This post is based upon the TPACK framework within the geography subject area, the original post was more thoughts on making the paperwork of teaching easier.
Does education need technology? Will the use of computers enhance or stifle the ability of a person to learn. The work of Bower (2017) responds to this question by making it an integral element within the TPACK framework.
Moar (2017) argues for the integration of digital TPACK framework with a pedagogy. While Casinader (2016) asserts that within Australia geography teachers are more influenced by existing practices than the modern technological advances.
Fargher (2017) maintains that geography is a subject of constant change. The study is of people, their social structures, their interactions and the environment. By the very nature of this idea, it is a subject which should have the teaching content reviewed annually.
The technology of Geographic Information Systems (G.I.S) is a computer program for the creation, analysis and exploration of spatial and temporal events (Hader and Brown 2017). If G.I.S. (Geographic Information Systems) is a vital tool for a geography teacher (Fagher 2017) then it is an area of the TPACK framework that is failing (Hodza et al 2021).
Hodza et al (2021) research indicates that there is a lack of understanding of both how to use G.I.S and the abilities it has to produce geographic tools (information, maps, data and graphs). Doering et al (2014) concluded the barrier to entry (of G.I.S) was a limitation on the TPACK for teachers. The use of G.I.S requires high internet speeds, reliable computers and advanced technological knowledge and the ability to meaningfully integrate this into their pedagogy (Doering et al 2014).
I have use G.I.S, it is a wonderful program to use in the geography classroom. With an understanding of it there is many uses. Initially, stage 4 students, would develop their skills. Stage 5 students will be able to start medium order thinking. Stage 6 students should have the skills for higher order thinking of concepts and questions of the data in G.I.S.
It is important to understand, since 2014 G.I.S. has past the stand-alone PC access and into web-based programs (Hader and Brown 2017). While Doering et al (2014) technical issues may have been solved, their comments relating to the pedagogy are still valid.
The result from the literature is a failure of the TPACK framework within geography (Huh and Jo 2023). This is based on international research, which has also indicated the preservice teachers have a better acceptance of G.I.S and therefore a better TPACK approach (Hong and Stonier 2015).
Bower, M. (2017). Design of technology-enhanced learning: integrating research and practice. In Design of technology-enhanced learning: integrating research and practice (First edition.). Bingley, UK: Emerald Publishing.
Casinader, N., (2016), Secondary geography and the Australian curriculum – directions in school implementation: a comparative study, International Research in Geographical and Environmental Education, 25(3), 258-275, DOI: 10.1080/10382046.2016.1155325
Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model. Journal of Geography (Houston), 113(6), 223–237. https://doi.org/10.1080/00221341.2014.896393
Fargher, M., (2017), Chapter 11 GIS and the power of Geographical Thinking. Brooks, C., Butt, G., & Fargher, M. (2017). In The Power of Geographical Thinking. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-49986-4_14
Harder, C., and Brown, C., Editors (2017), The ArcGIS book: 10 big ideas about applying the science of where., 2nd edition. ESRI USA https://downloads.esri.com/esripress/PDFs/The-ArcGIS-Book-second-edition.pdf
Hodza, P., Berendsen, M. E., & Hamerlinck, J. D. (2021). Towards a holistic framework for delivering quality GIS education within and across disciplines. Transactions in GIS, 25(4), 2146–2167. https://doi.org/10.1111/tgis.12773
Hong, J. E., & Stonier, F. (2015). GIS In-Service Teacher Training Based on TPACK. Journal of Geography (Houston), 114(3), 108–117. https://doi.org/10.1080/00221341.2014.947381
Huh, S., & Jo, I. (2023). Successes and Struggles: Evaluating Geospatial Technologies Integration in Geography Lessons using TPACK. Journal of Geography (Houston), ahead-of-print(ahead-of-print), 1–14. https://doi.org/10.1080/00221341.2023.2224814
Technology Savior or Terminator? 