South Korea: GIS implementation profiles among secondary geography teachers

Abstract

Recently, there has been dramatic development in Geographic Information Systems (GIS) and increasing applications of GIS to geography education. Researchers have considered GIS as a teaching tool because of its reported benefits in students' learning (e.g., Baker &White, 2003; Bednarz and van der Schee, 2006; Patterson, Reeve, & Page, 2003). Educators in South Korea also have become interested in incorporating GIS in education (e.g., Jung & Kim, 2006; Kim, 2007; Lee, Kim, & Ban, 2008). Since GIS-related content is discussed in geography textbooks and GIS in Korean society is becoming widespread, geography educators accordingly have turned their attention to GIS. However, the incorporation of GIS in education, especially at the secondary level, is at an incipient stage in South Korea. Only a few innovative teachers are beginning to consider the use of GIS in the classroom. This chapter consists of three parts. First, contexts of education in South Korea are described through three aspects: (1) the position of geography in secondary education and the portion of GIS content in the geography curriculum, (2) geography teacher certification procedures, and (3) research trends associated with GIS in secondary education. Second, the preparedness of South Korean schools to use GIS in their classrooms is explored. Finally, opportunities and challenges in implementing GIS into secondary education are discussed.