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information, computational geometry, and computer science into a set of basic concepts
useful for the computer processing of spatial information.
From these beginnings, GIS technology developed more rapidly than the
corresponding educational opportunities. Once GIS became a rewarding commercial venture,
software vendors established extensive training programs in their own software. During these
early years, education about GIS was largely synonymous with professional development,
focusing on those who had already completed their formal university education. People
learned about GIS to become more familiar with software tools so that they could apply GIS
methodology on the job. GIS professional development mirrored the development of GIS
itself, beginning with natural sciences in the 1970s, expanding to urban planning and
business during the 1980s, and by the 1990s into virtually every major career path.
By 1992, a research base for GIS had been established with strong ties to the
disciplines of geography, cartography, geodesy, computer science, and remote sensing. With
the maturing of Geographic Information Science (GISc) (Goodchild 1992), education became
more complex. People were still interested in learning about GIS applications to address real-
world societal issues and problems. However, others developed an educational framework to
learn about GISc as a discipline. Others examined GIS education in the framework of research
about GISc. Still others sought to use GIS as a tool and method in education, to teach
geography, environmental studies, history, and other disciplines.
Today, GIS education is in demand more than ever as spatial tools have become
widely available as desktop clients and over the web. The integration of GIS, Global
Positioning Systems (GPS), and remote sensing tools into standard office productivity
software and in everyday devices such as mobile telephones and in-vehicle navigation
systems fuels the demand. This chapter examines the history and spectrum of GIS education,
including the major developments and organizations involved, and opportunities for educating
oneself in GIS.
Much GIS education occurs outside of educational institutions in government agencies
and private GIS software companies. Inside educational institutions, teaching about GIS
dominates at the university level, where courses in methods and theory of GIS are taught.
However, it has made considerable inroads in various disciplines across university campuses
during the past ten years, and many courses and programs in both IT and the environmental
sciences now incorporate GISc concepts and tools. Teaching with GIS began and still
dominates at the primary and secondary level, where it is used as an instructional method in
established subject content areas. Through such initiatives as the National Institute for
Technology in Liberal Education, teaching with GIS is expanding at the university level in
history, language, business, and even art.

2. Answer the following questions:

1. What is the role of GIS in education?
2. What GIS tools have become widely available?
3. What disciplines are connected with GIS?
4. Why are people interested in learning about GIS?
5. How is GIS used in business?

3. Give the English equivalents from Text 10:

Урядовий орган, некомерційна організація, швидко розповсюджуватися,
програмне забезпечення, просторова інформація, обчислювальна геометрія,
комп’ютерна обробка, дистанційне дослідження, інтеграція, глобальна навігаційна
супутникова система.