Over the past decade, geospatial technologies have emerged as a tool for developing spatial reasoning and cognitive processes. While the foundational Learning to Think Spatially report from the National Research Center (2006) launched research into the use of geospatial technologies in isolation, more recently, cloud-based simulation software have begun to partner with geographic information system (GIS) databases to aid instructional designers in creating simulations in fields such as geology and geography. Both of these use cases -- traditional geography instruction and immersive simulations -- undervalue the potential of GIS to address larger issues within the Instructional Design and Technology (IDT) field. This conceptual paper seeks to present the potential of GIS systems as a designerly tool which can be used to reduce the cognitive load of communicating with very complex data sets and effectively show how information dynamically changes over time. Provisioning contextual analysis as a central skill of the designer may lead to more inclusive designs than a focus on adding steps to process-based models or focusing only on tools.