Geographical information systems in Victorian secondary schools: current constraints and opportunities

Abstract

Whilst widespread diffusion and adoption of spatial enabling technology, such as geographic information systems (GIS), is taking place within Australian public and private sectors, the same cannot be said for GIS within Australian secondary schools and state-based geography curricula. In the Australian state of Victoria, information regarding the status of GIS diffusion within secondary-school geography departments is currently limited, and in this setting, its adoption and use is recognised as relying upon the individual drive of committed geography teachers and schools, rather than any policy innovation. This paper reports the findings of a survey regarding the current state of GIS-based geography education in Victorian secondary schools, which was administered to Victorian secondary geography teachers via an anonymous online survey instrument during 2008. Results show that there are many barriers and constraints affecting adoption and use of GIS for geography teaching and learning in Victorian secondary schools. They include “bottom-up” resistance that might be overcome by GIS-based geography teacher training and “top-down” failure to support GIS-based education in secondary geography curriculum. In recognition of policy documents and statements by lead agencies in favour of GIS-based geography curriculum in Australian and Victorian secondary schools (including documentation relating to a proposed National Geography Curriculum), the survey results reported here can be regarded as important baseline information prerequisite to consensus-building regarding the place of GIS-based geography teaching and learning.