ABSTRACT
Electronic atlases, computer-assisted mapping, the Internet, and Geographic Information Systems (GIS) provide teachers with an expanding suite of exciting tools for teaching and learning about geography and environmental studies. Until recently, however, these so-called spatial information technologies (SIT) have been limited to the resources and students of postsecondary institutions (Rogerson, 1992a, 1992b). This situation is now changing in Ontario with numerous reforms to the secondary school curriculum. In 1991, the Ontario Ministry of Education adopted mandates to develop guidelines for the integration of computers into all areas of the secondary school curriculum (Ontario Ministry of Education, 1992).
