 2007), where learning occurs by an individual
observing another individual and their interactions within a group situation. However, these
definitions were seen as too narrow and did not encompass all aspects of learning. The
development of the definition by Wenger (1998 in Pahl-Wostl and Hare, 2004) broadens the
concept, describing social learning as a 'community of practice' where the primary component of
learning is through participation (Wenger, 2002; Pahl-Wostl et al., 2007). The process of
participation to facilitate learning has been modified where participation is used to bring about a
change in society through collaboration and joint efforts with a migration towards a common goal
(Keen, Brown, and Dyball, 2005). Learning can also be facilitated through the process of
experiential learning. Experiential learning is a process that is often incorporated together with
outdoor activity. Experiential learning uses real-life situations and examples to inform the
learning process. The main objective of experiential learning is to learn by physically doing a
task or from experiences (Adkins and Simmons, 2002). This compliments the process of social
learning and the Mintzberg model of learning which incorporates aspects of thinking and doing to
enhance the learning process.
In this paper the mini-SASS method (Graham et al., 2004), is the focus of the experiential
learning to determine water quality by identifying macro-invertebrates found within a water
body. The mini-SASS method was developed by Graham et al. (2004). The mini-SASS method
posits that the presence or absence of certain macro-invertebrates within a particular water body
determines the ecological health of that particular water source. This method is easy to use and
yields results that are as accurate and comparable to the more rigorous and robust South African
Scoring System (SASS) method from which it is derived (Dickens and Graham, 2002; Graham et
al., 2004).We apply Social learning to the environmental monitoring method of mini-SASS as it
involves stakeholder participation and learning occurs through understanding the concepts behind
the method and its practical implementation. Before the implementation and interpretation of the
mini-SASS by society, as with other methods of environmental management, some form of
learning or training has to occur. One such method of learning is through a social learning theory
framework, such as the Mintzberg model of learning (Mintzberg, 2004), which describes the
iterative process of learning as that of a combination of theoretical aspects, practical
implementation and the process of reflection (Mintzberg, 2004) (Figure 1).
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
The model has to be engaged continuously over many iterations over time to result in social
learning, a onetime pass through the model will only bring about learning. The theoretical aspects
of the model (step 1 in the model) can be identified as classroom instruction for conceptual input
where teaching is conducted with the aid of presentations or lecture sessions to pass on
information prior to field experience (Figure 1). At this step, information is transferred from the
‘teacher’ to the ‘learner’. The information is then absorbed by the learner but at a superficial level
(Mintzberg, 2004), which can be improved through the use of practical exercises to reinforce and
illustrate what has been learned (step 2 in the model) (Mintzberg, 2004). This second pedagogy is
known as case studies to broaden exposure to concepts (Figure 1), during which time theoretical
knowledge is imparted. However, these practical exercises are considered artificial as replications
of ‘real world’ situations are made without physically being in that particular situation or
environment. The third pedagogy of the Mintzberg Model of Learning which reinforces what has
been theoretically learned is action learning (step 3 in the model), This phase relates to the
practical implementation of knowledge that was theoretically learned (Mintzberg, 2004) (Figure
1), in other words learning through experiencing (Hill et al., 2008). Once theoretical knowledge,
together with case studies and application of the learning (step 3 in the model) has occurred, a
process of reflection or debriefing occurs (step 4 in the model) (Figure 1).
Figure 1: The Mintzberg Model of Learning (after Mintzberg,2004, pg 267) experiences
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
Methods
The Mintzberg Model of Learning guided the action learning case study conducted as part of a
university research project at a local primary school with learners (age 11–12 years) in KwaZulu-
Natal, South Africa in collaboration with an environmental consulting firm involved in the
development of the mini-SASS method. The school, situated in an urban area, has a strong
environmental ethic that undertakes environment projects with the pupils, such as adopting a
wetland system on which the learners have planted indigenous trees and removed alien invasive
vegetation.
The mini-SASS action learning case study was implemented at the school in three phases guided
by the Mintzberg Model of Learning; a theoretical explanation of the method to the learners in
classroom presentations (Step 1) , a practical demonstration (step 2) followed by ‘hands-on’
experience (applying the learning step 3 in Figure 1) at stream sites. These stream sites displayed
a diversity of habitat types to reflect heterogeneity and robustness of the technique. To achieve
this a stream running adjacent to a sports field used by the school was chosen. This site was
chosen due to its close proximity to the school. The school is considering adopting this body of
water which the students can be responsible for. A reflection process consisting of a debriefing
session conducted both in-field and back in the classroom to obtain perceptions and attitudes of
the learners and teacher on the learning process and practically implementing the mini-SASS
method was conducted. This process was indicative of the reflective aspects of the Mintzberg
model (Step 4 in the model ) (Figure 1).
The practical implementation of the mini-SASS by the learners was fulfilled at the field sites.
Learners were divided into five groups, each consisting of 6 learners, each facilitated by an adult
instructor from the university or the environmental company at optimum sampling sites along the
stream. The mini-SASS was conducted following field techniques described by Graham and
Dickens (2004). The purpose of the mini-SASS was for the learners to engage with and learn the
technique of the mini-SASS method in terms of sampling, identifying invertebrates and using
these results to determine the ecological condition of the stream. This was done in the hope that
the learners will be motivated to adopt the stream and become responsible for its condition. The
results were uploaded onto the mini-SASS website to be used in the broader realm of citizen
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science. The mini-SASS method was also used as a practical in field activity to iterate the
Mintzberg model and the process of social learning.
The debriefing session included interviewing the class teacher and carrying out a short survey in
which all 30 learners wrote their answers to a set of questions, in examination style at their desks.
The questions posed to the teacher by the interviewer sought to determine their personal
perceptions on conducting the mini-SASS and the perceived advantages and limitations
associated with the process, for the learners. The feasibility of including the mini-SASS in the
school curriculum and the need for prior knowledge such as the ability of the learners to use
dichotomous keys was discussed during the interview process with the teacher (Table 1). Teacher
interview questions were grouped into seven themes (see Table 1) and linked to the Mintzberg
model of learning. The responses (Table 1) by the teachers to the interview process were
tabulated against the Mintzberg steps by grouping the interview questions into themes. Column 3
indicated the step at which the teacher interview questions falls within the Mintzberg Model of
Learning (Table 1). The learner surveys were performed to determine the perceptions and level of
enjoyment when learning and conducting the mini-SASS.
Results
The unanimous perception of the class teacher that was interviewed was that, at primary school
(age 11 – 12 years) level, the mini-SASS is considered an appropriate learning tool for
understanding the concept of water quality and affording the pupils the opportunity to ‘get their
hands dirty’ (Applicability of mini-SASS and Ease of application – Table 1)
The teachers felt that there were many advantages including; ease of implementation by students
and the use of the dichotomous keys that linked in with concepts covered in the class room
(Advantages of the tool- Table 1). During the process of reflection it surfaced that safety around
the river was one of the challenging aspects of conducting the mini-SASS. These safety concerns
were site specific such as access to rivers in areas with steep banks, slippery stones and deep
water levels which should be addressed in the site selection stage and did not relate to the method
per se (Disadvantages of the tool- Table 1). The class teacher recorded no limitations to the
learning process; rather they were positive, stating that they considered the method to provide a
sound inexpensive indication of ecological health that is not too scientifically challenging to be
used at the educational level of Grade 7.
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Table 1 Teacher interview questions and their position on the Mintzberg Model of Learning
The teacher felt that the implementation of the mini-SASS as an extra-curricular activity was an
excellent idea, as it reinforces what has been learned during the classroom situation. In addition
the mini-SASS method could be implemented as an extra-curricular activity by learners in their
Question # Themes Position of Mintzberg
model of learning
1. Was it easy to understand the
mini-SASS method and its
potential for indicating water
quality?
Applicability of mini-SASS Theoretical: lectures for
conceptual input (step 1)
2. Do you think the use of mini-
SASS to determine water quality is
feasible to conduct at a school
level?
Applicability of mini-SASS Theoretical: lectures for
conceptual input (step 1)
3. When physically conducting the
mini-SASS method was it as easy
to carry out as explained in theory?
Ease of application Practical: action learning
(step 3)
4. Are there any advantages of
carrying out the mini-SASS
method at a school level?
Advantages of mini-SASS Reflective: learned and
natural experiences (step 4)
Practical: action learning
(step 3)
5. Are there any disadvantages to
conducting mini-SASS at a school
level?
Disadvantages of mini-SASS Reflective: learned and
natural experiences (step 4)
6. Do you as an educator think it is
a good idea to implement mini-
SASS at school as an extra-
curricular activity? Why? Or Why
not?
Annual extra-curricular
implementation at the school
Practical: case studies
(step 2)
Practical: action learning
(step 3)
Reflective: learned and
natural experiences (step 4)
7. Can any improvements be made
to the manner in which the method
was introduced and carried out at
the school?
Improvement to
implementation.
Practical: case studies
(step 2)
Reflective: applying the
learning (step 4)
8. Is it necessary for the learners to
have any prior knowledge e.g.:
what macro-invertebrates are, how
to use a dichotomous key etc. for it
to be more successful?
Need for prior knowledge and
resources
Reflective: applying the
learning (step 4)
9. Is this method in your opinion
better to be implemented and
applied to schools with better
resources or can it be applied to
any school?
Need for prior knowledge and
resources
Reflective: applying the
learning (step 4)
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communities and amongst family and friends. Such activities will enrich the application of
learning in the Mintzberg model, growing the learners’ natural experiences (Annual extra-
curricular implementation at the school - Table 1). The teachers did feel that the actual process of
conducting the mini-SASS should be explained in more detail when presenting theoretical
information and then also explained more on-site where enhanced visualization and
contextualization will help understanding. Another suggested improvement was the use of images
of other pupils conducting the mini-SASS in the field (Improvement to implementation- Table 1).
These practical approaches form part of the ‘case studies’ (Step 2 in Figure 1) within the
Mintzberg model. Furthermore, it was suggested that some prior knowledge on the use of the
dichotomous keys and computer skills would enhance the implementation of the mini-SASS
method (Need for prior knowledge and resources – Table 1).
Finally, it was determined that the lack of available resources and the internet, used to upload the
results, may pose a problem at the data uploading stage for schools that lack this technology but
does not hinder the implementation of the mini-SASS method in any way. This hindrance could
be overcome by using diagrams and images to indicate the process of data uploading which then
can be done by the facilitator at a later stage. The teachers and learners also felt that not only is
the mini-SASS simple and easy to learn and implement but it is cost effective in comparison to
other methods of testing water quality. It was suggested that at schools with limited resources
other than technology, pupils can make their own nets to catch macro-invertebrates and that
access to rivers is usually free. The general feeling was that if crucial resources such as nets,
dichotomous keys, sheets, and knowledge from the teacher are available then the mini-SASS
process is a good method of determining stream ecology (Need for prior knowledge and
resources- Table 1).
The sensitivity scores yielded by conducting the mini-SASS according to the method illustrated
by Graham and Dickens (2004) ranged from 22 to 41, which indicate that the quality of the water
in the stream was critically modified. This was according to information tables provided on the
mini-SASS scoresheets downloaded from the mini-SASS website. The score was derived by first
collecting invertebrates and then identifying them using dichotomous keys provided on the mini-
SASS website. Each identified invertebrate has an associated sensitivity score. These sensitivity
scores were added and averaged. Once this score was obtained, the ecological status of the river
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was determined. These data were uploaded and represented on Google Earth on the mini-SASS
website (www.minisass.org).
The written answers from the learner surveys to determine their responses relating to the conduct
of the mini-SASS process were tabulated below (Table 2). On being asked (question 4) if the
field based exercise presentation was easy to understand and useful in terms of field preparation
and conceptualization, 80% of the learners stated that the presentation was easy to understand and
beneficial to learning about the mini-SASS method and 94% of the learners found the mini-SASS
method easy to conduct (question 1). Seventy-four percent of the learners thought that the water
quality testing should be conducted on a more regular basis (question 5). In response to whether
they considered the monitoring tool useful (question 6), 90% were positive, while 7% unsure.
84% of the learners felt that the mini-SASS was enjoyable to conduct while 16% did not enjoy
the experience (question 7). On being asked how to improve upon the approach, 87% had no
suggestions and enjoyed the experience as it was, while 13% of the learners felt that certain
changes such as a more in-depth dichotomous key instruction or a practical demonstration thereof
at the river before learner implementation would help (question 8) (Table 2).
Table 2: Learner responses to the survey questions asked relating to the conduction of the
mini-SASS method
The survey results revealed that the learners found the most exciting aspect of conducting the -
mini-SASS to be finding the macro-invertebrates in the river (Table 3), while the most difficult
Question # Yes No Maybe
1. Was the mini-SASS method easy to conduct 94% 6%
2. What were the most exciting aspects of conducting the mini-SASS Table 3
3. What were the most difficult aspects of conducting the mini-SASS Table 4
4. Was the theoretical presentation conducted before the practical aspect
east to understand?
80% 20%
5. Should water quality monitoring occur on a more regular basis? 74% 19% 7%
6. Was the monitoring tool useful? 90% 3% 7%
7. Was the mini-SASS enjoyable to conduct? 84% 16%
8. Should the mini-SASS teaching be improved 13% 87%
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aspect overall was identifying the macro-invertebrates using the dichotomous keys (Table 4). The
teachers responded positively and supported the learner's observations that the method was easy
to use and understand when it was explained theoretically and then demonstrated in the field.
Furthermore, they noted the potential of mini-SASS for indicating water quality and as a tool to
teach ecological concepts.
Table 3: The most exciting aspects of conducting the mini-SASS experienced by the learners
Table 4: The most difficult aspects of conducting the mini-SASS as experienced by the learner
Discussion and Conclusion
The primary steps of the Mintzberg model of Learning; namely the theoretical aspect, practical
implementation and reflection, were partially iterated and successfully practiced through the use
of the water quality monitoring technique, mini-SASS, with school learners. The theoretical
aspect of the learning process was conducted through a classroom presentation that started the
day’s proceedings. During this stage a process of theoretical information transfer occurred in
Exciting aspects when conducting mini-SASS % Learners
Identification of macro-organisms 13
Finding macro-invertebrates 59
Having fun in the river 23
Using the clarity tube 3
Uploading the data on the mini-SASS website 3
Difficult aspects when conducting mini-SASS % Learners
Identification using the dichotomous key 48
Calculating sensitivity scores 7
Catching the macro-organisms 23
Safety around the river 19
Cleaning the nets 3
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which the learners were informed about managing of our water resource, the necessity for water
quality monitoring and how to disseminate this information via social media such as the Internet.
Mini-SASS and its potential as a citizen science tool was discussed. Discussions also took place
around the mapping of mini-SASS results and uploading them to Google Earth so that they assist
in civil society awareness. Learner enjoyment was vital for this stage (reflection and applying the
learning) to be successful, thus the presentation was interactive, involved many images and was
conducted in an informal manner that afforded the learners a relaxed learning environment. In the
survey, most of the learners enjoyed the presentation slides and felt that the presentation was
beneficial as it explained optimum sampling sites as well as the method in which the mini-SASS
was to be conducted. However, some of the learners responded that the prior briefing was not
enjoyable and stated that they had no interest or understanding and did not find the presentation
beneficial.
