This article explores the pedagogical issues associated with reconstructing Geographic Information Systems (GIS) instruction into a form more directly linked to the substantive heart of the planning discipline. It surveys the broad terrain of GIS pedagogy and reviews the fit of prevailing instructional modes with the pedagogical mission of planning. Drawing on the insights gained from this review, the article then discusses the key design challenges planning educators must confront to repackage GIS instruction into a more planning-relevant form. Outlining changes the author has made to his own classes, he demonstrates one form that this type of instructional strategy may take.
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