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A Competitive Study towards Teaching Geography Based Technology among Educators

A Competitive Study towards Teaching Geography Based Technology among Educators. Hamizul Hamid & Merza Abbas Center for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia. INTRODUCTION.

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A Competitive Study towards Teaching Geography Based Technology among Educators

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  1. A Competitive Study towards Teaching Geography Based Technology among Educators HamizulHamid & MerzaAbbas Center for Instructional Technology and Multimedia, UniversitiSains Malaysia, Penang, Malaysia

  2. INTRODUCTION Nowadays understanding geography involves different methods as well as cognitive skills and concepts from the domain of science and education towards teaching geography.

  3. INTRODUCTION Teaching and learning based technology and other computer-aided tools have been tried in Geography education since its early days. It is a tendency that educators linked up with the main components of geography to assist teaching.

  4. ISSUES AND TECHNIQUES IN LEARNING GEOGRAPHY • The employing of computer in teaching Geography determined a proper way for vitalizing the concepts of Geography among students by using a suitable technique such as 3D, Video, Audio, Google Earth, GPS, etc.

  5. ISSUES AND TECHNIQUES IN LEARNING GEOGRAPHY • A different number of schools facing difficulties on access to the limited resources of computer, which involving computer suites, and lack of access at desired times to browse and retrieve information regarding Geography.

  6. ISSUES AND TECHNIQUES IN LEARNING GEOGRAPHY • Comparatively lacked in explaining Geography based technology, which stated by relevant studies such as (Kinuthia, 2009) stated the lacks in teaching Geography based computer by some teachers, the reason back to the limit use or practice by teachers to deliver the main ideas.

  7. ISSUES AND TECHNIQUES IN LEARNING GEOGRAPHY • Many schools, weaknesses in Geography education are related with limitations in the use of computer technology and strategic direction of ICT (Papastergiou, 2009) example, Kenya, Philippines, and Indonesia and other developing countries, there is presently limited incorporation of real-world learning skills in the traditional classroom setting.

  8. RELATED WORKS • Osodo, Indoshi, & Ongati (2010) described the main issues in accessing computer res courses for teaching and learning Geography subject in different schools in the developing countries. As well as the lack of access to relevant educational computer hardware and software often obstruct geographic instruction in many societies. • Osodo focused on the issue of teaching and learning Geography in   Kenya, which faced an implementation of using technology in teaching Geography,

  9. RELATED WORKS • However, Trautman, & MaKinster (2008) describe the possibilities of adopting Google earth in teaching Geography. The study concluded the main points in teaching Geography, which enables secondary science teachers to include a category of geospatial technology applications into extensive classroom subjects. The study evaluated the teacher's impacts quantitatively and qualitatively.

  10. RELATED WORKS • Henry (2009) illustrated the perspective of utilizing Google Earth for Internet GIS applications. The study particularly investigates the benefit of vector and attributes data and the potential of presenting and converting this data in new ways using the Google Earth platform. Henry reported the growth of the future developments in GIS on the Internet, which found in; GIS data access, spatial information dissemination and GIS modeling/processing.

  11. STUDY FRAMEWORK • According to the competitive studies in teaching Geography based technology. We summarized and determined the conceptual framework for teaching Geography based technology.

  12. PROPOSED FRAMEWORK • Figure 2: Teaching Geography based Technology Framework

  13. PROPOSED FRAMEWORK The proposed framework illustrated the capabilities of performance, teaching theory, and technology in teaching Geography as it’s mentioned earlier in the previous section. As well as, this can be conducted based on using certain tools and methods such as; Google earth, GPS, Video, and others. Adopting these tools and methods could leads to provide understanding, motivation, collaboration, and others. In addition, the student's response may depend on three main stages to be touched that includes; assessment for learning Geography, technologies and instructional alignment.

  14. EXPECTED BENEFITS Identifying the main issues in teaching and learning Geography and extracting a conceptual framework could lead to the following benefits: • Provides rich details toward using technology in teaching Geography; • Highlights the main weakness that may effects on teaching performance in class; • And provides an alternative way for setting up a new teaching process 

  15. CONCLUSION • The paper addressed the important for computer software in teaching that are going to be a significant advance in the way we are able to interact with geospatial data, and seamlessly integrate this capability into learners everyday behavior, using certain technologies to access and explore real time geospatial information. Finally, the paper illustrated a conceptual framework based on the related studies in terms of teaching Geography in schools.

  16. References • Badia, A., Pallarès, M., & Llurdés, J. The use of new technology in teaching geography in the EHEA. The subjects of Social and Economic Geography, Cartography and Photointerpretation, and GIS. DIGITHUM. • Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, 171. • Engvall, R. (1997). The professionalization of teaching: is it truly much ado about nothing? School of Justice Studies Faculty Papers, 5. • Fang, R., Su, K., Lu, H., Wang, C., & Lin, C. (2007). Application of global positioning system (GPS) in earth sciences teaching. • Gersmehl, P. (2008). Teaching geography: The Guilford Press. • Gold, J., & Geographers, I. o. B. (1991). Teaching Geography in Higher Education: a manual of good practice: Blackwell. • Henry, A. (2009). Using Google Earth for Internet GIS. • Home, P. (2000). Geography and the Internet: adding a Keys Skills dimension. Teaching geography, 25(4), 187. • Horton, S., Lovitt, T., & Slocum, T. (1988). Teaching geography to high school students with academic deficits: Effects of a computerized map tutorial. Learning Disability Quarterly, 11(4), 371-379. • Kinuthia, W. (2009). Educational Development in Kenya and the Role of Information and Communication Technology. International Journal of Education and Development using ICT, 5(2). • Lambert, D., & Balderstone, D. (2000). Learning to teach geography in the secondary school: a companion to school experience: RoutledgeFalmer. • Lidstone, J. (2010). Teaching and learning geography through field work. Developing skills in geographical education, 53-59. • Osodo, J., Indoshi, F., & Ongati, O. (2010). Application of computer based resources in Geography education in secondary schools. Educational Research (ISSN: 2141-5161), 1(7), 219-225.

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