These findings reinforce the advice of Ellström (2001) who states that not only is learner interest
important for this stage to be successful but also resources such as the availability of time to
learn, the willingness of learners to learn and their ability to grasp new concepts has to be taken
into account. This is reiterated by Bonney et al. (2009) who determines the impact these citizen
science projects have on their participants by taking into account the number of participants, their
understanding of the scientific problem at hand and their attitudes towards science. Reed (2008)
suggests that an important aspect of social learning is participation as it allows for a two-way
dialogue and for information transmission between experts/decision makers/policy makers and
stakeholders aiding in natural resource management. Therefore for the participation to occur
within this school situation it was important that there was communication and two-way
understanding between the mini-SASS facilitator and the learners. Participation is vitally
important in creating greater understanding of the mini-SASS method and eventually a more
comprehensive experience. For effective participation to occur emphasis should be placed on the
outcome rather than the amount of participation (Reed, 2008). As expected, the field-based
experience was enjoyed by most learners, with a number of learners who did not understand or
appreciate the theoretical classroom aspect commenting on the positive field experience. Those
that did not find the mini-SASS enjoyable in the field attributed it to the poor behavior at the
river by some of their fellow learners and not the process or technique. This feedback was
somewhat surprising but nevertheless most valuable as it illustrates the need for a disciplined
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learning environment. There was evidence of frustration at not finding invertebrates and also not
being able to identify macro-invertebrates (through use of dichotomous keys).
Once the theory of the mini-SASS method was presented and practically implemented, reflection
occurred taking into account both learned and natural experiences. The presenter helped to
remind learners of the natural experiences from the past which were relevant to their deeper
understanding of the processes in the Mintzberg Model of learning. It was interesting to note that
during the debriefing it transpired that what was a negative experience for some learners was
perceived as exciting and enjoyable for others, for example the use of the dichotomous key for
the identification of macro-invertebrates was enjoyable for some, whilst others struggled with
both the concept and utilization of the keys. Past experiences of learners are important at this
step of the reflection, for example, if learners have a natural affinity for the outdoors and nature
then the mini-SASS practical implementation tended to be a more rewarding experience. For
those less experienced or exposed to the natural environment, particularly of urban streams, it
provided quite a challenge and all new experiences. These experiences will take some getting
used to and need re-enforcement and more time needs to be spent on post-field experience
reflections. Learners that did not enjoy the outdoors and getting dirty found the mini-SASS
method more challenging.
The process of reflection was also used to determine what learners felt could be done to improve
upon the experience of conducting mini-SASS. The responses were overwhelming positive
towards the mini-SASS. However, the learners felt that a more challenging stream or stream
sections with regards to conditions and hence reflected in macro-invertebrate abundance and
species diversity should be selected for learners of higher grades. Some learners believed that the
dichotomous key could be more detailed. These observations, through the process of reflection,
demonstrate critical thinking in terms of improving the implementation of the mini-SASS method
at a Grade 7 level. These responses were positive and pleasantly surprising as it indicated that the
learners engaged with the methods that they were being taught. Upon interviewing the teacher it
was evident that all aspects of the Mintzberg Model of Learning were fulfilled during the mini-
SASS implementation process, namely; the classroom theory; field-based implementation; and
reflection through a debriefing process. Step 2 of the Mintzberg model, case studies, was not
fulfilled in its entirety. However, during the initial presentation process pictures and results from
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previously conducted mini-SASS methods were shown as a way for the students to envision the
process and get an understanding of how this process was conducted by other learners of similar
ages. The mini-SASS implementation process was fulfilled by invertebrate categorizing to
determine the condition of the river; uploading the data and finally the interviews and surveys
that were conducted with the learners and teacher. A possible reason for the ease of use,
suggested by the teacher, was the appropriateness of the theoretical presentation prior to field
work (ease of application). The overall assessment was that the classroom presentation was
informative but more emphasis needed to be placed on describing the steps to carrying out the
mini-SASS method. This could be further enhanced by a practical demonstration at the river
before the learners were provided an opportunity to carry it out.
The potential of mini-SASS to determine water quality was clearly visible even though some
prior knowledge such as the use of dichotomous keys was needed. This was not perceived as a
major constraint as the key could be explained ‘on-site’ in sufficient detail and it was observed
that some learners used the pictures provided, directly, to identify the invertebrates as opposed to
following the dichotomous keys process. The teachers also felt that the learners at this young age
are impressionable, therefore encouraging them to become aware of the environment and the
state of water resources in particular enables a generation that is environmentally aware and
concerned. Such a development would possibly result in positive change in terms of
environmental protection in the future. Using the mini-SASS method at a Grade 7 level
encourages river health awareness and skills at an early age. The teachers felt that children at
Grade 7 age are idealists. In other words they feel they can 'make the world better' and with this
attitude the mini-SASS method provides them with a means to strive towards such ideals. One
teacher felt that if schools undertake such monitoring then the health status of nearby streams
would become more widely known, in particular to the learners who in turn feel that they have a
responsibility towards that stream and take extra caution in ensuring that the activities they
conduct cause no harm to streams. Once the steps of the Mintzberg model have been followed,
application of the learning can occur together with the cyclic process of the Mintzberg model of
learning. Such cycles/iterations could occur on an annual basis (or more frequently) with the
knowledge that each year the reflection and learning becomes more advanced due to increased
understanding of the environment, macro-invertebrates and the use of dichotomous keys, by the
learners. It is postulated that the application of learning strengthens each year as the learners
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become more environmentally aware and attempt to improve the ecological condition of the
stream from the previous year's mini-SASS score. If the learners look upstream in the catchment
to find causes of pollution and seek to address these (then their learning and interest) in the
annual river health improvement, could escalate significantly. The value of using the mini-SASS
method to determine water quality can only be appreciated and understood once the mini-SASS
method has been theoretically learned and practically implemented once again indicating the
application of the learning process.
In conclusion the implementation of the mini-SASS method was a success. It can be said with
confidence that learning occurred by both thinking and doing. This resulted in positive
participation, efficient implementation and a willingness to succeed in the process on the part of
teacher and learners. Whilst the Mintzberg Model of Learning was not used in its entirety since
no second iteration, that is, another mini-SASS and step 2 of the Mintzberg model was not
conducted in its entirety, it can be concluded that the Mintzberg Model does provide an effective
framework for understanding action learning in the implementation of the mini-SASS technique.
The mini-SASS method was received enthusiastically by the school who indicated their hope of
conducting mini-SASS fieldwork on an annual basis to monitor nearby stream quality.
References
Adkins, C., & Simmons, B. (2002). Outdoor, experiential and environmental education:
converging or diverging approaches?[Adobe Digital Editions version] ERIC Digest. Charleston:
ERIC Clearing House on Rural Education and Small Schools. Retrieved from
http://files.eric.ed.gov/fulltext/ED467713.pdf
Bonney, R., Cooper, C. B., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K. V., & Shirk, J.
(2009). Citizen science: A developing tool for expanding science knowledge and scientific
literacy. BioScience, 59(11), 977–984. doi: 10.1525/bio.2009.59.11.9
Cooper, C.B., Dickinson, J., Phillips, T., and Bonney, R. (2007). Citizen Science as a Tool for
Conservation in Residential Ecosystem. Ecology and Society, 12(2), 11.
doi: 10.1525/bio.2009.59.11.9
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Dickens, C.W.S., & P.M. Graham. (2002). The South African scoring system (SASS) version 5
rapid bio assessment method for rivers. African Journal of Aquatic Science, 27, 1- 10.
doi:10.2989/16085914.2002.9626569
Ellström, P. (2001). Integrating learning and work: Problems and prospects. Human Resource
Development Quarterly, 12, 421- 435. doi: 10.1002/hrdq.1006
Graham, M.P., Dickens, C. W. S., & Taylor, J.R. (2004). Mini-SASS - A novel technique for
community participation in river health monitoring and management. .African Journal of Aquatic
Science, 29, 25-35. doi:10.2989/16085910409503789
Hill, T.R., Traynor, G.H., Birch-Thomsen, T., De Neergaard, A., Bob,U., Manyatsi, M., &
Sebego, R.J. (2008). Clear the mind of pre-conceived ideas and get your hands dirty! An
approach to field-based courses: the SLUSE- Southern Africa experience. Journal of Geography
in Higher Education, 32(3), 441- 457. doi:10.1080/03098260701731140
Keen, M., Brown, V. A., & Dyball, R. (2005). Social learning in environmental management
towards a sustainable future. London: Earthscan.
Mintzberg, H. (2004). Managers not MBA’s. San Francisco:Berret-Coehler. Retrieved from:
https://books.google.co.za
Muro, M., & Jeffrey, P. (2008). A critical review of the theory and application of social learning
in participatory natural resource management processes. Journal of Environmental Planning and
Management, 51(3), 325- 344. doi:10.1080/09640560801977190
Pahl-Wostl, C., & Hare, M. 2004. Process of social learning in integrated resource management.
Journal of Community & Applied Social Psychology, 14, 193-206. doi: 10.1002/casp.774
Pahl-Wostl, C., Craps, M., Dewulf, A., Mostert, E., Tabara, D., & Taillieu, T. (2007). Social
learning and water resource management. Ecology and Society, 12(2), 5-24. Received from:
http://www.ecologyandsociety.org/vol12/iss2/art5/
Reed, M.S. (2008). Stakeholder participation for environmental management: A literature review.
Biological Conservation, 141, 2417- 2431. doi:10.1016/j.biocon.2008.07.014
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Sarkar, S.K., Saha,M., Takada, H., Bhattacharya, A., Mishra, P., & Bhattacharya, B. (2007).
Water quality management in the lower stretch of the river Ganges, east coast of India: an
approach through environmental education. Journal of Cleaner Production, 15, 1559-
1567.doi:10.1016/j.jclepro.2006.07.030
Wenger, E. (2000) Communities of practice and social learning systems. SAGE Social Science
Collections, 7(2), 225- 246. doi: 10.1177/135050840072002
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GIS interventions at Secondary Level Education in South Africa – some recent successes
and shortfalls.
Bridget Fleming
Head of Geography, St John’s College
Abstract
There have been a number of recent successful Geographic Information Systems (GIS)
interventions aimed at secondary school level, ranging from teacher training to GIS camps to
classroom visits and GIS resource development. A number of GIS and Remote Sensing teacher
training interventions have been implemented by provincial education departments and the
private sector. These and the need for capacity building will be presented in this paper.
Publishers have produced interactive atlases and the success of these is yet to be determined.
However, it is encouraging that more resources are being made available. Various case studies
will be examined. A series of “Power GIS” lessons at schools have resulted in learners actively
engaging in GIS and producing maps using local data sets. Their feedback has been very
encouraging and the merits of this model will be reviewed. The lack of funding, the limited access
to IT laboratories and the difficulty of obtaining data sets are a few hurdles to implementing GIS
in the classroom that will be discussed. The GeoScience industry is an up and coming employer
and learners need to be made aware of the opportunities that are available to them as possible
career paths and what they need to study at tertiary level in order to pursue them.
Keywords:
GIS (Geographic Information Systems), CAPS (Curriculum Assessment Policy Statements),
NASCA (National Senior Certificate for Adults), DBE (Department of Basic Education), ISASA
(Independent School Association of SA), SACE (SA Council for Education), CPD (Continued
Professional Development), SAGTA (Southern African Geography Teachers’ Association), AAG
(American Association of Geographers), GISSA (Geographic Information System Society of
South Africa).
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Introduction
“Adults in education need to take note and recognise the more lasting value of a broader, more
holistic education rather than the mechanical, here-and-now obsession with academic
performance; it simply does not work for children” (Jonathan Jansen, 2011).
GIS interventions at Secondary Level Education are the type of ‘holistic enrichment’ that
Jonathan Jansen refers to. These interventions can be broadly divided into two types; those
geared towards educators and those targeting learners. A number of core GIS competencies was
identified as essential for the Geoscience industry (du Plessis et al, 2014) and these were in turn
condensed somewhat for the CAPS. A summary of the interventions studied over the last two
years is in the flow chart (Figure 1).
Figure 1 – Summary of GIS interventions to date.
Educator (Teacher)
Interventions
Workshops
Certified courses
Professional associations
(SAGTA)
GIS weeks/ exhibitions
Teacher resources such as posters, classroom notes,
software and data
Learner (Pupil) Interventions
Tech Camps/ GIS Camps
Power lessons
Olympiads
Digital atlases/ digital resources
GIS days/ exhibitions
Job shadowing/ guest speakers
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Educator interventions
GIS was introduced in the Geography curriculum in 2006 as part of the National Curriculum
Statement (NCS) and later revised in the Curriculum Assessment Policy Statements (CAPS) in
2013. Since its introduction, GIS in secondary schools has been met with a number of
challenges. Most educators were ill equipped to teach the GIS section of the curriculum (Eksteen
et al, 2011). The 2014 and 2015 Geography paper 2 (map skills) results show that often the GIS
questions were frequently left out i.e. not attempted by candidates. Interviewing teachers at
workshops has revealed that teachers taught GIS theory and only what was required for the final
Grade 12 Geography paper 2 assessment. The DBE has offered some good practical suggestions
to teachers in their analysis of paper 2 (NSC Diagnostic Report, 2014). The results for the GIS
question for 2014 was 39%, the lowest result of all four questions making up the assessment.
Some provinces, for example Kwa-Zulu Natal (KZN) had candidates failing to attempt to even
answer the GIS question altogether (NSC Diagnostic Report, 2014). Geoprocessing concepts do
not seem to have been taught practically and seldom were learners exposed to GIS software.
Tertiary institutions, the private sector and publishing houses have developed workshops to help
educators to up-skill in the field of GIS. The inclusion of GIS in the new NASCA Human and
Social Sciences curriculum is also encouraging. Here adults will be able to enter the labour
market with a good understating of GIS concepts.
The Western Cape Department of Education (WCED) secured some funding and required
teachers to attend two-day GIS workshops. A number of GIS teacher training and classroom
interventions in the Metro South Education District in the WCED coincided with a significant
(6%) improvement in Geography results from 2014 to 2015. The teacher feedback from these
workshops was very positive. However, the general consensus is that one of the biggest hurdles
to GIS practical lessons in the classroom is access to IT labs and user-friendly data sets. ISASA
(private) schools pay for teachers to attend similar courses (Figure 2.1 and Figure 2.2). The fact
that teachers attending these courses are awarded SACE and CPD points should be an incentive
for teachers to up-skill.
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Figure 2.1 Teacher training with the WC
Department of Education (2015)
Figure 2.2 ISASA training (2015)
Other than training, teachers frequently request software and data for use in their classrooms.
