GIS can be an effective tool to promote change and growth for students, teachers, skill development, classroom organization, instructional methodology, curricular content, and community participation, all at the same time. People define answers according to the questions they ask and the parameters they establish. GIS provides methods with which to explore alternative responses for specific problems and situations. Users still need to define what constitutes a satisfactory answer to their question. Critical thinking plays a primary role in using GIS effectively.
Explorations thus involve profound challenge for learners.
Students and teachers can both be active learners at the same time. By developing new skills and exploring new understandings of a variety of topics, teachers can model for students the process and value of lifelong learning. Because the computer is a powerful tool for exploring similar content through divergent paths, students engaged in GIS can progress in varied ways, in a style and at a pace more appropriate for their individual interests, strengths, and needs. Active exploration with GIS can more easily match the multiple modes of information access which different students need, while still affording each the chance to contribute to group activities and providing each a powerful opportunity for constructing individual visions of the world. Assessment of student progress, achievement, or development can be accomplished in multiple fashions, in ways that are appropriate to the students interests, the school curriculum, and the community needs.