Abstract:

Within the last dozen years, „Generation Z” came to the doorstep of Polish schools. It is defined with birth years starting in the mid-1990s. Generation Z is great at as far as on-line skills are concerned. There are entirely new skills – with which former schoolmates are unfamiliar – that determine whether the new generation becomes successful. Not only does Generation Z has a different music taste; they also watch different movies and use different communication tools.

Working with such students is a huge challenge for teachers. Schools, addressing these new challenges, introduce information and communication technologies (ICT) to educational practice. In many schools in Poland there are classes in which teachers successfully work with a notebook equipped with wireless Internet, and pupils – with netbooks connected to the school network. Empirical studies confirm the continually growing importance of ICT in educational practice. Computer, smartphone, tablet or the Internet are important components of the everyday work of many teachers and pupils. Thanks to them there is not only the greater access to information, but also the development of passions and interests of the students.

In schools new solutions are more and more willingly used by teachers and students also to study geography. It is impossible to imagine the geographical educational practice without the applying of tools and techniques based on ICT. The teachers of geography in everyday activities use computer equipment, overhead projector and multimedia boards, use e-class registers, e-books, use a variety of learning platforms increasingly.

An important element of new information and communication technologies is the use of Geographic Information Systems (GIS) tools. Most geographers agree that introducing GIS to schools would bring many benefits for students and ameliorate the status of geography as a subject. Researchers underline positive impacts of GIS use on the enhancement of learner`s motivation and its stimulating role in the process of spatial thinking.

In connection with the reform of the education system in Poland, a new core curriculum in geography was adopted in 2017. The core curriculum introduces changes in the understanding of the function and educational role of geography. Its assumption is to use the educational potential of geography in the field of cognitive, educational and educational values. GIS are present both in general requirements, i.e. the goals of geographical education, and in detailed requirements, i.e. specific topics as part of this subject. A special role is attributed to the use of geoinformation technologies (including GIS). in exploring the world and detecting complex problems of the geographical environment The use of geoinformation technologies and GIS applications makes geography a modern discipline and definitely extends the possibilities of the student's cognitive sphere. For many geography teachers, it is a new challenge because they have to undertake post-graduate studies or courses that will allow them to complete their knowledge and acquire skills in this area.

The ability to use modern information and communication technologies, including searching for and using information, is included in the core curriculum as one of the seven most important skills.

The aim of the paper will be to overview different aspects of engaging Geographic Information Systems, into the educational practice.

Keywords:

ICT, GIS, geography education, school.