More specifically, teachers request access to local data sets. Although data sets are readily
available from NGI (National Geospatial Information), they remain inaccessible to teachers who
are often overwhelmed with different data formats and the large size of data. School data projects
for QGIS (http://qgis.org) have been very successfully rolled out in a number of schools. These
entail small projects and lessons are more manageable for both teachers and learners who do not
have sufficient IT skills. The easier it is for teachers to use the software, the more likely practical
GIS will happen.
Funding for teacher intervention projects remains a hurdle. A number of service
providers/publishers and GIS based companies have developed teacher and learner resources.
The following are examples include ESRI’s Funda Lula, Macmillan’s Secondary Map Skills
book that included a disk with QGIS and local data sets and Pearson’s Interactive Atlas.
AfriSpatial CC has developed school GIS data packs. SAGTA workshops and conferences also
provide opportunities for vendors to showcase GIS resources.
Learner interventions
GISSA Western Cape has hosted a number of successful ‘GIS weeks’ for learners at the
University of the Western Cape. The format here is to have a few days where teachers can book
time slots and bring learners to an exhibition of displays and engage in practical sessions;
generally schools have a two-hour rotation. This initiative exposes learners to possible careers in
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GIS. SAGTA has produced a digital presentation of careers in GIS to give to teachers and this
has been very well received. GIS classroom posters have also been very successfully used in the
classroom.
In 2014 the University of Pretoria (UP) hosted a very successful Tech Camp. The US State
Department and the AAG provided funding that allowed thirty learners from previously
disadvantaged areas in South Africa together with ten visiting American students an opportunity
to engage with various geotechnologies. Learners were placed in groups and were asked to
research a local geographic issue, in this case, the issues around the Centurion Mall development.
They had to collect spatial data, map the data using QGIS, Google Earth and ESRI StoryMaps
and present their findings. On the strength of this intervention, UP and the Junior Tukkies
programme with their sponsors ran a similar camp GIS camp for fifty learners in July 2015
(Figure 3). The plan is to roll out similar GIS learner camps in all provinces. Sponsorship from
industry is key to making this possible.
Figure 3 - Junior Tukkies GIS Tech Camp 2015
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Another successful intervention has been the concept of “GIS power lessons”. Here GIS
specialists visit schools for a morning or an evening and teach learners about GIS. Often the
entire GIS curriculum is covered. St Stithian’s College, St Cyprians and Kingsmead have
recently engaged in GIS interventions that require learners to produce individual maps using
QGIS. GIS projects using case studies and that use GIS to solve real geographic issues have been
very successfully used in the classroom at St John’s College. Figure 4 is an example of a map
showing the best location of a possible new opencast mine in Thabazimbi. The geoprocessing
skills required in the grade 12 CAPS geography curriculum such as querying and buffering are
used in this example.
Figure 4 GIS Power lesson sample map using QGIS
Guest speakers from the Geoinfomatics/Geospatial industry are also well received. It would help
if there was a register of GIS practitioners/volunteers who are willing to give of their time to visit
schools. GIS practitioners receive frequent requests for job shadowing opportunities form school
pupils. It has been suggested that associations such as GISSA and SAGTA drive a project that
matches school visits to those in industry who are prepared to host learners for a day or a week.
Lastly, school-based research projects and Science Olympiads involving the use of GIS, although
in their infancy, have been very effective learner based interventions.
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Globally the concept of ‘Geotrainers’ is being well received and it would be good to get this
intervention launched in South Africa.
Conclusion
A ‘one-model-fits-all’ approach would not work in a South African context where access to
resources is so varied. A multi-faceted approach of using both teacher and learner interventions
has proven to be more successful. It is imperative that the GIS industry works together to help
promote GIS at secondary school level. The sustainability of having a sufficiently skilled labour
force for the Geoscience industry depends on this. A more coordinated approach is necessary;
where professional associations pool resources and support interventions that are proven to work.
References
Du Plessis, H., Van Niekerk (2014) South African Journal of Geomatics, 3 (1), 1-12.
Eksteen, S., Pretorius, E. & Breetzke, G. (2011) International perspectives on Teaching and
learning with GIS in Secondary Schools, pp 225-232. Springer: Switzerland.
Jonathan J. (2011) Great South African Teachers, Pan Macmillan: South Africa.
NSC Diagnostic Report, (2014), Department of Basic Education, Government Printers: Pretoria.
National Curriculum Statement Grade 10 – 12 Geography, (2006), Department of Basic
Education, Government Printers: Pretoria.
UMALUSI, Policy for the National Senior certificate for Adults, (2014) Government Gazette No.
37965, Government Printers: Pretoria
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Journal of Geography Education for Southern Africa, Volume 1, Number 2, 2016 – ISSN 2517-9861
A GIS Integrational Framework for Poorly Resourced Schools
Dr Elfrieda M-L Fleischmann (Corresponding author)
[email protected], or [email protected]
Geography & Environmental Education, Cedar College of Education, (linked to North-West
University), South Africa, Private bag X280, Kranskop, 3268.
Dr Christo P. van der Westhuizen
[email protected] , or [email protected]
Geography & Environmental Education, School of Natural Sciences and Technology for
Education, Faculty of Education Sciences, North-West University, Potchefstroom Campus, South
Africa, Private bag X6001, Potchefstroom, 2520.
Abstract
This paper proposes an integration framework for an interactive GIS tutor (IGIST) application in
poorly resourced schools. A content analysis on 35 countries, a national online survey (n=222)
as well as teacher interviews (n=10) informed this study. Models such as the Technology
Integration Planning model (TIP), Rogers’s diffusion model and the Technological, Pedagogical
and Content Knowledge model (TPACK) provided the theoretical background. After the said
framework was theoretically evaluated, a quasi-experiment was performed in nine classes. Focus
group interviews (n=6), teacher interviews (n=6) and evaluation forms (n=149) evaluated the
viability of the IGIST integration framework.
Keywords: framework, geography education, GIS, multimedia, tutor
INTRODUCTION
GIS has been welcomed by Geography teachers as a prized geospatial tool able to enhance a
learner’s understanding of geospatial concepts whilst enhancing geographical metacognitive
thinking, problem solving and decision making (Kerski, Demirci, and Milson 2013, Chen and
Wang 2015). The capacity of GIS to enable swift manipulation of large varieties of geospatial
data has gained prominence within various employment fields such as sustainable development,
human migration patterns, settlement geography, climate change and disaster management, to
name but a few (MaKinster, Trautmann, and Barnett 2014, Chen and Wang 2015). However, for
more than a half century, Geography teachers have been grappling to find suitable ways to
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introduce GIS practice into their teaching (Tan and Chen 2015). Despite the promising benefits of
GIS, analogous implementation barriers experienced globally overshadow the teachers’
optimism. This paradox is evident in the findings that a mere 10% of Singaporean Geography
teachers have adopted GIS practice into their teaching (Liu and Zhu 2008). Eighty two percent
(82%) of Turkish Geography teachers did not use GIS in class while approximately 33% of them
did not even know what GIS was (Demirci 2012, Demirci 2009). In Germany, less than 33% of
Geography teachers have integrated GIS in their classroom (Höhnle, Schubert, and Uphues
2013). India also indicates just a 2% GIS technology usage in high schools (Oza and Raval
2014). The current low adoption rates of these technologies suggest that many teachers do not
know where or how to start with GIS practice integration (Hong 2014). Whereas private and well
equipped schools have the opportunity to adopt state of the art educational GIS technologies in
their teaching, Geography teachers in poorly resourced schools struggle to find suitable avenues
within a technology-arid environment. Bridging this digital divide, between the “haves” and the
“have nots”, proves problematic to educational departments worldwide. To add to the list of GIS
integration barriers, many schools classified as being equipped with computer labs are found to
contain outdated computers infested with computer viruses (as confirmed by this study). A
further hindrance to GIS practice integration is that poorly resourced schools frequently have
large classes (due to a lack of funds to appoint more teachers) and experience internet connection
difficulties (as confirmed by this study). For these reasons, the benefits of GIS education remain
out of the reach of many Geography teachers.
In order to provide Geography teachers of poorly resourced schools with a GIS teaching solution,
this paper introduces an Interactive-GIS-Tutor within a framework that includes various flexible
GIS integration options. The framework has been developed to circumvent key GIS integration
challenges experienced worldwide, whilst also providing flexible multi-modal avenues in
utilising the IGIST, either through computers, a digital projector/whiteboard, or at home. It is
established that poorly resourced schools have seldom been the focus of educational GIS
developers, leaving the Geography teachers desperate in their attempts to attain curriculum
outcomes. Because such teachers act as gate keepers of educational GIS innovations (Bryant and
Favier 2015, 130) we invite teachers, researchers, developers and policy makers to further
collaboration to support these burdened Geography teachers.
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METHODOLOGY
This study aimed to develop i) an IGIST application within a framework and to ii) evaluate the
IGIST within the proposed framework by means of mixed methods with a multiple case study.
Multimedia design principles and the TIP model (Roblyer and Doering 2013) were used during
the design of the IGIST and integration framework,. The TIP model includes aspects of Rogers’s
Diffusion of Innovation model (Rogers 2003) and TPACK (Koehler et al. 2014). In addition,
Rogers’s model provided a framework within which to analyse GIS implementation within
education (Oza and Raval 2014, Baker and Kerski 2014). A literature content analysis on GIS
educational use and integration barriers on 35 countries, a national online Geography teacher
survey (n=222) and teacher interviews (n=10) were utilised to identify key GIS integration
barriers. Insight into these barriers was used to inform the development of a preliminary IGIST
integration framework. Thereafter, an empirical evaluation was conducted on the preliminary
IGIST framework in six schools, measured against a control school which conducted GIS
teaching without the IGIST application. Learner focus group interviews (n=6), teacher interviews
(n=6), learner evaluation forms (n=149) and observations provided qualitative and quantitative
data. Atlas.ti7 was employed to analyse qualitative data, whereas AMOS software supported
SEM analyses on the Technology Acceptance Model (TAM) of Davis (1993).
DEVELOPMENT, DESCRIPTION AND INTEGRATION OF IGIST
Analysing the problem: the need for suitable GIS teaching materials
Kinniburg (2012) recommends the design of effective instructional frameworks, highlighting the
importance of careful consideration together with planning in order to circumvent emerging
contextual GIS practice barriers. After triangulation of data gathered from the literature review
preliminary national survey results (n=222) and teacher interviews (n=10), three main layers of
GIS educational barriers were classified: (1) lack of support from Educational Departments in the
form of workshops; (2) low levels of teacher GIS and TPACK knowledge, (3) large classes and
(4) a lack of resources, including hardware and curriculum aligned easy-to-use GIS software (see
Figures 3 and 5). Table 1 presents the results that emerged through the teacher survey with regard
to the most frequently cited reasons as to why they struggle to implement GIS practice. As noted
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in Table 1, the teachers were assembled in two groups, GIS adopter (users) and GIS non-adopters
(non-users). For the purpose of this study, we grouped the teachers who use or implement GIS
software in schools together and named them “GIS adopters”.
Table 1. GIS adopter and non-adopter comparison table regarding GIS integration barriers
Reason Cited Adopter group
Frequency
(n=64)
Non-adopter
group
Frequency
(n=133)
Total
Support: workshop/training 19 49 68
Resources: software (non-
expensive/curriculum aligned/user friendly)
12 31 43
Resources: hardware/computers 11 24 35
From theory to practice 6 9 15
Resources: Teacher guides / learner booklets 1 8 9
Support/assistance 3 6 9
Resources: internet connection 1 4 5
As noted in the table, the foremost need of both Adopters and Non-adopters for enhancing GIS
practice integration comprises practical workshops/training in GIS practice. Secondly, teachers
expressed their need for relevant educational software and hardware. Eight teachers from the
non-adopter group also requested teacher and learner guides, while six expressed their need for
assistance. Further findings from the national online survey indicated that 67.5% of South
African teachers never make use of geospatial technology (including Google Earth), whereas
86.7% stated that they have a definite need for curriculum orientated GIS teaching materials.
These results confirm findings gleaned from ten in-depth teacher interviews which reported,
overall, very little GIS software usage and an urgent need for suitable GIS software and GIS
learner teacher support material (LTSM). Moreover, 45% of the grade 11 (k-11) Geography
classes had more than 40 learners per class. These analogous barriers serve as backdrop in the
IGIST integration framework (see Figure 4).
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Intervention: Development, description and trailblazing of the IGIST
Aiming to produce a suitable GIS application able to circumvent the key barriers, the researcher
developed an interactive-GIS-tutor and mounted it on a flash drive. IGIST consists of an
assortment of multimedia tutorials, interactive exercises and multiple choice assessments. The
general structure of the IGIST tutorials corresponds to that of Alessi and Trollip (2001). The use
of Adobe® 5.5 Captivate was incorporated in both the tutorials and the exercises of the IGIST.
This Adobe software permits developers to create software simulations that are able to serve as
tutorials as well as assessment tools. The learner will just be able to use the simulation of the
demonstrating procedure, not the real QGIS software. The idea of the development of the IGIST
is to simplify Quantum GIS procedures in order to provide suitable LTSM while simultaneously
providing a gateway for learners towards Quantum GIS, which is currently under the General
Public License (NGU) and freely downloadable from the QGIS website.
The relative advantages (borrowed from Rogers’s diffusion model) of the IGIST were evident in
the following aspects. Firstly, the IGIST is aligned to curriculum outcomes. Secondly, the
interactive nature of the IGIST multimedia application requires only minimal facilitation,
enabling the teacher to facilitate large classes. As the IGIST consists of reviewable tutorials,
minimal GIS knowledge or technology skills (GIS-TPACK) and teacher time are required as a
prerequisite. Lastly, because of the less complex design of the IGIST, the application is more
compatible with low (entry) level computers, whilst providing a further option to interact with
learners of large classes by means of a digital projector.
A pilot run found the IGIST based on ArcGIS to be a viable tool for integrating GIS practice
within one FET phase (k10-12) Geography class (Fleischmann, van der Westhuizen and Cilliers
2015). This study, however, made use of QGIS, which does not require licence fees and can be
downloaded from http://www.qgis.org/en/site/. After recommendations from this pilot study had
been included, two academic staff members evaluated the IGIST and offered certain
recommendations which were incorporated. Thereafter, six teachers re-evaluated the IGIST and
found IGIST suitable for their own FET phase classes whilst also supporting their GIS
pedagogical needs. This third IGIST edition consists of: an introduction, three tutorials, four
exercises and two multiple-choice assessments. The IGIST application is self-paced, and takes on
average 90 minutes to complete under normal circumstances with ordinary, average learners,
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with no stoppages and no explanation. The flexibility of the IGIST unlocks various possibilities,
including completing the IGIST in sections, over three to five 45 minute periods aligned to time
allocation as set down in the curriculum document. The IGIST accommodates both slow and fast
learners, enhancing overall self-paced and in-depth learning. Learners complete an introduction,
which is alternatively followed by four exercises and three tutorials. Upon their clicking on any
of the IGIST activities displayed in the IGIST menu, the activity will open or can be reviewed
and, in so doing, enables self-regulated learning (SRL) as well as self-directed learning (SDL).
