Application of information and communication technologies (ict) in geography lessons
Application of information and communication technologies (ict) in geography lessons

Summary/Abstract: Recent development of computer technologies allows the teacher to use not only traditional media in the classroom but also to employ various modern media (VCR , ICT ). This is so selfevident that rarely are these modern media and their role in schools in the focus of empirical research. Research focusing on using and the possibilities of using media in teaching can serve as feedback for those working in this area. The research of Geography teaching at basic schools in the chosen region of the Czech Republic, realised in the form of the videostudy by the Geography Department of the Pedagogical Faculty in Brno and by the Center of the pedagogical research (CPV) in 2005–2008 (the research is indicated as CPV Geography videostudy next) revealed the whole series of problems and questions, on which the research attention should be concentrated. The research was realised on the 2nd level of basic schools and concentrated on the main aspects of Geography teaching. The systematic analysis of 50 lessons of geography in lower-secondary classrooms on “Natural conditions of the Czech Republic” makes it possible to answer the following questions: Which types of media are employed in teaching geography and in what durations? Are the modern media (informative and communicative technologies – ICT , audio, video) in Geography teaching employed more than the traditional ones? What is the role of ICT in teaching geography? The results show that modern media are employed very rarely, the traditional didactic media are more frequent (e.g. a map, a blackboard, a working sheet). The analyses showed that using ITC took on average 1:58 minutes for Geography teaching lesson, on the contrary the considerable part of teaching lessons took place without any media (18:16 minutes). The special attention was paid to the role of ICT and their position in Geography teaching. It was confirmed that ICT are quite a little used didactic media and in lessons they work as the source of information, usually copied or just passively accepted. Some situations were also analysed when lessons were realised with the help of the computer teaching programme as a source of exercises.

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