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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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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].

http://www.apastyle.org/index.aspx

http://www.sagta.org.za/

mailto:[email protected]


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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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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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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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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

[email protected]


http://www.aag.org/cs/calendar_of_events/aag_annual_meetings




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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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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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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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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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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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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


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


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


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


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

16


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%

http://www.minisass.org/

17


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

18


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

19


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

20


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

21


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

http://files.eric.ed.gov/fulltext/ED467713.pdf

22


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

https://books.google.co.za/

http://www.ecologyandsociety.org/vol12/iss2/art5/

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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

24


25


GIS interventions at Secondary Level Education in South Africa – some recent successes

and shortfalls.

Bridget Fleming

[email protected]

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).


26


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

27


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.

28


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

http://qgis.org/

29


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

30


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.

31


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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33


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





34


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.

35


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

36


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,

http://www.qgis.org/en/site/

38


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.

39


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

40


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

41


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.

42


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

43


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

44


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.

45


Figure 6: An IGIST Integration Framework

46


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).

47


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

48


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.

49


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.

50


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.

51


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.

53


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

54


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

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Journal of Education , 2: E1.

Cohen, B., & Crabtree, B. (2006, July). Lincoln and Guba's evaluation criteria. Retrieved

November 25, 2015, from Qualitative Research Guidelines Project:

http://www.qualres.org/HomeLinc-3684.html

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

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16th 2016

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http://www.studylecturenotes.com

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Africa , 2, p. 255.

Government of Seychelles. (2007). National ICT Policy. Victoria.

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in Africa , 2.

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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.

Victoria.

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media education: In histroical perspective. European Scientific Journal , 19 (20).

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.

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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!

http://www.ssag.co.za/

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3. Best Practice in the Geography Classroom

Introducing GIS in the classroom

Brandon Louw

[email protected]

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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87


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.

[email protected]

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

[email protected]



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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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