Description of some IGIST interactive activities
The Tutorials on the IGIST start with an outcomes screen followed by an introduction of GIS
concepts. Table 2 summarises tutor textual and audio guidance during Tutorial 2. During this
tutorial the learner is guided through procedures within GIS at their own pace as seen in Table 2.
Table 2 Some sequential screenshots taken from Tutorial 2
a) Narrated voice describing the use of
vector data. b) Narrated voice describing the use of raster
data.
c) Narrated voice and visual clues guide learners to click on the word ‘hailstorm’.
d) Narrated voice and visual clues guide learners to select the Properties menu item.
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e) Narrated voice and visual clues guide
learners to click on the OK button.
f) Narrated voice and visual clues guides
learner to select Properties menu item.
After each tutorial, the learner needs to complete an interactive exercise on concepts learned in
the previous tutorial. For example, the opening scene of Tutorial 3 displays the module outcomes
in text accompanied by a narrative voice. Remote sensing is reviewed within this tutorial.
Thereafter, spectral and spatial resolution are explained through examples, employing dual-
coding, by utilising both narration and pictures. Subsequently, the city of Pretoria is used as a
real-life example, where the learner is interactively guided to create polygons in order to measure
the city’s development over a number of years. This tutorial consists of 84 reviewable
screenshots. During the closing scene of this tutorial, the learner is invited to revisit the module
outcomes, to revise this tutorial or continue to Exercise 3 as signposted on a menu. Table 1
displays sequential screenshots (a-f) taken from Tutorial 2 of the IGIST together with a brief
description of each screenshot event.
Figure 1: Screenshot taken from Tutorial 3
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Multimedia design principles, as gathered from multimedia learning theories devised by Mayer,
Schnotz, Van Merriënboer and Gagné (Mayer 2014, Van Merriënboer and Kester 2014, Gagné
1981), were employed to evaluate the IGIST application theoretically by means of a summative
checklist. According to this checklist 43 of the 56 design principles were followed. This
theoretical evaluation ensured optimal use of human resources, time and finances.
DEVELOPMENT OF IGIST ADDITIONAL SUPPORT MATERIAL
In order to support the IGIST application, an introductory PowerPoint, learner workbook and
teacher’s guide were developed. The said PowerPoint (with presenter notes) consists of
screenshots from the IGIST application, clarification of GIS concepts, the outlay of QGIS used
by the IGIST application and a quiz. Answers to the quiz are also included in the presenter notes.
The IGIST learner workbook aims to guide the learner through the IGIST activities. This booklet
consists of descriptions of GIS concepts and some questions regarding the IGIST activities (see
Table 2) followed by quizzes. The workbook can be used for continuous assessment purposes.
The exercises in it may either be peer assessed, self-assessed or teacher assessed. A memo to the
answers is included in the teacher’s guide. In schools that experience difficulties regarding a lack
of resources, the workbook can provide revision notes for exam purposes. The IGIST teacher’s
guide consists of a checklist of steps needed to set up the IGIST application. Presenter’s notes on
PowerPoint are provided as well as instructions towards the implementation of the IGIST
framework with various options available. Memos to questions in the learner workbook are also
provided.
DEVELOPMENT OF THE IGIST INTEGRATION FRAMEWORK
After the IGIST application and IGIST teaching learning support material developments, such as
the learner workbook and teache’s guide, the Technology Integration Planning (TIP) model was
used to develop an integration framework. This model is recommended by scholars to guide the
teacher in planning their strategy towards an integrated new technology (Roblyer and Doering
2013). TIP is based on a problem-solving model which allows the teacher to select the best
strategies for technology integration. Three main phases of the planning process: analysis of
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learning and teacher needs, planning for integration and post-instruction analysis and revisions
are included in TIP (see Figure 3). During step 1, the relative advantage of the IGIST has been
determined while step 2 included a TPACK assessment of teacher’s knowledge and skills
regarding technology, pedagogy and GIS. Step three included objectives and assessments aligned
with the curriculum; step 4 involved integration strategies/options depending on resources
available as well as learners’ computer literacy. Step 5 has been captured in a computer checklist
to ensure that the IGIST application would be workable. In addition, analyses of test results and
workbook answers, together with feedback from teachers and learners, have been taken up in
reflection and reports, which comprise step 7.
Figure 2 TIP informing IGIST integration framework development
The authors found that the TIP model was useful during the development of an IGIST. As noted
in Figure 6, GIS learning starts with an introductory PowerPoint and accompanying notes within
the learner workbook and teacher guide. Thereafter, five options (A, B, C, D and E) in Figure 6
are suggested for the use of the IGIST application within its framework. Both class and school
contexts influence the choice of option.
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Components of IGIST Integration Framework
During the use of TIP as guidance during the development of the IGIST integration framework,
the following components of the latter were created as displayed in Figure 6.
IGIST learner workbook and teacher’s guide
The IGIST learner workbook and teacher’s guide concurrently scaffold both learner and teacher
through the various IGIST sections and activities, thereby supporting teachers who lack GIS-
TPACK.
Figure 3: Some pages from the Learner workbook
The IGIST learner workbook provides questions in tandem with IGIST tutorials and exercises.
As some schools lack Geography textbooks, the workbook also supplies GIS notes from which
the learner can study for the exam. The IGIST teacher’s guide contains notes on GIS, a
technology checklist with requirements needed to run the IGIST application, memos for the
learner workbook questions, a rubric for the workbook as well as the answers to the learner’s
multiple choice question test and some games. The workbook and guide provide support to both
See section 10.3.1
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learner and teacher throughout the activities and are also curriculum aligned. The IGIST learner
workbook and teacher guide are downloadable cost free from the Geography Department website
and are also included in the “seed teacher” IGIST USB resource package handed out during the
IGIST short courses offered by the university.
Figure 4: Some pages from the Teacher’s Guide
Lesson 1: IGIST PowerPoint introduction
Of the introductory lesson, approximately 30 minutes consists of a PowerPoint lesson with
screenshots from the IGIST (see Figure 5) explaining the IGIST dashboard and main GIS
concepts, and includes a quiz. Each slide contains lecturing notes and is supported with
descriptive notes within the teacher’s guide.
Figure 5 A slide from the IGIST Introductory PowerPoint
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Lesson 2 & 3: IGIST options
The flexible use of the IGIST application, with its five options, allows IGIST use in a variety of
schools with diverse contexts. As intimated, school resources may vary concerning the
availability of a data projector, an interactive whiteboard, the number of workable and virus free
computers and internet connections. The teacher is able to match the IGIST teaching option
according to resources available as well as to the computer literacy level of the learners. For
example, the buddying method of seating two learners per computer may lessen computer anxiety
and also the possible split attention deficit, where learners take turns in doing the IGIST activity
and completing the workbook questions. In times of teacher strikes, the learner can make use of
the IGIST application at home. It is important to note that these options can also be mixed, and
tailored according to the class context.
The following options are therefore possible:
Option A
The use of the IGIST application, via digital projector and laptop, is suitable for large classes, and
schools lacking a computer lab with working computers. Within this option the teacher can make
use of learners to demonstrate the application in front of the others, whereas the rest of the class
can advise these learners where to click. Computer speakers are a necessity, to ensure that
multimedia works at optimum capacity.
Option B
Using option B enables buddying, where a high achiever can work together with a low achiever,
or one lacking computer skills. One learner does the activity, whilst the other completes the
section in the learner workbook. After each activity, the learners switch roles. Earphone
“splitters” allow two headphones in one jack. Learners are able to repeat the activities and also
pause if they want to discuss some of these. Together they complete the multiple choice questions
that form part of the application.
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Figure 6: An IGIST Integration Framework
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Option C
Option C can be chosen for schools that possess a workable computer laboratory with one
computer per learner. This option allows the learners to work on their own through all the IGIST
activities whilst completing questions in the learner workbook and permits the learners to redo
IGIST activities at their own pace and inclination. During these activities the teacher acts as
facilitator.
Option D
Option D makes it possible for absent learners to complete the activities and workbook at home
since the IGIST application, the learner workbook and introductory PowerPoint with presenter’s
notes, are mounted on a USB flash stick.
Option E
For learners with an internet connection at home, option E can be used during times of teacher
strikes or during teacher or learner absences. The learner can download the IGIST application
together with the workbook and introductory PowerPoint, making anytime, anywhere learning
possible.
Lesson 4: IGIST conclusion lesson
The conclusion lesson takes approximately 45 minutes. The teacher is able to choose various
options according to the needs of the learners and the resources available. Revisions can be
carried out on difficult parts of the IGIST application by means of a digital projector. The
learners should take turns to demonstrate the procedures. The teacher could also use the
PowerPoint from Lesson 1 for reinforcement of concepts. This might be followed by a discussion
of the everyday use of GIS to solve local and global problems. Learners could also be divided
into groups and illustrate through drawings the most important GIS concepts they have learned.
Learner assessments include: workbook assessment (continuous assessment) as well as a 20
minute multiple choice question test at the end of the GIS lessons (summative assessment).
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Reflection and reporting
After the four lessons, the teachers are encouraged to reflect on the lessons and make notes in the
teacher guide. These notes can be used by them for the following year and to report on during
circuit workshops.
GIS teacher workshops and way forward
As previously mentioned, teachers expressed their need for more support from the DBE side and
have subsequently requested more GIS workshops. This finding correlates with the findings of
Tabor and Harrington (2014) who stressed the need to support GIS integration through GIS
teacher workshops. The presentation of circuit teacher workshops, under the direction of the
DBE, should equip the teacher with guidelines regarding GIS teaching by means of the IGIST,
for the FET phase. The IGIST integration framework focusses on “seed teachers” (early adopters)
to conduct workshops at their own circuits. According to Rogers’s model (Rogers 2003), the use
of early adopters (early users of GIS technologies) in this capacity will enhance GIS practice
adoption. The IGIST teacher workshop is designed to brief the teachers on GIS curriculum
requirements, taking them through the four lessons and a question time. The IGIST package
given out during the workshops contains: (1) Lesson 1’s PowerPoint slide show, which includes
presenter’s notes; (2) teacher guide with memos of workbook exercises; (3) learner workbook
with notes and questions; (4) USB flash stick with the IGIST application. Teachers’ suggestions
from both the survey and multiple case study propose the use of “seed teachers” to attend the
IGIST workshops and demonstrate the use of the IGIST within cluster workshops. The majority
of the teachers in the multiple case study indicated that they would be interested in conducting
IGIST workshops in their areas. These teacher cluster groups could also establish an IGIST
support group, giving tips and advice to one another.
IGIST FRAMEWORK EVALUATION
During the post-intervention teacher interviews, the six teachers were found to be positive
towards the IGIST application. The teacher from Glenville High rated the IGIST application as
completely viable, with a ten out of ten. Mr Sanger rated the application as nine on the same scale
from one to ten. The primary reasons for this high rating were that: (1) the IGIST was found to be
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useful in that teachers do not need a great deal of time to prepare as the IGIST fits are already
aligned to the curriculum; (2) it was useful in surmounting the main barriers; (3) it enables
learners to acquire first-hand experience and knowledge of GIS; (4) it is visual and dynamic in
explaining abstract GIS concepts; (5) teachers who have low TPACK were able to navigate
through the IGIST activities with ease.
Teacher IGIST evaluation
Six teachers evaluated the IGIST application according to a 23 question, four point Likert scale
evaluation questionnaire C. The questionnaire, which investigated: (1) the ease of learning GIS;
(2) GIS pedagogy; (3) learner centred learning; (4) the importance of GIS; (5) workability and (6)
ease of overcoming GIS teaching problems, rated mostly four out of four. Only two questions
rated lower, suggesting that the instructions are not always easy to follow and that learners might
need help. These ratings imply that the IGIST needs to provide well defined indications of where
to click, which was taken up in suggestions for further development.
Teachers rated the IGIST application as a viable multimedia tool for GIS practice. There
were, however, concomitant assumptions that the sound volume and the computer resolution
can be managed within the application, the IGIST installation is manageable and that schools
have computers or a digital projector available.
The IGIST and its framework was mostly perceived as user friendly, supporting GIS
pedagogy, workable and able to circumvent the main GIS teaching barriers.
Learner focus groups
Six learner focus groups provided insight regarding the viability of the IGIST application from
the learners’ perspectives. The IGIST viability rating of 46 learners from six focus groups,
averaged 8.5 on a scale of one to 10. These results enable the drawing of the following inference:
Learners rated the IGIST application as a viable multimedia tool for GIS practice with the
assumption that the sound volume and the computer resolution could be managed within the
application.
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Learner IGIST evaluation A & B
Learner IGIST evaluation questionnaire A generated an average mean (4.1) on a five-point Likert
scale, which is good, with the lowest score being 3.95 out of five with regard to further
development towards clarity in the tutorials.
Learner IGIST evaluation questionnaire B generated two distinct factors. “I think the IGIST
application should be made available for all grade 11 Geography learners”, scored 4.27 on the
five point Likert scale, which indicated a positive evaluation of the IGIST by the learners. The
lowest score was found to be 3.48 which was generated by the question, “the IGIST application
helped me to improve my inquiry skills”. This was indicative that more exploratory activities were
needed. An acceptable fit to the TAM model was indicated. Pathways of PEoU→PU→A→BI
indicated a practically significant effect as did the discovery that A (attitude) seems to be
important as regards the intention to use the application (BI); attitude is therefore also important
in this study and is addressed in one of the secondary research questions. SEM was applied to
validate the data against the TAM. As the behavioural intent (BI) construct within this model
could possibly be an indicator towards the final usage of the IGIST application, data were
validated against TAM. Questions were coded according to TAM constructs depicted in Figure 5,
where PEoU indicates the perceived ease of use, PU the perceived usefulness, A the attitude
towards the application and BI the intention to use the IGIST application. The q indicates the
question number within the IGIST TAM path analysis and reliability. A TAM path analysis,
indicated in Figure 5, was drawn using Analysis of Moment Structures (AMOS) software.
Various pathways, indicated in Figure 5, were measured.
The reliability of constructs was calculated, which measured the Cronbach’s alpha values of each
of the constructs, PEoU (.806), PU (.880), A (.884) and BI (.698), indicating high internal
consistency. It is noticed that PEoU is an exogenous variable, whereas PU, A and BI are
endogenous variables. Figure 7 and Table 3 illustrate the estimates of standardised regression
weights.
