Geography Teachers' Technological, Pedagogical, and Content Knowledge and Practical Challenges in Integrating Geospatial Technology in Secondary Schools in Bale Zone, Ethiopia

Abstract

In Ethiopia, there is limited research indicating the level of geography teachers' knowledge and skills and classroom use in relation to geospatial technology in secondary schools. For this reason, this study assessed (1) teachers' technological, pedagogical, and content knowledge levels regarding geospatial technology; (2) practical challenges to geospatial technology integration; and (3) opportunities for using geospatial tools in selected public secondary schools in Bale Zone, Ethiopia. Using a mixed-methods approach, data were collected through questionnaires, interviews, and observations from 51 teachers and 10 department heads, selected purposively. Frequencies, percentages, means, and standard deviations were used for data analysis. Results revealed that teachers face significant gaps in technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological, pedagogical, and content knowledge. According to 80% of respondents, the deficiency is mainly because of the lack of geospatial tools in schools, limited familiarity with technology, insufficient training, and a lack of strategies for effective technology integration. However, opportunities like a few desktop computers and information and communication technology centers exist. Findings from interviews and observations corroborated the quantitative results. The study recommends that Ethiopia's education system consider providing geospatial resources, ongoing professional development, and support for integrating technology into teaching.