TEACHING EARTH SCIENCE IN THE DIGITAL ERA

Teaching a technical subject has always been a challenge in any institution of higher learning.
At the turn of the century, increasing demands for reliable information and easy access to
such information has set the precedence for the modification of curriculum to incorporate
units that emphasize the use of computers that, apart from other things, enable enhanced
digital acquisition and manipulation of data. Several approaches have been instituted to
enhance the learning curve; the setting up of Portals, implementation of relational database
management systems, and using software to generate models or even manage information in
a manner that is consistent with current expectations.
Implementing such sophisticated systems in the teaching curricula of earth science poses
several challenges. The organization has to cater for the necessary technology such as
software and computers. The teaching standards may be compromised or enhanced as a result
of incorporating digital techniques within the learning units. Accessibility to digital
information needs to be improved to supplement this endeavor. Apart from this, accuracy of
the information provided is subject to mode of acquisition, technology employed and
capacity of the man on the ground. In the final analysis, the student will be exposed to a
dynamic learning mechanism commensurate with improving technology but with an element
of doubt created by challenges imposed upon by that very own technology. An additional
problem is evidently created when the IT professionals are engaged to teach such topics to
earth science students as they are not able to effectively link the technology to practical
situations. The framing question remains as to whether the geoscientist produced under such
a dynamic system would be too dependant on technology and not the basic science itself. As
such, teaching earth science in the digital era remains a challenge.