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Figure 7: Plan analysis with standardised regression weights added (AMOS output)
with * indicating p <0.05
Table 3 Analysis of pathways with standardised regression estimates and p-values
Pathway Estimate S.E. C.R. P
PEoU → PU .945 .134 5.528 <.001
PEoU → A -.865 .727 1.479 .139
PU → A 1.731 .999 2.758 .006
PU → BI .021 .375 .099 .921
A → BI .889 .259 3.903 <.001
All estimates of the measurement model (items loading on constructs) were statistically
significant (p<0.001). The estimates of PEoU → PU, PU → A and from A → BI were found to
be statistically significant, whereas those of PEoU → A and PU → BI, were not statistically
significant. This indicated that PU represented a total mediator of PEoU → A and that A
represented a total mediator for the effect PU → BI.
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The five point IGIST evaluation questionnaires A and B evaluated the IGIST application and
its framework to a high extent (scaling 4.1) and moderately-high extent (scaling 3.48) extent
as both a workable and a viable GIS learning teaching tool for the learners. TAM could serve
as a prediction method within marketing development to indicate actual use.
Figure 8 depicts the IGIST teaching-learning dynamics found within each of the six intervention
classes during Lessons 2 and 3. The legend in the right upper corner identifies the resource
situation of the school as well as TPACK, the teacher and the learner. The coloured
circles/ellipses represent barriers: language barrier (bl), time barrier (bt), large class size barrier
(bCs) and TPACK barrier (bTPACK). In the bottom right hand corner, various types of direction
processes are identified: the flow of the direction of knowledge as a black arrow, direction of
interaction as a blue one, negative impact of barrier as a red one and the reduced impact of a
barrier as a dotted red arrow. The direction of action/process is indicated by the arrow head. The
figure is further divided into macro, meso and micro aspects. Micro factors refer to the classroom
or learning environment, meso factors to the school and community, while the macro system
denotes societal conditions that affect teaching, such as development of teachers and learners as
well as the national curriculum (Rosenberg and Koehler 2015).
Within the inner circle, IC indicates the computer intervention groups, IP the digital projector
intervention groups and IP (W) the interactive whiteboard group, which is a variation on the
digital projector intervention group. As evident in Figure 6, the computer laboratory of Vumeze,
Houston and Glenville were outdated and had a fair number of computer viruses. The option of
the intervention by means of the digital projector / interactive whiteboard circumvented this
resource barrier. Also note that three teachers experienced TPACK barriers (Valken, Vumeze and
Houston), whereas the IGIST intervention supported low TPACK in these schools. As the flow of
knowledge was from the IGIST application directly to the learner, with which the learner
interacted directly, a high TPACK was not required. Also note that the barrier of large class sizes
in two schools (Vumeze and Glenville) could be circumvented by the IP / interactive whiteboard
option. Time as barrier (bt) for the teacher also had a reduced impact on all the teachers who
referred to time as a barrier during the pre-intervention interviews.
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Figure 8 Analyses of IGIST processes and barrier impact (option A, B and C)
During the IGIST intervention, we perceived that the teachers found the IGIST application as
ready and easy to use (plug-and-play), with minimum installation difficulties. However, as the
IGIST did not offer a multiple language option, the language barrier still had a negative impact
on learning.
The IGIST application options A, B and C are workable in all six Geography classes,
minimising the constraints of low levels of teacher TPACK, large classes and a non-workable
computer laboratories.
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CONCLUSION
The literature content analysis of GIS in 35 countries, a national online survey (n=222) and
teacher interviews (n=10) indicated the need for a minimally interactive GIS tutor with flexible
options to accommodate various technologically poorly resourced environments and needs (see
Figure 5). An IGIST application was developed according to multimedia design principles. The
IGIST and its preliminary integration framework were evaluated in six schools and turned out to
be a viable option for Geography teachers with regard to GIS teaching. Within the setting of large
classes, the IGIST application within its integration framework by means of a
projector/interactive whiteboard, was demonstrated to be an effective teaching option. The
findings of this research also suggested that some minor technical revisions are needed.
The national survey was completed online, which mainly resulted in answers from those teachers
who were technologically literate. Furthermore, as availability sampling within the survey was
used rather than randomisation, generalisability was compromised. However, findings did show
distinct patterns and trends that could be of assistance in future educational GIS development and
research. Furthermore, thick descriptions of each school within the multiple case study provide a
means to analytically generalise to schools with similar contexts and resources. Qualitative
findings of the multiple-case study (Part 2) were already saturated within the first cycle, with a
few minor changes as suggestions for further development. Upon mixing and merging inferences,
it was found that the results and findings triangulated well. From these, the following meta-
inferences are drawn pertaining to the viability of the IGIST application:
The IGIST integration framework was rated as highly viable and capable of successfully
integrating the IGIST application. Learners were, overall, very positive towards the IGIST
activities and rated their IGIST learning experience highly. Further development suggestions
were in the direction of more clarity within the application as well as more exploratory
activities within the framework.
A further testing of GIS knowledge and GIS attitude after a period of time could also be
informative regarding its long term effect on memory and attitude, which might well add value to
the multimedia debate. Furthermore, additional research is needed to evaluate the use of the
proposed GIS-TPACK fingerprinting to identify the teachers’ needs that should be addressed
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during teacher GIS workshops and possible student teacher GIS training. In addition, the IGIST
application development mostly made use of the cognitive and behaviouristic design principles,
whereas constructivist principles could be infused into the application, through possible hypertext
links.
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Integration of ICTs into the teaching and learning of Secondary School Geography: the
Seychelles experience.
Suzanne Marle Constance and Charles Musarurwa
[email protected]; [email protected]
Department of Languages and Social Sciences Education, Faculty of Education,
University of Botswana, Private Bag 00702 UB Gaborone
ABSTRACT
This study aimed to establish the extent to which Information and Communication Technologies
(ICTs) have been integrated in the teaching and learning of Geography in Seychelles Secondary
Schools. The focus was on key issues such as policy provisions for the integration of ICTs into the
Seychelles curriculum, teachers’ and students’ perceptions about the use of ICTs in teaching and
learning of Geography, type of ICTs used and challenges faced in the integration of ICTs.
Possible solutions are also explored. The researchers opted for the qualitative approach in order
to generate rich and in-depth data. The aim was to learn and understand from the case than to
prove and establish cause and effect. Thus, various methodologies such as document analysis,
Focus Group Discussions and interviews were employed. Geography teachers and students were
the main participants in the study although other participants such as Ministry of Education
officials were interviewed. It is anticipated that the research findings and recommendations will
benefit policy makers and practitioners in the Seychelles education system.
Keywords: Information and Communication Technologies; Geography Education; Seychelles;
ICT in Education
Introduction
The potential of ICTs becoming part of and a medium through which teaching and learning can
be realised in much of the developing world, remains far from being realised. There appears to be
little evidence about technology integration into classroom activities such that planning and
implementation of lessons which require learners to think critically, work collaboratively, and use
technology in support of learning (Ramorola 2013) is necessary. In subjects such as Geography,
the use of ICTs would have been a game changer since it could have made it possible for learners
to learn at different times, in different places and without the direct supervision of the teacher
(Westhuizen, Richter, & Nel 2010). This could mean easily extending learning beyond the school
boundaries and formal school time, thereby probably improving academic performance. Wang
(2008) summed it up perfectly by noting that effective integration of Information and
Communication Technology (ICT) into teaching and learning is becoming an essential
competency for teachers. The Seychelles, being a developing nation is no exception. The
integration of ICTs into education has not been impressive, and thus this study was undertaken as
a result of the realisation that some Seychelles teachers are reluctant to use ICTs as part of
instructional media in teaching and learning. This is despite the fact that ICT equipment is
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available in the majority of secondary schools, and teachers do have functional skills to use the
resources.
The study focused on the integration of ICTs into Geography teaching and learning, the type of
ICTs being used, challenges teachers are facing in integrating ICTs and the opportunities or
benefits of ICTs integration into Geography teaching and learning. Apart from personal initiative,
the Ministry of Education of Seychelles encourages teachers to be innovative in their teaching
and learning. Through the Seychelles Institute for Teacher Education (SITE) (formerly National
Institute of Education or NIE) teachers take core ICT units to gain skills in the use of ICTs in
teaching and learning. Moreover, the National ICT Policy for Seychelles stipulates the need to
promote the use of ICT in formal education. Apart from ensuring that teachers have the necessary
ICT skills, the Ministry also ensures that all state schools are provided with the necessary ICT
equipment that can be used in teaching and learning. It should be appreciated that the Seychelles
Government through the Ministry of Education is playing a key role in ensuring ICTs form part
of the Seychelles educational system and bridge the digital gap.
The significance of the study was that it was meant to inform the policy makers on how teachers
are integrating ICT’s in teaching and learning of Geography. It was meant to provide them with
knowledge on what type of skill development workshops teachers would need to improve their
ICT competences. This would allow them to tailor make the curriculum to make it ICT friendly.
The research was also significant at subject level since most research has been in Science,
Mathematics, English and ICT and a few studies in humanities subjects such as Geography since
observations made some time back by Webb & Cox (2004).
Additionally, this research would bring great benefit to Geography teachers themselves as they
would be made aware on resources available for their use. Teachers were able to share opinions
or experiences on challenges they have faced when using ICTs in teaching Geography. Teachers
would gain an understanding on how students feel about use of ICT in their leaning, and what
type of ICT’s they are more related with. Hence, teachers would know what type and how to use
ICTs during lesson delivery that would arouse student’s motivation and interest. Through this
study school administrators would gain understanding on what factors are hindering teachers
from using ICT as an instructional media in Geography, plus type of ICTs that needs to make
available for Geography teachers. Finally, this research can be used as future reference for other
researchers in regards to how small island states are bridging the gap between education and
technologies. In other words how small island state Geography teachers are using ICT’s as
instructional media so as to arouse student’s interest in the subject at Secondary School level.
This research may be used by the Ministry of Education to know to what extend ICT’s is being
used efficiently in schools and areas where they need to improve. Moreover, the research will
provide Ministry of Education with a view on the challenges that teachers’ face to use ICTs in
teaching and learning of Geography.
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Contextualising the use of ICTs in Education in Africa and beyond
According to Rouse (2015) Information and Communication Technology is an umbrella term that
includes any communication devices or applications, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them such as videoconferencing, distance
learning ICTs encompass the grouping of practices and components that are meant to enhance
and promote learning both formally and informally. Livingstone (2012) suggests that ICTs bring
together educational technologies that were traditionally separated such as books, written items,
telephone, television, photography, databases, games and many more into an easily accessible
platform and thus they bridge knowledge and practice, and they interconnect places of learning at
home, school, workplace and in the community. Mohammed & Yarinchi, (2013) identify several
roles of ICTs and particularly computers which include that they can be used as a teacher by both
teachers and students, as sources of information, as storage devices for researched data and as
communication tools that facilitate transfer of information and knowledge amongst the various
levels of stakeholders. This is particularly significant to a subject like geography where ICTs
provide access to large quantities of information on people, distant places and environments.
ICTs are a dynamic medium which, if used appropriately, can result in the significant acquisition,
reinforcement and transfer of geographical knowledge and hence help in molding productive
members of society. Earlier on Carnoy (2004) had observed that ICTs are being used in the
management of the education sector, particularly in networking schools and universities, and
among individuals in schools and universities.
On the international scene Ojala (2009) observes that in Finland, students use Internet for
communication and as a source of information. Teachers use ICTs mainly in projects and
problem based learning. However, the same author points out that the magnitude of inequalities
in the use of ICTs correlates quite well with the size of a school or administrative district. Small
schools lack hardware and teachers are mainly left alone to deal with technical problems while
large schools have more structured support systems and better technical possibilities for the use
of ICT in teaching. Mekota (2009) describes ICT equipment in German schools. She states that
access to computers in schools exposes teachers and young people to information that they can
use to expand their knowledge. Computers also give young people the skills to face future
challenges in the use of rapidly changing technologies in the workplace. Computers are used for
various purposes and as part of teaching different subjects in schools. Most teachers use
computers for presentation purposes but also let the pupils use them in class. Only small
deviations occur with respect to the subject of teaching. Furthermore, the computer is seen as a
means for preparing lessons among 89% of the teachers. Most of the teachers using computers in
class use them in less than 10% of all lessons.
Mekota (2009) notes that in Germany, 90% of all teachers using computers make use of offline
learning materials, such as CDROMs and various websites to gather information, structure and
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enhance their lesson delivery. Faggiano & Fasano, (2008) reveal that in Italy whilst less than
40% teachers use ICTs for lesson preparation and classroom presentation, a larger percentage of
more than 60% use the internet to research their subject matter. The two researchers believe that
“if teachers become aware of the potential usefulness and effectiveness of ICT as a
methodological resource (enable to foster the constructions of meaningful learning environment)
they would recognise the need of an effective integration of technologies in the classroom
activities and view new technologies as cultural tools that radically transform teaching and
learning” (Faggiano & Fasano 2008, p1).
Farrell, (2007) points out that Kenya has made remarkable progress putting in place an ICT
policy framework and implementation strategy, complete with measurable outcomes and time
frames. Along the same line Isaacs (2007), states that Botswana, not only does it boasts a liberal
telecoms policy, but its education and national ICT policies are linked to a broader economic
vision for the country. The same writer goes on to note that Botswana arguably is among
countries with the highest PC penetration in education institutions in Africa. Unfortunately,
various factors are hindering the full implementation of ICT strategies. In Kenya Farrell (2007),
states that universal 65 implementation is being hindered by lack of resources, slow growth of
ICT infrastructure, and electricity supply problems particularly in rural areas. In the case of
Botswana, Isaacs (2007), finds that Botswana’s ICT infrastructure is very good, but is not fully
utilized. In Botswana, the use of ICTs in education is well articulated through its elearning
programme ‘Thutonet’, which is a critical component of the national IT policy ‘Maitlamo’.
Maitlamo targets at the following among others: to provide all schools with modern PCs and
Internet access, such that there is a workable PC to learner ration of one to seven, design and
implement an ICT content and curriculum development programme for the primary secondary,
vocational, and tertiary sectors, design and implement professional development for teachers,
introduce a strong ICT proficiency measurement and skills monitoring programme, and secure
funding to sustain ICT use in education. In short, this is a well-planned roll out programme
which, can bear fruitful results if well implemented. Teachers need to plan thoughtfully before
they start ICT.
Integrating ICTs into the Education sector in Seychelles
In the Seychelles, Geography is taught in both primary and secondary schools. At primary school
level it is part of the Social Science component, which in turn is one amongst nine essential
learning areas in the National Curriculum Framework. At Secondary School level Social Science
is then divided into two separate subjects: History and Geography. Secondary education is a five
years course divided into two key stages; stage 4 and stage 5. The key stage 4, Secondary
education levels 1 to 3 is known as lower secondary and which caters for learners between 12 and
14 years, is equivalent to Botswana’s junior secondary school (Forms 1 to 3). Key stage 5,
(Secondary education levels 4 to 5), known as upper secondary (equivalent to Senior Secondary
school in Botswana), caters for students between the ages of 15 to 17 years. It is important to note
that at each Secondary level there are 5 classes, which make up a ‘set’. Students’ are grouped into
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‘sets’ based on their performance in the Stage 3 National Examination (Primary School leaving
Exam). In other words academic streaming is employed to create three streams of students based
on performance. At the beginning of key stage 4 (Secondary 1), students start learning
Geography as a subject on its own. They begin with introductory topics. As students proceed
through stage 4 the level of difficulty and complexity of the topics gradually increases. By the
end of stage 4 or third year of Secondary Education (S3), they have to undertake a Coordinated
Exam set by the Ministry of Education.
