Abstract:

Cloud computing and the subsequent advent of WebGIS, the ability to record data in the field using mobile devices and native applications, the Online open geospatial data and the “GIS for Schools” programme of ESRI which gives to schools free access to the “ArcGIS Online” platform, have created new opportunities and challenges for the utilization of the Geographic Information Systems (GIS) technology in school education.

A Geographic Information System (GIS) is a framework for gathering, managing, and analyzing data. GIS integrates many types of data. It analyses spatial location and organizes layers of information into visualizations using maps and 3D scenes (ESRI, 2020). GIS for school education have acquired world recognition since they promote creativity, innovation and collaborative learning, they reinforce critical thinking and ability to decide on and solve real world problems (Baker, 2012; Demirci, 2009; Goldsmith, 2016; Kerski 2015; Kerski, 2018 Lee, 2009; Milson, Demirci, & Kerski, 2012; NRC, 2016;).

In the light of the aforementioned technological evolution, this research aims at developing a learning environment for school education which incorporates the PBL learning model as technologically supported by WebGIS. In this framework, 2 projects were designed and implemented. Project 1 combines and incorporates fieldwork with GIS and it pertains to local community problems and Project 2 was conducted indoors, in the computer lab only with web-based data.
With the view to exploring the effectiveness of such an environment in student’s attitude towards technology, a quasi-experimental research on a sample of 58 High School students, was conducted. Two work teams were created, one for the realization of Project 1 and the second for Project 2 . For the purpose of this research, the meaning of the term “Technology” involves devices such as smartphones, Tablets, Desktops and GPS as well as WebGIS software (ArcGIS Online) and native Apps. To assess the variable “Attitude Towards Technology”, a subset of statements in Likert scale was utilized, from the self-report instrument “The Motivation and Self-regulation Towards Technology Learning (MSRTL)” of Liou and Kuo (2014). Pre and post-tests were conducted at the beginning and end of the school semester. T-tests were used to determine if there is a significant difference between the means of the two groups.

The results of this research reveal significant enhancement of students’ attitude towards technology. There is no obvious differentiation between genders while educational benefits are further boosted and enhanced when fieldwork is applied in order to address local community issues.

Keywords:

WebGIS, ArcGIS Online, Spatial Literacy, Technology, PBL Methodology.