Computerized information processing is profoundly altering, even revolutionizing, the potential for planning and decision support resulting in greatly increased demand for professionals with the knowledge and skills to use this new technology, especially its expression in geographic information systems (GIS). Drawing upon the authors' experience in teaching GIS to planners, this article proposes a strategy for staffing the planning side of the GIS revolution. It speculates about reasons for lag in introducing GIS in planning schools, describes the potential for use of GIS tools in planning, and presents a case study of the introduction of GIS into the curriculum at the University of North Carolina at Chapel Hill.
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