At stage 5 students are regrouped again using results from the coordinated exam they attempted
at the end of Stage 4. They are given the opportunity to select the subject they would like to
specialize in, for History and Geography students have the option to take one or both. From there
on students follow the IGCSE Cambridge Syllabus program. At the end of Key stage 5, students
who meet the pass mark sit for IGCSE examination whereas those who do not meet the required
pass mark, sit for a National Examination set by the Ministry of Education. Thus one could argue
that Geography is a major subject in Seychelles curriculum. However with the onset of the digital
age, it is imperative that Geography as a discipline changes with time or else it will slowly move
into extinction. Hence the object of this research was to assess the extent to which ICTs are being
integrated in the teaching and learning of Geography.
The Seychelles Education Act (2004) part II stipulates that “It is the policy of the Government of
Seychelles to ensure that all Seychellois are offered equal educational opportunities in
accordance with their abilities, aptitudes and needs”. Thus the policy demands strive to ensure
the maintenance of institutions of education at the highest standard. It is the role of the Ministry
of Education to carry out the policy of the Government of Seychelles stated in the Education Act.
The Ministry of Education through the National Curriculum Framework (2013) “provides
national direction for learning and provides guidance for schools in the review and design of
their curricula. When developing teaching and learning programmes, schools refer specifically
to all the components of the National Curriculum” (p.9). In short the National Curriculum has
nine principles that guide the implementation of the school curriculum. Amongst the nine
principles are; the entitlement to a high standard of education; which focuses on all children
receiving a sound education so as to enhance his or her personal development regardless of their
background, Learning should be learner centred, this principle emphasis on the use of strategies
that allow students to develop skills that will be very useful to them in adulthood. Curriculum
coherence; that stipulates that learning is an ongoing process that allows learners to link with all
learning areas. Teacher and school support which focuses on the need for a productive stable
learning environment and availability and access of resources that will enhance learning.
Additionally this principle also stipulates on the need for continuous professional development of
teachers.
Ministry of Education (Seychelles) (2014) states that prior to the formulation of the ICT policy in
Education and Training, the Ministry signed different Memoranda of Understanding so as to
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encourage the integration of ICT in the Education system. A good example is the memorandum
of understanding with Iceland Seychelles Group in 2006 which, covers cooperation in several
areas of ICT particularly with regards to primary education. Another memorandum of
understanding with Microsoft Partners in Learning in 2007 focused on providing professional
development and training for educators and educational administrators, while on the resource
provision level, Isaac (2007) points out that in 2007, a subsidized laptop scheme were put in
place so that teachers could buy Dell laptops at an affordable price.
According to Seychelles Ministry of Education (2014), the Information and Communications
Technology (ICT) in Education and Training Policy (2014) provides guidelines on how ICT is to
be integrated in Education in Seychelles. The long-term vision for ICT in education is to:
“Provide leadership in the institutionalization of ICT into all educational processes; Encourage
through safe and affordable access to ICT learner-centered education in all learning areas and
at all the stages of education and training; Promote lifelong learning and a digital educational
and training culture amongst the education community and national and international partners;
Utilize ICT to optimize human, physical and financial resources whilst still enhancing quality
and improving efficiency of educational and training processes” (p.6).
The ICT in education Policy outlines four key benefits that the integration of ICT in education is
expected to bring. These include: “Social – the potential of equal access by all, to new
technologies regardless of socio-economic background to reduce the digital divide between
community groups: Vocational and Economic – the potential that knowledge and familiarly with
technologies on important dimensions of employability: Pedagogical – the potential of new
technologies to improve the quality of educational and training experiences, by providing rich,
exiting and motivating environments for learning and administrating: Catalytical – the potential
of use of technological devices to accelerate positive trends such as handling of data and
problem-solving, and the promotion of collaborative environments for learning both within and
outside of the country” (p.4).
For the past 10 years the Ministry of Education has been encouraging the use of ICTs in teaching
and learning by:
Equipping each state school in Seychelles have two fully equipped computer labs.
Ensuring that each school has the requisite IT hardware and internet connectivity.
Teachers through either the Seychelles Institutes for Teacher Education (SITE) (formerly
National Institute of Education NIE), follow a mandatory core course in ICT while
studying at the institution. This is to ensure that teachers are provided with the necessary
skills and knowhow in the field of information technology.
Teachers are encouraged to take part in an annual Microsoft project, where they can
demonstrates the use of ICTs in the teaching and learning of their subject area.
The Ministry also ensures that all secondary school teachers have access to Cambridge
International Examinations online resource materials for teachers.
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Thus an awareness of obstacles on the use of ICT in education may assist educators to overcome
these barriers and become successful technology adopters in the long run (Bingimlas, 2009).
Research methodology employed
A case study design was regarded as the most appropriate research design. A case study is
described by Castellan, (2010) as the “analysis of one to several cases that are unique with
respect to the research topic… analysis primarily focused on exploring the unique quality”.
Farooq, (2013) explains a “case study is a comprehensive study of a social unit of the society,
which may be a person, family, institution, community or event. It is explicit to a single unit with
the aim to find out the influencing factors of a social unit and the relationship between these
factors and a social unit”. Castellan, (2010) and Farooq, (2013) identify similar characteristics of
a case study research. This includes the use of small sample size, the corroboration of statistical
and descriptive data and continuity nature of the case study. Basically what can be understood
from the authors’ statement is that, small sample size is important when it comes to data analysis,
since analyzing qualitative data is a lengthy process, hence the need for small manageable data.
Statistical and descriptive data can be incorporated to better identify, express and understand the
issues which can be raised during the research with regards to the topic. Finally, case studies are
continuous in nature; this means that through studying a particular issue, at a specific period on a
particular topic, other issues or a hypothesis may arise, which can lead to further studies on a
larger scale. Thus a single but familiar school was studied. Although the findings can be regarded
as unique and peculiar to the school, it can provide an insight of what is happening in other
schools.
The aim of the research aimed at answering the key research question; how are ICTs being
integrated in the teaching and learning of Geography? This research question was then further
broken down into 6 sub questions that guided the research to be undertaken. These questions
were:
1. What policy provisions are in place for the integration of ICTs into the Seychelles
curriculum?
2. To what extent are Geography teachers integrating ICTs into the subject?
3. What are teachers’ and students’ perceptions and feelings about the use of ICTs in the
teaching and learning of Geography?
4. How are ICTs being used in teaching and learning of Geography?
5. What type of ICTs are teachers using in teaching and learning of Geography?
6. What challenges are being faced in the integration of ICTs and how can they be
resolved?
Qualitative research methodology was used to conduct this research. As defined by Denzin &
Lincoln, (2005) qualitative research is “… an interpretive naturalistic approach to the world. This
means that qualitative researchers study things in their natural settings, attempting to make sense
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of or interpret phenomena in terms of the meanings people bring to them” (p.3). On the same line
Castellan, (2010) quotes Bogdan & Biklen, (1998, p. 38) who state that the aim of qualitative
research is to “better understand human behaviour and experience... grasp the processes by which
people construct meaning and to describe what those meanings are”. The qualitative research
method was relevant for this study as it provided opportunity for researchers to learn and
understand the feelings, perceptions, opportunities and challenges associated with the integration
of ICTs into the teaching of Geography in the Seychelles. This type of research allowed
researchers and participants to interact. Since the main purpose of this research was to identify
and gain understanding on how ICTs are being integrated in the teaching and learning of
Geography, qualitative research was the most suitable approach to adopt. The research was
carried out at a Secondary School in the Seychelles. Through qualitative research, different points
of view were exposed which provided insight into understanding both teachers and students
perspectives on the use and integration of ICTs in teaching and learning of Geography, as well as
factors influencing the use of ICTs in Geography.
Geography teachers and Geography students were the participants (population) in this study and
sampling was done purposively. This sampling type was suitable because it targeted the most
appropriate participants to answer the research questions. Geography students from levels S1 to
S5 (ages 11 to 15 years) were selected to participate in the research. Due to the large population
size of students, only two students per class were selected to participate in the Focus Group
Discussions, interviews and filling in questionnaires. Although there are over 21 classes to
choose from, the research confined the study to two classes at each level. This meant two classes
for each of the 5 levels giving a total of 10 classes hence 20 students participated in the study.
The population size was manageable and facilitated the lengthy process of data analysis. The
small sample size (4) Geography teachers means that it was unnecessary to sample, since the
existing size was seen as manageable. In other words all Geography teachers at the research site
participated in the research. Different data collection strategies used ensured trustworthiness of
the data. This was effective in comparing the various viewpoints that were raised during the
study. All of these sources and data collection strategies used provided maximum information,
which answer the different research questions as well as to validate and support the findings.
Compliance with research regulations
As argued by Smythe and Murray (2000), ethical considerations in social science research are an
important component in any type of research and certain basic principles and standards governing
the ethical treatment of human participants should be adhered to. Thus in this study all necessary
steps which include free and informed consent, privacy and confidentiality assurances, avoidance
of deception and lastly, the provision of information and debriefing were adhered to in this study.
The research complied with the demands of the Office of Research and Development (ORD) at
the University of Botswana that ensured that it complied with the University research framework
and regulations of which ethical issues are key aspects. Since this research involved human
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subjects (that is teachers, members of staff and Ministry of Education officials), informed
consent, confidentiality and anonymity were assured.
Document analysis was also used to corroborate the responses raised during the FGDs interview
and questionnaires on the use of ICTs in teaching and learning of Geography. Documents that
were analyzed included the teacher’s scheme of work, Geography Syllabus and the school
Resource database log, National ICT policy, the Education Act, and lesson plans. From each
document specific data were collected.
Geography schemes of work and lesson plans provided data on the type and frequency of use of
ICTs in the subject. Geography syllabuses provided the various ways the use of ICTs are being
encouraged in teaching and learning of various Geography topics. The school resource data log
provided the type of resources available to teachers and the frequency at which they are used by
Geography teachers. The National ICT policy provided the Government and Ministry of
Education point of view with regards to the integration of ICTs in Education. The Education Act
provided information with regards to what the laws states on the quality of education that is
expected to be provided in Seychelles. An observation checklist was used to identify the type of
ICTs available at schools, their status conditions and the different uses of ICTs in at school. The
observation checklist was used while visiting the school resource room, Social Science
department and the classroom. A summary of the methods and tools use is shown in Table 1
Sub Research Questions
Data Collection Tools and
strategies
Participants
Question 1
What policy provisions are in place for the
integration of ICTs into the Seychelles
curriculum?
Document analysis: of
Syllabuses, ICT policies,
Education law, Schemes
of work, lesson plans
interviews
Researcher
School
administrators
Question 2
To what extent are Geography teachers
integrating ICTs into the subject?
Questionnaires:
FGDs
Interviews
Geography
Teachers’
Students
Question 3
What are teachers’ and students’
perceptions and feelings about the use of
ICTs in the teaching and learning of
Geography?
Focus group interview
Questionnaire
Geography
students’
Geography
teachers’
Question 4
What challenges are being faced in the
integration of ICTs and how can they be
resolved?
Observation checklist
Face to face interviews
FGD
Questionnaires
Researcher
Geography
teachers’
Students
Table 1: Tools and methods that will be used to answer the various research questions.
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Data analysis and findings
Interviews were first transcribed and then analysed. Recurrent and emerging themes were noted.
There were some unexpected findings that cropped up and these were never ignored but used to
understand the bigger picture if ICT integration. Analysis was done as per research question. The
findings reveal that Seychelles does have the necessary policies in place for the integration of
ICTs in education and these include the Education Act and the National ICT policy. Data
collected from questionnaires, focus group interviews, informal interviews and observation
checklists were used to establish whether or not teachers understand, and have the necessary
skills to be able to use these ICTs. The overall picture from teacher participants reflects that
Geography teachers are aware and are familiar with what ICT is all about and have the basic
skills to use it. With regards to teachers’ level of proficiency in carrying out tasks using ICTs
particularly with regards to computers and Internet, responses show that Geography teachers do
use ICTs as a tool, storage facility, for processing and communication purposes and level of
proficiency vary. For instance majority stated that they are very proficient when using ICTs for
basic word processing, editing of pictures and creating presentations. Sending and receiving
emails as well as participating on social networks were other common and well established skills.
However, with regards to creating and maintaining online activities, such as blogs, websites,
creating and using databases or spreadsheets, the level of proficiency for majority of Geography
teachers’ is less satisfactory. In short Geography teachers have limited skills to enable them to
explore other uses of ICTs especially when it comes to online activities such as creating and
maintaining websites or to use software that relates to their subjects. This is despite evidence that
school are considerably well resourced to allow good use of ICT skills.
However, through FGDs students painted a completely different picture that teachers rarely use
ICTs in the classroom. Secondary 3 to Secondary 5 students mention that only once a term do
Geography teachers use ICTs in the classroom. Students also mention that the sole use of these
ICTs is for PowerPoint presentation to illustrate pictures or diagram, and in some cases they
watch video documentaries. Secondary 1 and secondary 2 students mention that their Geography
teachers have never used any form of ICTs in the classroom. Thus there is a contradiction in
terms of frequency of use of ICTs in the classroom. Additionally, students pointed out that they
usually use ICTs to complete homework especially research work or project assigned to them by
their Geography teachers. This corroborates what Geography teachers said through informal
interviews that they do encourage students to use ICTs in doing research or to simply typing their
projects. On teachers’ and students’ perceptions and feelings about the use of ICTs in the
teaching and learning of Geography, the two groups had the following to say “Provided we had
both quality and quantity resources it would be very good and effective. But I strongly feel that
geography is one subject which can support the use of ICT” (Teacher A). This shows that
teachers are aware of the potential use and benefits that ICTs can bring to the subjects.
Additionally, another teacher mentions the interactive potential of Geography discipline which
can enhance students’ skills.
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“ICT is not a substitute for a quality teaching but it can enhance quality
teaching. Virtual field studies cannot replace genuine field experiences but
students can be introduced to tools that geographers use when engaged in field
work. So it is good to have virtual before the actual field work. The use of
technology particularly computers can increase range of techniques available
for teachers to have quality teaching”.
Students’ responses show that the use of ICTs in learning help in building understanding of
Geographical concepts. Common responses students gave included the following
“It helps us with reading and I can refer to the documentary or video several times so
that we can understand things better”.
“Changes the class atmosphere and makes us become more interested to learn”.
