The Readiness of Teachers to the Application of GIS and ICT in teaching Geography at the Secondary Level in Limpopo province, South Africa

The use of information and communication technology (ICT) and geographic information systems (GIS) in the teaching of Geography in higher secondary schools is a modern technique in Geography pedagogy. The goal of this study was to look into the readiness of Geography teachers in Limpopo’s secondary schools to include ICT and GIS in routine teaching-learning processes. The study employed a mixed research approach, including the descriptive survey research design, which was implemented in this research. The participants of the study schools consisted of 15 teachers from 5 schools in Limpopo. The schools were chosen using simple random sampling, with the teachers being selected purposively. Questionnaires and interviews were scheduled at every selected school for a certain period, which gave participants enough time to reflect on the questions. The data collection procedure was followed by data analysis. Quantitative data (questionnaires) were processed and analysed with the Statistical Package for Social Science (SPSS), version 24.0. The study findings outlined that regardless of the age or experience in the teaching field of Geography teachers, many schools in Limpopo, especially those found in deep rural have teachers who are not prepared to integrate ICT and GIS when teaching due to a lack of adequate access to good internet, electricity and limited equipment such as laptops. The study recommended that the school administration and Government stakeholders should make decisions on the sort of ICT infrastructure to purchase as well as the technical assistance required. The study contributes to academic scholarship by exploring teacher preparedness, thereby identifying gaps in skills and resources that require attention. Keywords: Teachers’ readiness, GIS, ICT, Geography, Interviews, Questionnaire, Mixed approach.