The importance of teaching equipment in geography classrooms (original) (raw)
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Geography: Utilization Of Geography Learning Media At High School
2021
The purpose of this study is to find out about the availability of learning media, including 1) Type, 2) Amount, and 3) Conditions. The research carried out is descriptive research with research data is quantitative data. The study was conducted in 23 high schools in Karanganyar Regency. The population in this study were all high school geography teachers and high school students of class X, XI Social Program and XII Social Program in Karanganyar Regency, which consisted of 17 state high schools and 6 private high schools. The high school which was used as the research subject was determined by proportional random sampling technique to obtain 13 high schools. Futhermore, the samples of teachers and students was determined by purposive sampling, where in each school took 1 teacher respondent and 6 students, so the total sample of teachers was 13 people and students were 78 people. The technique of collecting data in the study uses questionnaire, interview and observation methods. The analysis technique used is descriptive statistical analysis. In summary, from this research found the data condition of geography learning media of high school in Karanganyar Regency in 2016 were obtained, including; 1) The most types of media are Atlas, Pictures, Globe, Maps, Slide Powerpoint, and Computer / Laptop devices, 2) The number of media is classified as medium or available in every media in the school, and 3) The condition of the media is classified as poorly maintained for physical media and is very well maintained for media based on Digital Information Technology.
Geographica Pannonica, 2020
The use of geospatial technology at lower levels of education has become a global tendency. However, Bosnia and Herzegovina is a country that is virtually uncharted in this regard, and the present paper has the main purpose to change that fact. Results of a survey conducted among geography teachers place this country within the entry category. Different attitudes among various groups of teachers (based on gender, age and regional distribution) have also been tested. Although the general hypotheses could not be confirmed, certain specific differences have been found, such as in the use of virtual globes, theoretical knowledge of GIS and willingness to attend educational training courses.
Geography Teachers’ Usage of The Internet For Education Purposes
DergiPark (Istanbul University), 2010
The purpose of this study is to determine geography teachers' use of the Internet for education purposes and the extent to which Turkish Internet sites can fulfill the needs and requirements of geography teachers' Internet usage. Research is carried out using the screening method. Data were collected by means of a measurement tool that was developed by the researcher (questionnaire form) over the Internet. The study group consists of 174 teachers, who filled out and submitted the questionnaire on avolunteer basis, and all participants were members of an Internet forum, "Geography Teachers of Turkey" (Turkiye Cografya Ögretmenleri), that was created for the purpose of information sharing among geography teachers. Frequency, percentage correlation, and arithmetic mean were used, as appropriate, for the purpose of analyzing the data. Study results indicate that geography teachers use the Internet most frequently for the purpose of geography education in order to acquire documents that can be used in teaching geography. The study further indicates that geography teachers least frequently for purpose of classroom applications with direct Internet use and for assessing students' studies.
2020
Students' attitudes, Geography teaching, Teaching using computers, Internet in teaching. Beginning with the fact that education needs to be oriented towards students and their interests and bearing in mind that today's children get in touch with computers since their earliest childhood, contemporary education needs to recognize the necessity of including them in the teaching process. This work represents a research conducted with the aim of examining the students' attitudes of advantages of using computers and Internet in Geography teaching, as well as determining the extent of their use in Geography teaching in elementary schools. The data were collected using questionnaire constructed for the requirements of this research and the sample covered 273 students of final grades in 7 elementary schools in Vojvodina (The Republic of Serbia). The results showed that computers and Internet are very rarely used in Geography teaching and that this aspect of modernizing the education still has not found its place in the teaching process despite its numerous advantages.