“It is easier for us especially in understanding things/concept being taught. It changes the
class atmosphere, students behave better since teacher brings in the projector and laptop
they get excited and eager to learn or find out what the lesson will be about. It helps with
retention of details, like instead of just notes to read visual pictures or video of what the
topic or theme helps us to retain information and understand the lesson”
It is clear that both teachers and students share positive perceptions about the use of ICTs in
teaching and learning of Geography. Both Geography Teachers and students feel the use of ICTs
facilitates and enhances the teaching and learning process of Geography.
Challenges hindering the integration of ICTs into Geography teaching and learning
The key challenges that are hindering the integration of ICTs in the teaching and learning of
Geography were linked to the following sources: the syllabus, type of ICTs available for use,
procedures to access ICTs, students’ behaviour and the classroom setting. The first challenge as
pointed out by Geography teachers is that the Seychelles Geography syllabus provides very little
guidance on how ICTs especially the World Wide Web or software application can be used in
teaching and learning of Geography. They argue that the Seychelles geography syllabus is old
and out dated. Moreover, they strongly believe that the syllabus does not cater for the 21st century
skills. From analysing the Seychelles Geography syllabus, it was noted that the syllabus is a trial
edition of 2007. Additionally, the suggested strategies in the syllabus make little reference to the
use of ICTs. The use of the World Wide Web for further research and documentary presentation
are two main ICTs suggested as resources to use in the teaching of some Geography topics.
Students in the upper secondary level; that is Secondary 4 and Secondary 5, follow the
Cambridge International Examinations IGCSE Geography syllabus. Unfortunately the
questionnaire did not provide Geography teachers’ the opportunity to share their opinion with
regards to the extent the Cambridge syllabus guides them in the use ICTs in their teaching and
learning. From analysing the Cambridge Geography syllabus it is clear that the syllabus does
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guide Geography teachers to use ICTs in teaching and learning. The Cambridge syllabus provides
Geography teachers with online resources and materials. Moreover, Geography teachers can
access the Cambridge E-learning websites, which allows access to a variety of teaching and
learning materials. Unfortunately, the unreliable internet connectivity at the school deters
Geography teachers from meaningfully accessing such resources.
The availability of ICT hardware and software is still a challenge with laptops and HDMI
projectors being the most common. Subject specific programmes or materials relating to teaching
and learning of Geography are not available. PowerPoint presentations and video documentaries
are by far the most common programmes utilised in Geography lessons. However through
observation, it was established that some Geography teachers are in the habit of using
PowerPoint slides prepared by other teachers, hence, this raises issues of quality and proficiency
amongst teachers. The use of GIS and Google Earth could have enhanced teaching and learning
of map work. The Geographical Association (2014) contends that the use of GIS during the
lesson provides students with a more attractive and engaging perspective of map reading. This is
achieved through the use of real time aerial photographs or 3D imagery of an area. Furthermore,
“enabling pupils to experiment with cartography by choosing colours, graphical techniques and
methods of selecting and presenting data on maps; allowing more time to achieve higher level
thinking by replacing tedious mapping operations with interactive manipulation of large sets of
digital maps and data to select, display and interpret spatial patterns and relationships.” Thus
Geography teachers recommended that the Ministry of Education should invest in purchasing and
installing of educational software as well as setting up workshops to enlighten and guide teachers
on how to use these software applications in teaching and learning. During the interview with a
Ministry Official, it was pointed out that the Geography teachers can request the Ministry to
purchase and install subject specific software applications.
The third challenge relates to managing access of ICTs at schools. Procedures used to access
hardware and computer labs are cumbersome and restrictive thus the whole security related
process becomes counter-productive. For example one of the procedures requires teachers to
make a request through the log book one day prior to the use of the ICTs. This calls for a lot of
planning and consultations with other users so that teachers do not make requests at the same
time. Providing departmental gadgets could be the only answer. The last challenge relates to
internet connectivity and bandwidth issues. Although the school does have internet connectivity,
it is not reliable. Often enough it is too slow or frequently offline. This poor connectivity is a
result of poor services by the Internet Service Provider and hence nothing much can be done by
the school. A Ministry Official says they are aware of the connectivity problem in the majority of
state schools and the Ministry is currently working on coming up with a permanent solution to
the problem. A Ministerial project is already underway to provide school with reliable internet
connectivity and bandwidth appropriate to the needs of the schools. Eventually this technical
effort would help deal with what Alkhawaldeh & Menchaca (2004) say the barriers in using ICTs
in Education, that is, lack of knowledge, confidence, and lack of training.
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CONCLUSION
The study shows that there are policy provisions made to cater for the integration of ICTs in the
teaching and learning. The National ICT Policy and the Ministry of ICT policy for Education and
training are specific documents which make mention and give guidance on the purpose of ICTs in
the Education system of Seychelles. Both documents advocate on the importance of ICTs as a
key factor to aid in empowering the youth of Seychelles with the necessary skills which the 21st
century workforce requires. However, there is a need to synchronise the education Act (2004)
with these new two ICT policies. This is so to ensure that ICTs is given prominence and compel
all parties to play their role to ensure full integration of ICTs in the Seychelles educational
system.
It is evident that Geography teachers understand the purpose of ICTs and the benefits it brings to
teaching and learning. It was also established that Geography teachers do have a good level of
proficiency when it comes to carry out basic tasks using ICTs, but the extent to which Geography
teachers are integrating ICTs into the subject orients around the types of ICTs available for them
to use. The study also reveals that Geography teachers and students share mutual and positive
perceptions with regards to the use of ICTs in the teaching and learning of Geography.
Geography teachers’ perceptions orient around the Geographical content which provides
opportunities for the use of ICTs. Geography as a subject allows learners to better understand the
physical and human world they live in. Through ICTs learners can be exposed to different
geographical environments to which they are not familiar. ICTs need a lot of capital to invest in
and as such once an investment has been made, there should be meaningful use for the
stakeholders to reap the benefits. In most cases this also brings about the dilemma of balancing
security of infrastructure and access. Many a time security concerns override or prevail over the
need to use and thus school regulations meant to protect the equipment may end up being an
impediment to the use of the very same equipment. This issue is highlighted in this research. The
Seychelles Geography syllabus also provides little guidance to teachers on which ICTs or how
best to use them in teaching certain concepts. Therefore there is a need to infuse ICTs into the
Education Act and the Geography syllabus.
Thus although the overall finding of the study shows that ICTs is being integrated to some extent
in the teaching and learning of Geography in the Seychelles, major barriers as identified by
Bingimlas (2009), that is lack of confidence, lack of competence and lack of access to resources,
are still evident.
References
Alkhawaldeh, N. I., & Manchaca, M. (2014). Barriers to Utilizing ICT in Education in Jordan
International Journal on E-Learning, 13(2), 127 - 155.
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Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and
Learning Environments: A Review of the Literature Eurasia Journal of Mathematics,
Science & Technology Education, 5(3), 235 - 245.
Carnoy, M. (2004, October). ICT in Education: Possibilities and Challenges. Retrieved October
30, 2015, from www.uoc.edu: http://www.uoc.edu/inaugural04/dt/eng/carnoy1004.pdf
Castellan, C. M. (2010). Quantitative and Qualitative Research: A view for clarity. International
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Cohen, B., & Crabtree, B. (2006, July). Lincoln and Guba's evaluation criteria. Retrieved
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Denzin, N. K., & Lincoln, Y. S. (2005). Handbook of Qualitative Research. London: Sage.
Faggiano, E., & Fasano, M. (2008). Teachers' perceptions and usage of ICT: An issue for
educators to deal with. Retrieved from http://tsg.icme11.org/document/get/229 May,
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Farooq, U. (2013, 06 25). Case Study. Retrieved 11 20, 2015, from Study lecture notes.com:
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Farrell, G. (2007, April). "Survey of ICT in Education in Kenya. Survey of ICT and Education in
Africa , 2, p. 255.
Government of Seychelles. (2007). National ICT Policy. Victoria.
Isaacs, S. (2007, April). "Survey of ICT in Education in Botswana. Survey of ICT and Education
in Africa , 2.
Isaacs, S. (2007, April). "Survey of ICT in Education in Seychelles. Survey of ICT and
Education in Africa , 4.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in Education. Oxford Review of
Education , 38 (1), 9-24.
Mekota, A.-M. (2009). ICT-tools used by teachers in Germany (Bravaria0 as part of their work.
Common ICT tools used in teachers' daily work: Current State Desription , pp. 27-31.
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Ministry of Education ( Seychelles). (2014). ICT in Education and Training Policy - 2014-2019.
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Ministry of Education. (2013). National Curriculum Framework. Victoria: Ministry of Education
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Mohammed, K., & Yarinchi, B. M. (2013). Information Communication Technologies (ICT) and
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Ojala, M. (2009). ICT- tools used by teachers in Finland as part of their work. In Common ICT
tools used in teachers daily work: Current State Description (p. 25). Oulu, Finland:
Learning and Research Services.
Ramorola, M. Z. (2013) Challenge of effective technology integration into teaching and learning,
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Webb, M., & Cox, M. (2004) A Review of Pedagogy Related To Information and
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2. REPORTS
2.1 South Africa in the IGU. Congratulations
to Professor Di Wilmot, Rhodes
University, South Africa.
Clinton D. van der Merwe
We are very pleased to announce that Professor
Di Wilmot has been appointed to the
International Geographical Union (IGU)
Commission for Geography Education (CGE).
The 2016-2020 IGU-CGE Steering Committee,
for those who were at the IGU Congress in
Beijing in August 2016, would have heard that
the Executive Committee has approved the
composition of the new IGU-CGE Steering
Committee. It gives us great pleasure to
introduce the following members of the IGU-
CGE Steering Committee 2016 – 2020, and for
us to announce the IGU-CGE Steering
Committee for 2016 – 2021, they are:
Clare Brooks (United Kingdom) Co-Chair
Chew-Hung Chang (Singapore) Co-Chair
Jongwon Lee (South Korea) Secretary
Members
Ali Dermirci (Turkey)
Andoni Arenas (Chile)
Daniela Schmeinck (Germany)
David Orbring (Sweden)
Di Wilmot (South Africa)
Duan Yu Shan (China)
Gillian Kidman (Australia)
Honorary Members
Michael Solem (also serving as Treasurer)
John Lidstone
Joop van der Schee
Fernando Alexandre
Ivy Tan
Joe Stoltman
Lex Chalmers
Osvaldo Muniz-Solari
Sarah Bednarz
Sibylle Reinfried
Simon Catling
Sirpa Tani
We would also like to take this opportunity to
congratulate the 2012-2016 steering committee
for the IGU Commission Excellence Award
2015. A good number of the 2012-2016
committee members are also serving on the
2016-2020 steering committee. The award is
recognition of the dedication and commitment
by members of the commission, and serves as an
encouragement to the new steering committee.
As SAGTA, we are very proud of Prof. Di
Wilmot, this is the first time that an African, and
indeed a South African has been represented on
the International Geographical Union’s
Commission for Geography Education (IGU-
CGE)
2.2 HAPPY 100th
Birthday, SSAG!
Congratulations to the Society of South African
Geographers (SSAG) who celebrate a Century of
Geography in South Africa this year.
The University of Stellenbosch, from the 25th to
29th September 2016, will host the 10th Biennial
Conference celebrating their centenary and a
book will be launched to commemorate this
auspicious occasion. The book is edited by
Visser, Donaldson and Seethal and is entitled:
The origin and growth of geography as a
discipline at South African Universities. To
become a member of SSAG or just to find out
more – see their website: www.ssag.co.za -
thank you to all the Geographers that have
grown and developed Geography in South Africa
over the last 100 years. SAGTA looks forward
to building a great working relationship with the
SSAG – going forward!
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3. Best Practice in the Geography Classroom
Introducing GIS in the classroom
Brandon Louw
Geography Teacher, St John’s College, Johannesburg
Introduction
The CAPS for Grades 10-12 under Geography aims list GIS as a new technology that can be
used in the classroom. This aim has been difficult to achieve as many teachers do not know how
to introduce GIS into the classroom.
Using QGIS as a tool to teach the curriculum and GIS theory
A quick search on the Internet will give you a long list of GIS software, both proprietary and
open source. Proprietary software is expensive and some open source software is not always user
friendly. The advantage of open source software is that it is free and students can download the
software from the Internet. One open source software that is being used extensively is QGIS. It
has a simple user interface that can easily be taught to and used by students. The following
lesson is an example of how QGIS can be used to teach topics in the curriculum as well as GIS
concepts listed in the CAPS. This example shows how to use QGIS to teach urban hierarchies.
Rationale
This QGIS task has been tried and tested in the classroom and will not prove to be a challenge to
implement if the steps are followed carefully. However, when working with technology you are
bound to pick up some issues. At the end of the paper there are tips and answers to frequently
asked questions. These issues were encountered when this task was presented in class.
Getting the software
QGIS can be downloaded from the Internet at: qgis.org. The PC install is simple and you just
have to follow the screen prompts. If this is a challenge IT support can be tasked to do the
download. The examples given will show a set-by-step approach so proficiency is not required.
GIS software is used to manipulate data so data sets are required to do the tasks listed below.
These data sets will be made available so that you can try the lessons in class. It is best to place
the data set on a flash drive and then ask the students to copy it over to the desktop. In this way
the original data set is not tampered with.
Time frame
This task can be accomplished in two 45 minute lessons.
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Preparation before the lesson
1. Package the data set in a folder on a flash drive and name it QGIS Project. Your IT
department may need to help you with this.
2. Next get the students to copy the folder onto the desktop.
3. Once the folder has been copied over it should be opened. The packaged file will have a
project file called Christaller. In QGIS a project file will be listed as follows:
All project files will have a .qgs extension.
The following step-by-step handout is given to the students and it would be best to get them to
work in pairs for this exercise. It would also be advisable to project the lesson on a classroom
screen for demonstration. A good practice is to show and then get the students to do it
themselves. In this way they will see if they have made mistakes. Having a step-by-step guide is
useful for able students who can then follow the instructions on their own giving you the time to
work with the less able students or those who are battling to use the software.
Step-by-step guide
1. Open the QGIS Project folder on your desktop.
2.1 Once you have opened the folder click on the following file:
2.2 This file will open up QGIS. It will take a few minutes for the QGIS to load, be patient.
3.1 The following screen will open: (the screen shots are for a Mac but they will be similar
for PC)
The map layers will be displayed here
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3.2 If no map layers are displayed click on the button shown below to show the map layers.
3.3 If the layers are still not shown ensure that the squares next to the layers in the layer panel
are activated as shown
Note: Each of the layers shown in the layer panel is a vector data file. The
cities_and_towns consist of point symbols, while the province layer is shown as a
polygon.
4.1 Click on the province layer. It will be highlighted as shown below:
4.2 We are now going select one province as our study area. To do this you will need to
double click on the province layer. This will open a new window as shown below:
4.3 Click on the Query builder button If you do not see this button scroll down
the window to reveal the button.
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4.4 The following screen will open:
4.5. Double click on PR_NAME under fields. You will notice that “PR_NAME” will appear
in the Provider specific filter expression.
