Introduction
The following predictions of the likely scenario for the role and effect of recluwlogy in the teaching of Geography in secondiJry schools by
the year 2000 are based on a Delphi Study employing a panel of experts with a national reputation and credentials in computer assisted
learning (CAL) in geography. Each smrement has been agreed by at least 21 of the 24 panellists.
Overall the panel are happy with the way they foresee things developing: unless otherwise indicated, their consensus view is that every
expecred change mentianed below is desirable or very desirable, though a few other highly desirable improvements such as additional
technical suppart sfiJjf and expanded resources centres in schools were thought likely to occur only to a limited extent.
Teaching methods
Computers will be regarded as a routine resource for azt similar to paper, pencil or book and they will be used in virtually aU areas of the
curricuhon Teachers will be keen to use new tecluwlogy and through the National Council for Educational Tecluwlogy, the
Microelectronics Education Suppart Unit (MESU) initio! and in-service training, they will be folly trained in its use.
The teacher-pupil relationship will change: teachers will not dominare - they will become focilitators. There will be greater pupil activity
and nwbiUty in the classroom, increased pupil-centred learning through compurerised project work of all kinds, more experiential and
enquiry-based learning and more group learning activities ( eg focused on computer-based decision-making or problem solving exercises).
In fieldwork, there will be greater use of peripherals and data loggers to gather dam, such as weather readings or noise levels. Portable
and lap-top computers will be used actually in the field.
Although all these were seen as highly desirable changes, it was thought rather unfortunare that there might be a slight reduction in the
breadth or geographical study resulting from increased in-depth project work using computers.