Bridging the Gap: Teaching Paper-Based Geographic Information Systems through information and communication technology integration in secondary schools

Abstract

Geographic Information Systems (GIS) are crucial in modern Geography education, cultivating spatial thinking and data analysis skills. While included as a core topic in school curricula, many under-resourced secondary schools in South Africa still depend on Paper-Based Geographic Information Systems (PBGIS) methods due to limited access to digital tools and infrastructure. This study explores how Information and Communication Technology (ICT) can support the teaching of PBGIS in secondary schools. Guided by the Technological, Pedagogical, and Content Knowledge (TPACK) framework, the study examines how these knowledge domains interact to enhance teaching effectiveness. In this
study, data were collected through semi-structured interviews with six Geography teachers from three South African secondary schools in which PBGIS teaching is integrated with ICT. The results show that projectors, computers and internet access, and GIS software such as QGIS and ArcGIS, can enhance PBGIS teaching. A blended approach that integrates PBGIS with ICT tools is recommended. This should be driven by partnerships between the Department of Basic Education, geospatial and educational technology sectors, universities, teacher training institutions, and NGOs to build teacher capacity and ensure effective curriculum integration.