Technology use in Rwandan secondary schools: An assessment of teachers attitudes towards geographic information systems (GIS)

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Abstract

Technology use is evident in all spheres of human endeavour. Focusing on technology use in education, this paper examines teachers attitudes towards geographic information system (GIS). An assessment was made of GIS teachers in Rwandan secondary schools. Key areas covered include how GIS is implemented in schools, teachers attitudes and perception of GIS. The survey was restricted to teachers with prior trainings in GIS to ensure that all respondents are on the same footing as regards to their knowledge and exposure to GIS. Two pathways were identified for GIS implementation in Rwandan schools. GIS is either taught as a stand-alone subject or it is used in teaching other subjects. Teachers attitudes were captured through their responses to seven statements. Based on the composite attitude measure, teachers attitudes towards GIS were positive on all aspects examined. Examining the view that GIS technology is difficult to understand and use, it was found that teacher view differed based on their gender. GIS use in Rwandan schools can improve as all teachers believe in its benefits for teaching and learning.

Original languageEnglish
Pages (from-to)20-35
Number of pages16
JournalInternational Research in Geographical and Environmental Education
Volume25
Issue number1
DOIs
Publication statusPublished - Jan 2 2016

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teacher attitude
secondary school
information system
teacher
teaching
geographic information system
school
footing
Teaching
gender
learning
education

All Science Journal Classification (ASJC) codes

  • Geography, Planning and Development
  • Education
  • Management, Monitoring, Policy and Law

Cite this

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