ABSTRACT
This chapter introduces and critically examines a range of key debates about the use of GIS (Geographic Information System) in geography education in terms of the nature of GI, its educational value and the role of teacher knowledge in teaching with GIS. At the same time, evidence reflecting the educational benefits of using conventional GIS to develop student spatial skills is growing, particularly in American secondary school education. One of the most championed movements to emerge within critical GIS has been public participatory GIS (PPGIS). The other emerging GI-related technology that should be considered in this discussion is multi-source hybrid GIS that combines elements of conventional GIS. Despite the growing body of research indicating the value of using GI in geography, only a small number of UK schools are using it effectively to support geography teaching and learning. TPACK is a form of knowledge that expert teachers bring to play anytime they teach.