THE USE OF ICT IN GEOGRAPHICAL TEACHING AND LEARNING AT SECONDARY AND HIGH SCHOOL IN ALBANIA
The 1st International Conference on Research and Educatıon – Challenges Toward the Future (ICRAE2013),University of Shkodra “Luigj Gurakuqi”, Shkodra, Albania, 2013
Geography gives to humanity a lot of information about their country and the entire world. The first asset of teaching and learning geography is the map. But many times it isn't enough. Geographical sciences and geographical teaching methods have passed many changes. It has been development and the information anytime is updated. There are many topics that need more than a map, for example the physical geography, geological knowledge and geomorphology topics in different lesions. For many pupils is difficult to understand only by teacher explain and reading of books. ICT is considering part of our everyday life. It has entered in every kind of business. We live in the era of ICT. Considering the fact that is so important we can't exclude the the ITC from education, from teaching and learning process. ICT has brought many changes in teaching and learning process. The paper has the goal to analyze the role of ICT in teaching and learning geography in secondary and high school level in Albania. The paper is a research. The research is realized through questionnaires methods that have included three groups of interviewed in some cities of Albania. The research underlines the important role of ICT and the difference when ICT is used and none used. But also the article underline some of the problems that come out during the research like the lack of knowledge for the use of ITC as for teacher as for pupils, difference that exist between rural and urban pupils, lack of technology in school etc. The paper analyses the close connection that exist between sustainable education, geography education and ITC.
Availability and use of visual materials in teaching geography
The availability and use of visual teaching and learning materials’ study was aimed at finding out if there are adequate visual teaching and learning materials for teaching Geography in Minjibir Education Zone, Kano and if these materials have been effectively and judiciously utilised by the teachers to teach geography. The descriptive survey design was selected for this purpose. The population of the study covers all secondary schools in Minjibir Education Zone where a sample of 36 geography teachers both male and female out of the 37 geography teachers in the Zone was drawn. A questionnaire was used for the data collection while the data collected were analysed using the frequency and percentage distribution table. The gathered data shows that visual materials were inadequate for the effective teaching of geography in Minjibir Education Zone and the few available visual materials have not been effectively and judiciously utilised to teach geography. The study has made certain recommendations that important visual materials like barometer, thermometer, rain gauge, wind vane, computers, projectors e.t.c and geography laboratory must be provided for the effective teaching and learning of geography and the government must ensure that seminars and workshops are organised for geography teachers to make them aware of the importance of using visual materials and motivate them towards discharging their duties effectively
An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools
Ethiopian Journal of Environmental Studies and Management, 2010
The main thrust of this study was to find out the extent of application of the new technologies in teaching and learning Geography in secondary schools in Nigeria. The present study is very important and necessary because many teachers are still very apprehensive about using the new technologies in instruction. In addition is the fact that, there are little empirical data on the level of preparedness and the extent of utilization of ICTs in instruction in Nigerian secondary schools. This study was therefore carried out to provide empirical data on the extent of the integration of the new technology in teaching and learning Geography in Nigerian Secondary Schools. The study employed the descriptive survey design. The sample for the study is made up of 214 Geography teachers drawn from secondary schools in Osun State. The schools and the teachers were selected through stratified sampling techniques based on school types, location, Local Education Area and gender. A structured questionnaire was used to collect data from the participants. It was divided into five sections and was validated using construct validity. The coefficient of reliability was 0.68. The findings showed that 55% of Geography teachers had access to computer but did not have the prerequisite ICT skills. Out of the modern technologies available for teaching Geography, the most commonly used are: instructional television (54%), instruction radio (59%) and video (59%).Other findings showed that 54% of Geography teachers do not know the instructional value of CDROM/ interactive web packages available free for teaching Geography. Not only this, 84% of the teachers also rarely use the news groups .While 42% rarely make use of multi-media presentation in teaching Geography. Where as many of these facilities are available free on the web for teachers use. Lastly, lack of skills and cost of utilization ranked highest as one of the factors preventing teachers from using the new technologies in teaching Geography.
The Geographic Information System (GIS) in secondary education in Serbia
Perspectives in Education, 2013
This study investigates the application of new educational technologies in geography classes. The research involved 126 students from vocational secondary schools in Serbia taking geography as a compulsory subject. We developed and applied a questionnaire for this research. The results indicate that out of several ICTs available, the majority of students are familiar with the GIS, but only one third can be said to have theoretical knowledge and practical skills for its effective implementation. Students who use the GIS stated that it is a useful tool that contributes greatly to the development of cartographic skills, which is a major advantage given the problem-oriented learning approach, and that it is highly interactive, systematic and precise. These findings suggest that the GIS and other ICTs are still not fully used and that teacher presentation remains the dominant method, which includes less innovative didactic aids. The importance of the application of the GIS in teaching and suggestions for enhancing teacher motivation to apply this technology are discussed in the conclusion.
Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools
The Third Pole: Journal of Geography Education
This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarel...