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Zimbabwe is one of Africa's developing countries facing challenges in delivering quality education to its people. Most teachers lack the training needed to assist students to learn and this has resulted in low literacy rates in the country. Although UNICEF ranks Zimbabwe as one of the countries with high literacy rates in Africa, more effort is needed to improve and raise the quality of education in the country. The advent of open distance learning (ODL) is becoming more relevant in the country as more students prefer to learn through distance education in the comfort of their homes instead of the traditional face-to-face interaction which has been in existence for centuries. The study seeks to examine the application of the concept of geotagging technology in ODL transformative teacher development. It is presumed that geotagging will proffer a revolutionary and scientific approach in non-formal education and thus raising transformative prospects for teacher development in Zimbabwe.