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Towards Geographic Information Systems (GIS) Implementation: A Case Study

机译：走向地理信息系统（GIS）的实施：一个案例研究

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Despite its central role in real-world geography, GIS has had little uptake to date in School Geography. (Wiegand, 2001). This statement can be accurately applied to our current school setting and was the focus of our case study, commenced in 2004 and continued into 2005. The study was undertaken as part of a Masters degree in e-Learning at University of Technology, Sydney, Australia. It examined the steps taken and the challenges faced by a team of researchers, two geography teachers and, myself, the Information and Communications Technologies (ICT) Coordinator at our school. My interest in the project arose from a concern that in my experience, technology is poorly integrated into school programmes. Teachers make decisions based on their own limited experiences and technologically complex learning applications such as GIS are not provided to students. I was interested in establishing a support model for teachers, allowing student access to such learning. All members of the research team were new to GIS and had two clear aims. First, to implement a GIS program within the Geography curriculum. Second, to leave a footprint to assist other educators. Our school belongs to a network of independent schools in New South Wales. While the main body of our research was carried out in-house, we surveyed Geography teachers and ICT Coordinators within this network in order to assist us in validating our findings.
机译：尽管GIS在现实世界的地理环境中发挥着核心作用，但迄今为止在“学校地理”中几乎没有采用。 （Wiegand，2001）。该声明可以准确地应用于我们目前的学校环境，并且是我们案例研究的重点，该案例研究始于2004年，一直持续到2005年。该研究是澳大利亚悉尼科技大学电子学习硕士学位的一部分。它研究了一组研究人员，两名地理老师以及我本人的信息和通信技术（ICT）协调员所采取的步骤和面临的挑战。我对这个项目感兴趣的原因是，根据我的经验，技术无法很好地集成到学校课程中。教师根据自身有限的经验做出决策，并且不向学生提供技术复杂的学习应用程序，例如GIS。我有兴趣为教师建立一种支持模型，使学生能够进行此类学习。研究团队的所有成员都是GIS的新手，有两个明确的目标。首先，在地理课程中实施GIS程序。第二，留下足迹来协助其他教育工作者。我们的学校隶属于新南威尔士州的独立学校网络。虽然我们的研究主体是在内部进行的，但我们调查了该网络中的地理老师和ICT协调员，以帮助我们验证我们的发现。

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