BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//pretalx.com//sotm-africa-2023//speaker//RZLXAY BEGIN:VTIMEZONE TZID:WAT BEGIN:STANDARD DTSTART:20000101T000000 RRULE:FREQ=YEARLY;BYMONTH=1 TZNAME:WAT TZOFFSETFROM:+0100 TZOFFSETTO:+0100 END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:pretalx-sotm-africa-2023-JLJXAG@pretalx.com DTSTART;TZID=WAT:20231202T140000 DTEND;TZID=WAT:20231202T142000 DESCRIPTION:RESEARCH PROPOSAL ON THE TOPIC “OPENSTREETMAP EDUCATION-TEACH ERS IN SCHOOLS”.\nABSTRACT\nOpenStreetMap is a collaborative mapping pro ject that allows individuals to contribute and access free geospatial data . The platform has grown and gained significant popularity and become an i ntegral source of data for various applications including navigation\, urb an planning\, and disaster management. Notwithstanding\, its potential in the field of education remains largely untapped. This research aims to inv estigate the use of OpenStreetMap in education\, with a specific focus on the role of teachers in schools. The role of teachers is vital in shaping students’ learning experiences and is well positioned to integrate innov ative technologies and resources into the curriculum. By incorporating Ope nStreetMap into their teaching practices\, teachers can enhance students ’ geospatial literacy\, critical thinking\, and problem-solving skills. OpenStreetMap can promote active learning collaboration and community enga gement among students. Numerous research has examined the use of OpenStree tMap in education and highlighted both its advantages and disadvantages. F or instance\, Goodchild (2007) highlighted the idea of "volunteered geogra phy\," highlighting the significant contribution that individuals may make to the geospatial knowledge available on websites like OpenStreetMap. Hak lay (2010) carried out a comparison between OpenStreetMap and conventional datasets\, emphasizing the correctness and dependability of contributed g eographic data. Additionally\, Hochmair and Zielstra (2012) evaluated the OpenStreetMap bike paths' completeness\, highlighting the potential for cr owdsourced data to supplement and improve current datasets. These studies demonstrate OpenStreetMap's important educational potential\, especially w hen teachers use it to promote student learning. Despite the potential adv antages\, there are several difficulties in incorporating OpenStreetMap in to the curriculum. Geographic Information Systems (GIS) have been implemen ted and are beneficial in secondary education\, according to Kerski (2003) \, who emphasized the significance of teacher preparation and professional development for seamless integration. This result implies that when integ rating OpenStreetMap into the educational context\, comparable issues can be relevant. This research project intends to add to the corpus of knowled ge on geospatial education and its implications for teaching and learning by conducting a thorough inquiry into the usage of OpenStreetMap in educat ion. The objectives\, methodology\, anticipated results\, and suggestions for this study are described in the following sections. Despite OpenStreet Map's (OSM) immense potential as a formidable geospatial tool\, its integr ation into the education sector\, notably in schools\, is still only parti ally complete. This raises questions regarding the teachers' lack of knowl edge of and use of OSM\, which results in a loss of opportunity to integra te practical mapping experiences and spatial data literacy into the curric ulum. Furthermore\, its widespread implementation is hampered by the lack of thorough rules and efficient methods for incorporating OSM instruction in schools. There are two issues at hand: First and foremost\, it's import ant to gauge teachers' awareness of\, familiarity with\, and perceptions o f OpenStreetMap education. Teachers might not see the advantages of OSM an d its possible uses without a strong understanding of it\, and they could be hesitant to use it in their lesson plans. Second\, the integration and use of OSM in schools may be hampered by the absence of thorough rules and efficient approaches for incorporating it into the curriculum. Teachers c ould find it difficult to negotiate the difficulties of efficiently using OSM in their classrooms without clear instructions. The educational potent ial of OpenStreetMap must be unlocked in order to enable teachers to take advantage of its advantages for improving students' spatial comprehension \, critical thinking\, and problem-solving abilities. This study seeks to offer helpful insights and recommendations for boosting OpenStreetMap educ ation among teachers in schools by researching teachers' knowledge\, exami ning the advantages and limitations\, and finding effective techniques for incorporating OSM into the curriculum. The primary objectives of the rese arch are as follows: To assess the awareness and knowledge of teachers reg arding OpenStreetMap and its potential applications in education\, to iden tify effective strategies and best practices for incorporating OpenStreetM ap into teaching and learning. to explore the perceived benefits and chall enges associated with integrating OpenStreetMap into the curriculum. to ev aluate the impact of OpenStreetMap education on student learning outcomes and engagement. This research will be guided by the following question:\n • What are is the knowledge and awareness level of teachers regarding Op enStreetmap and its potential application in education curriculum?\n• Wh at strategies and practices are best suitable for incorporating OpenStreet map into teaching and learning?\n• What are the benefits and challenges associated with integrating OpenStreetMap into school curriculum?\n• Wha t are the impacts of OpenStreetmap education on students learning outcomes and engagement?\nThe research proposal will employ a mixed method approac h combining quantitative and qualitative data collection and analysis tech niques. The study will be conducted in three phases. Phase one which will involve survey and interviews. Semi structured interviews will be conducte d with a subset of teachers to gain in-depth understanding into their expe riences\, strategies\, and recommendations regarding OpenStreetMap educati on. Phase two will involve curriculum analysis. Reviewing and analyzing ex isting curriculum documents and guidelines. Interviews with focus groups a nd curriculum developers and education policy makers will be conducted. Th e interview will shed lights on the integration of OSM into the curriculum \, challenges faced\, and strategies for successful implementation. Phase three will involve classroom implementation and evaluation. OpenStreetMap will be integrated into a smaple of classrooms and data will be collected on learning outcomes of students\, their engagements and attitudes towards the use of OSM. This research will be important to multiple stakeholders\ , including educators\, policymakers\, curriculum developers\, and student s empowering them towards advanced geospatial education research. It has t he potential to drive positive change in educational practices and foster the development of a geospatially literate society. After the research is concluded\, the expected outcomes of the research are to promote the integ ration of OpenStreetMap into education. Equip teachers and students with g eospatial literacy and enhance their critical thinking skills. DTSTAMP:20260721T080301Z LOCATION:Room 3 SUMMARY:OpenStreetMap Education- Teachers in Schools - Sia Moadeh Kamanda URL:https://pretalx.com/sotm-africa-2023/talk/JLJXAG/ END:VEVENT END:VCALENDAR