Assessing Quality of TPACK-based GST Integration of K-12 Teachers
Topics: Geography Education
, Geographic Information Science and Systems
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Keywords: Geospatial technologies for education, teacher education, K-12 classrooms
Session Type: Virtual Paper Abstract
Day: Friday
Session Start / End Time: 2/25/2022 02:00 PM (Eastern Time (US & Canada)) - 2/25/2022 03:20 PM (Eastern Time (US & Canada))
Room: Virtual 3
Authors:
Sojung Huh, Texas State University
Injeong Jo, Texas State University
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Abstract
The aim of this study is to investigate the effect of a semester-long course focusing on geospatial technologies (GST) in K-12 education on the quality of TPACK-based geospatial technologies (GST) integration of teachers. Fourteen secondary geography and social studies teachers took Technology in Geography Education in spring 2021 and participated in the study. As a final course project, each participant developed a GST infused lesson plan. Questionnaires (before and after lesson development) and final lesson plans were collected to evaluate the GST integration and examine challenges that teachers experienced while developing GST infused lessons. The questionnaires were used to obtain the teachers’ detailed accounts for the goals and strategies for implementing GST into their lessons. To analyze the quality of a GST infused lesson plan, final lesson plans were assessed by the Technology Integration Assessment Rubric (Harris, Grandgenett and Hofer 2010) within four criteria: curriculum goals and technologies; instructional strategies and technologies; technology selections; and fit. Additionally, teachers’ difficulties while integrating GST into their lesson plan were examined by constant comparative method using the questionnaires and final lesson plan. The findings indicated that teachers are proficient in aligning GST with national and state curriculum goals. They developed structured scaffolds to ease the technological barriers that students might have by providing step-by-step instructions or forming group activities instead of working individually. However, some teachers had difficulties finding proper data sets aligning with the learning objectives. Implications for integrating GST in lesson plans will be discussed in the presentation.
Assessing Quality of TPACK-based GST Integration of K-12 Teachers
Category
Virtual Paper Abstract
Description
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