4.6 Click on the under Operators and then click on under
values. (See step 4.4)
4.7 The following list will appear in the Values box:
4.8 Double click on Gauteng. Notice what happens in the Provider specific filter expression
box:
4.9 Click OK and then click OK again to close the window.
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5.1 You will be brought back to the project window and your layers will appear as shown
below:
5.2 Only the boundary of Gauteng will be shown. We will need to do the same for the cities.
Repeat steps 4.1 to 4.4. Ensure that you choose the cities_and_towns layer.
5.3 This time double click on PROV under Fields. You want to show all the cities and towns
in Gauteng and display these only in your project.
5.4 Now click on and then click on . Then double click on GP under
Values. Then click OK and Ok again to close the window.
5.5 Your project should now show only Gauteng and the cities in Gauteng.
6. Click on button to enlarge the layers.
7.1 We are now going to draw buffers around the towns shown to represent their spheres of
influence. To do this you need to ensure that the cities_and_towns layer is selected.
7.2 Click on Vector in the menu layer and then move down to Geoprocessing Tools and
click on Buffer(s)
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7.3 The following box will open:
7.4 In the box next to Buffer distance type in 0.1. Make sure that you have typed in the
correct value.
Note: The following steps are crucial and have to be followed very carefully.
7.5 Click on . . The following window will open:
7.6 Click on the drop-down menu in the box next to Look in:. You must navigate to your
desktop and look for the folder that your QGIS project is in. This is VERY important
as the file you going to create will produce a number of files and they need to be stored in
your project folder. Choices that will appear when you click the drop-down
menu will be C:\Users\Desktop. Once you have found the desktop click on it. Once you
have done this look for the QGIS project folder and click on it. It will open the
folder as shown below:
0.1
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7.7 Type in Range in the box next to File name and then click Save. Do not change
anything else under Files of type of Encoding.
7.8 Click OK and then click Close. DO NOT click OK again.
8.1 This will bring you back to your project and it will look similar to the one shown below:
8.2 Click on the Range layer in your layer panel and drag it below the province layer.
8.3 We want to remove the fill on the Range layer. To do this make sure that the Range layer
is highlighted. Double click on it to open the window shown below:
Range
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8.4 Click on Style to open a window similar to the one shown above.
8.5 Next click on and then click the drop-down arrow next to Fill and
then click on Transparent fill as shown below:
8.6 Now click OK to close the window. Your project will look like this:
9.1 We can now make an analysis of the data. To do this we need to add labels to the towns
shown on the project. To do this ensure that the cities_and_town layer is selected. Click
this button in the toolbar menu, shown at the top of the QGIS window, and the
window shown below will open:
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9.2 Click the drop-down menu next to No labels and select Show labels for this layer
9.3 Click the drop-down menu next to Label with and select as shown below:
9.4 Click OK to close the window. Your project will look like this:
Data analysis
1. Identify the three places that closely represent the overlapping of ranges as stated in
Christaller’s Central Place theory.
2. Suggest possible reasons why the siting of cities and towns in Gauteng do not reflect the
spatial arrangement of cities in Christaller’s Central Place theory.
3. Identify another layer of information / data that could be added to the project to assist in
making a better analysis of spatial arrangement of central places.
Possible answers
1. Johannesburg, Germiston and Kempton Park
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2. We made the range of all the settlements the same. The spatial arrangement of towns in
Gauteng would also be influenced by other factors such as: transport routes, topography
and other factors that influenced the siting of these settlements such as
minerals or raw materials.
3. Possible layer: transport routes, for example: main and national routes; relief and so on.
Extension work
Using Map Composer to produce a map
You will now be able to produce a map to show your analysis. To do this you will make use of
Map Composer. This will open a new window. Follow the steps given below.
1.1 Click on this button to open map composer. It is found in the toolbar at the top
of the QGIS window.
1.2 The following box will open:
1.3 Click on and map composer will draw your map.
2.1 You will be able to save this map as a pdf map and save it to your QGIS project folder.
To do this click on this button
2.2 Give your map a name and save to the desktop. Keep it on the desktop so that you can
find it when you want to print your map.
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Conclusion and reflection
By working through this task you will have done the following:
1. Introduced your students to QGIS and taught them how to use it.
2. Manipulated data to test Central Place Theory.
3. Introduced GIS into the classroom, and made it relevant to the curriculum.
4. Covered a number of GIS skills such as:
Spatial, attribute data and vector data
Data manipulation, data integration, buffering, querying and statistical
analysis.
Samples of student’s work
(Source: Screen shots of maps produced in class)
Photographs of the class activity
The photographs of the lesson in progress (Source: Author’s own photographs)
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Frequently asked questions
1. How can you obtain the data set for this task and the map for the paper GIS task?
The packaged folder will be available on the SAGTA website. It is available to all
registered SAGTA members.
2. What to do when the following box opens after clicking on the project file that opens
QGIS?
2.1 Click on the layer as indicated below:
2.2 The following window will open. Navigate to the Desktop and choose the QGIS
Folder. Click on the file indicated below and then click Open.
3. Follow steps 2.1 and 2.2 for the second layer shown in step 2.2.
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4. Why are there 5 files created when saving the buffer file?
These files are all part of the buffer shape file and needs to be placed in the QGIS
folder on the desktop.
If the files are saved on the desktop then they need to be moved into the QGIS folder.
5. Why is there a big red X on the map after it has been drawn in Map Composer?
Map composer wants to insert a north arrow. Just double click on the X and a box will
appear and then hit delete to clear this.
Putting in north arrows will be covered in another power lesson on using Map
Composer.
6. The layers do not appear after the project has been opened.
6.1 Click on the tool button indicated below:
6.2 If it still does not show the layers, then make sure the layers in the layer panel are
activated as shown below:
7. This error is shown simply
click on the as indicated above.
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4. Travel Blogs
Orange River Experience: St Mary’s Waverley local Geography tour 11-23 April 2016
Sally James, St Mary’s Waverley
This travelogue provides a brief overview of the experiences encountered by a group of 15 geography
learners whilst travelling locally through the Western and Northern Cape provinces during the April
holidays.
For a while now many independent and state schools have offered academic tours during the
school holidays as a part of the broader curriculum and so providing greater opportunities for
learners in becoming global citizens. Over the years, the tours have become increasingly
adventurous with trips being arranged to the Galapagos Islands, Vietnam, India and the
Himalayas to name a few!
While learners’ global footprints have been increasing over the decades, many teachers have
commented on a distinct decrease in local knowledge and footprints around our own beautiful
country. Last year during a lesson on mass wasting, in discussing Chapman’s Peak the initial
idea around a local geography tour came to mind.
The Geography department put their heads together and dreamt up an incredible itinerary filled
with structural, settlement and economic geography. Furthermore, the tour was local, and with
the recent downfall in the Rand, it was suddenly a very popular option with school management
and parents alike.
The tour took place over 12 days during the April holidays and was marketed to Grade 10 to 12
geographers. The itinerary commenced with a flight to Cape Town where 3 full days were spent.
The weather was magnificent, making for great views and perfect exploration time. Highlights
included the trip up Table Mountain and a geological walk along Tafelberg Road, where Prof
Harris from UCT provided great insights into the geology of the Table Mountain rock formation.
Other highlights included a visit to the Koeberg Nuclear facility and analysing commercial
ribbon development and urban renewal processes in action along Long Street. And yes – the bus
did drive along Chapman’s Peak Drive!
From Cape Town, the group hopped on board a Bundi overland truck and made its way inland to
the coldest and hottest town in South Africa, Sutherland. Here the group set up camp at
‘Sterland” campsite after which the rest of the afternoon and evening was spent at the South
African Astronomical Observatory. Superb guiding, and crystal clear skies made for an
unforgettable experience. The journey from Sutherland took the tour party off the beaten track
along the R364 to the Cedarberg area and the town of Clanwilliam. The Cedarberg is a
spectacular wilderness area with magnificent mountain fynbos and succulent Karoo vegetation.
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Photograph 1: The tour group at the most south western point of Africa, Cape of Good Hope.
The area has become synonymous with rooibos tea industry. We stopped off at the Rooibos Tea
House in Clanwilliam for an authentic tea tasting – well worth the visit. In reflecting on the trip
there is so much to do in this area, more than one night is required. Something to consider should
you be planning a similar trip. Photograph 2: The Rooibos Tea House (below).
From rooibos country the Bundi truck made a lengthy trip along the N7 to the Vioolsdrift border
post where we entered Namibia. Here the group spent 4 idyllic days drifting along the Orange
River. Sweltering days made for frequent swims. Camping under the stars was a real treat for any
city slicker from Johannesburg. The girls and especially the teachers were impressed with the
unbelievable geology of the lower Orange River valley which we had all to ourselves in that we
did not see another sole!
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Photograph 3: River rafting along the lower Orange River.
From Namibia the group ventured back along the N7 stopping off in country towns such as
Springbok and central places such as Poffader. It was back to basics for many with no
Woolworths in sight! Augrabies National Park was the next stop for two days. Once more the
girls were impressed with the incredible scenery and were now geography experts and outdoor
enthusiasts.
Photograph 4: Oranjekom Gorge
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Our final stop was in Kimberley where we explored the mining history of the town and had a
fantastic guided tour around the Big Hole Museum. It is fantastic, compliments must go to the
staff and curators who have put together a most worthwhile hands on museum experience.
There is no doubt that the girls who went on this adventurous experience have returned as better
geographers with rich and authentic South African experiences to add to their memory banks.
Sally James is a Geography teacher and Deputy Head at St Mary’s Waverley.
A journey through rocks, sand and dust!
The end of April saw the Morris family pack their little 4x4 and set off on an epic adventure. A
husband, two children under 6, Ouma and Oupa…. and myself, Ineke. 6608km lay ahead of us.
We planned to visit places that would spark the imagination and take our breath away. It would
be an unforgettable 4 weeks through the Northern Cape and Botswana.
The intrepid explorers; Ineke, Montresor, Mignonne and Tresor Morris as well as Lettie and
Monty Morris.
Ineke Morris
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Augrabies Falls National Park
An excellent example of upliftment in the lower course of a river. To a 5-year old, the biggest
mass of water cascading down meant absolute fascination. The national park is harsh yet
beautiful and has a well-lit boardwalk which allows visitors to view the falls at night with huge
floodlights. The 18 km gorge can also be seen from various viewpoints in the park.
Photograph 1: Not much water in the Augrabies Falls on 27 April 2016.
Kgalagadi Transfrontier Park
This is a wild, remote, but exciting place. We were spoilt with lion sightings every day, a
leopard sighting and some really rare glimpses of Cape Foxes, Bat-eared Foxes and African Wild
Cats. The herds of springbok and gemsbok against a very green Kgalagadi are a memorable
sight to behold. All the camps now have a swimming pool which helps when the temperatures in
summer soar above 40°C. Nossob and Mata Mata also have lovely, new hides with waterholes
and with floodlights, to view animals at all times of the day or night.
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Photograph 2: A very green Kgalagadi Transfrontier Park. 30 April 2016
Photograph 3: Beautiful gemsbok drinking water. 30 April 2016.
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Photograph 4: King of the jungle taking a snooze. 3 May 2016.
Photograph 5: White-faced Scops Owl in Mata Mata Restcamp. 5 May 2016.
Sossusvlei and Sesriem Canyon
Leaving the Kgalagadi through Mata Mata border post is so easy now, and it did not even take
half an hour. After many hundred’s of kilometers and gravel roads we arrived at Sossusvlei.
Sesriem Canyon was the first stop after a good night’s rest. This unbelievable canyon, second
biggest in Namibia, is made almost entirely of conglomerate and is a sight to see! We walked
where the Tsauchab River flowed many thousands of years ago. Dune exploration is not for the
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faint-hearted: Dune 45, and then on to Sossusvlei and Deadvlei which took our breathe away. It
is quite incredible to imagine trees growing here prehistorically and now just the skeletons
remain in an eerie, beautiful monument to previous water.
Photograph 6: Sesriem Canyon. 7 May 2016
Photograph 7: Deadvlei. 7 May 2016.
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Swakopmund and the Spitzkoppe
Swakopmund is accessible via the hugely popular Solitaire where a bite of apple crumble, well-
known by locals and non-locals equally, is a must. A boat trip around Walvis Bay lagoon is
worth the effort as seals, dolphins, pelicans and birds posed for photos and the seagulls grabbed
the fish out of our hands.
Spitzkoppe is as remote as you can get with the most amazing rock formations around. Formed
millions of years ago as Gondwana was breaking up, magma pushed up into the Damaraland.
Continuous erosion over the years has revealed the red Spitzkoppe mountains, or inselbergs. A
guide takes you around to show you the bushmen paintings and the amazing views.
Photograph 8. The ‘Bridge’ rock formation with Gross Spitzkoppe left and Pontok Mountains
right. 12 May 2016.
Etosha National Park
We camped in the amazing Olifantsrus Camp with its double-storey hide and waterhole, then
stayed at Halali Resort and spent a further night at Okaukeujo Resort in Etosha. The animal
sightings were fantastic, from huge herds of zebras, springbok and gemsbok; to many herds of
elephants and a solitary black rhino drinking water at the waterhole. Cars literally aim from one
waterhole to the next as this is where the animals are. The culmination of many hours of game
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viewing was a male lion walking up to the waterhole at Okaukeujo at night and having a drink of
water before sauntering off to find some supper. The huge 4 800 km² Etosha Pan is incredible to
behold, there is nothing as far as the eye can see. It is absolute silent, besides your thoughts.
Photograph 9: Etosha Pan. 15 May 2016.
Photograph 10: Animals at the waterhole. 15 May 2016.
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Windhoek
Finally a short stay in the capital city of Namibia, which is developing exponentially and is
lsoing some of its German quirkiness from the earlier years. It has everything that is be found in
South Africa and maybe a few German bakeries extra.
The trip home was via the well-travelled Trans-Kalahari highway. This road, formed through the
co-operation of 4 governments, is the quickest way to South Africa. The road, that goes from
Walvis Bay, via Windhoek and then through Botswana, is tarred and in good condition. The
worst section was back in South Africa where the road is being upgraded.
A road trip through Namibia is a real adventure with the photographs and memories the only
reminder of the exploring and investigating that has been done.
Acknowledgement of Reviewers in this issue:
Dr Cheryl Chamberlain, School of Geography, Archaeology and Environmental Studies,
University of the Witwatersrand, Johannesburg.
Dr Megan Doidge, School of Education, University of the Witwatersrand, Johannesburg
Pam Esterhysen, Wykenham Collegiate, Pietermaritzburg
Bridget Fleming, St John’s College, Johannesburg
Tracy Magson, Settlers High School, Cape Town
Esther Maphangwe, ESRI, South Africa
Tracey McKay, University of South Africa
Celia Sauermann, Westville Girls High School, Durban
Dr Africa Zulu, University of Namibia.
NOTE: The winner(s) of the Meridian competition are: Gavin Heath and Mariaj Paul.
Congratultions – both will receive a book voucher from Pam Esterhysen.
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