Learning to Integrate Geospatial Technologies (GST) into K-12 Classrooms
Topics: Geography Education
, Geographic Information Science and Systems
, Education
Keywords: geospatial technologies for education, teaching and learning, teacher education, K-12 classrooms, professional development
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:
Injeong Jo, Texas State University
Sojung Huh, Texas State University
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Abstract
Geospatial technologies (GST), such as geographic information systems and remote sensing, have the potential to facilitate student inquiries and problem-solving skills in geography classrooms (Doering et al. 2014; Walshe 2017). However, the GST adoption rate in US K–12 classrooms is low (Collins and Mitchell 2019; Doering et al. 2014; Hong and Stonier 2015) and often attributed to teachers lacking the knowledge and skills needed to effectively use GST for teaching. Previous research investigated the challenges teachers experience while learning and using GST with the available school resources, as well as teacher confidence in and prior experience with using GST. Few studies have examined the specific types and aspects of GST that influence their use or non-use by teachers. It is important to understand what opportunities and challenges teachers face because the findings will guide the design of teacher education programs to enhance teachers’ GST knowledge and skills. The specific objectives of this study are to understand the opportunities and challenges teachers face while learning to integrate GST into their classrooms and to examine the effect of a semester-long course that uses a curriculum-based approach to educational technologies on participating teachers’ overall knowledge, skills, and confidence using GST for teaching.
Learning to Integrate Geospatial Technologies (GST) into K-12 Classrooms
Category
Virtual Paper Abstract
Description
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