2005 Volume 60 Issue 2 Pages 90-103
I analyzed how well the Geographic Information System (GIS) is recognized among school teachers and how it is utilized in schools. I also investigated what problems have occurred when GIS has been introduced in schools. Questionnaires were used to collect data from elementary school teachers in Nishinomiya, teachers of social studies in junior high schools in Nishinomiya and Kobe, and teachers of geography, history, and civic studies in high schools in Hyogo Prefecture. GIS was most recognized by the high school teachers, while it was least recognized by the elementary school teachers. On the other hand, teachers in elementary schools used computers at far more advanced levels in their classes compared to their counterparts in high schools. Thus, there is dissonance between high schools and elementary schools in relation to recognition of GIS and actual computer use in classes. I found that GIS is not well utilized in education due to lack of equipment (such as computers), educational software and data, and teachers' skills. However, both equipment and educational software and data have gradually become more available. Therefore, the most important task to promote GIS in education is improving skills among teachers. Teacher development is the key to the solution.
