Flexibly Adaptive Professional Development for Teaching Science with Geospatial Technology
PROCEEDINGS
Nancy Trautman, Cornell University, United States ; James MaKinster, Hobart and William Smith Colleges, United States
AACE Award
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Geospatial technology holds great potential for enabling students to learn science through exploration of environmental issues from local to global scales. However, implementing classroom projects that make effective use of geospatial technology is a daunting process. Teachers must become comfortable with use of various technological options and adept at deciding how to use them to meet their pedagogical goals. They also must troubleshoot a wide range of problems related to installing software, downloading data, and acquiring administrative approval for uses of technologies that have not yet become mainstream in U.S. schools. Effective professional development in support of teacher-designed geospatial technology curriculum projects must provide the flexibility necessary to meet individual teacher needs while providing technological skills and curricular support. This paper presents approaches implemented in the GIT Ahead project along with evidence of teacher success in gaining needed skills and applying geospatial technology in their science teaching.
Citation
Trautman, N. & MaKinster, J. (2008). Flexibly Adaptive Professional Development for Teaching Science with Geospatial Technology. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4791-4805). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/28023/.
Keywords
References
View References & Citations Map- Baker, T.R. (2003). Introducing GIS is the classroom: A process framework. Draft Version 2.0. Retrieved October 10, 2007, from kangis.org/learning/ed_docs/process.pdf.
- Barab, S.A., MaKinster, J.G., & Scheckler, R. (2004). Designing system dualities: Characterizing online community. In S.A. Barab, R. Kling & J. Gray (Eds.), Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press.
- Dedrick, R. (2007). Google Earth tours. Retrieved October 15, 2007, from http://www.canandaiguaschools.org/webpages/dedrickr/index.cfm?subpage=10964. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
- Glaser, B.G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter.
- Hall-Wallace, M.K., & McAuliffe, C.M. (2002). Design, implementation and evaluation of GIS-based learning materials in an introductory geoscience course. Journal of Geoscience Education, 50(1), 5-14.
- Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers' classroom practices. Journal of Research in Science Teaching, 42(6), 668-690.
- Kluge, S., Patrick, D., & Fermann, E. (2007). Designing and creating earth science lessons with Google Earth. Retrieved December 1, 2007, from http://stevekluge.com/projects/dlesege/dlesegemanual/manual.html.
- Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans, LA.
- Loucks-Horsley, S., Love, N., Stiles, K., Hewson, P., & Mundry, S. (2003). Designing professional development for teachers of science and mathematics. (2 ed.). Thousand Oaks, CA: Corwin Press.
- Malone, L., Palmer, A.M., Voigt, C.L., Napoleon, E., & Feaster, L. (2005). Mapping our world: GIS lessons for educators, ArcGIS Desktop Edition. Redlands, CA: ESRI Press.
- McClurg, P.A., & Buss, A. (2007). Professional development: Teachers use of GIS to enhance student learning. Journal of Geography, 106, 79-87.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Mouza, C. (2002). Learning to teach with new technology: Implications for professional development. Journal of Research on Technology in Education, 35(2), 272-289.
- National Research Council. (2006). Learning to think spatially: GIS as a support system in the k-12 curriculum. Washington, D.C.: National Academies Press.
- Squire, K.D., MaKinster, J.G., Barnett, M., Leuhmann, A.L., & Barab, S.L. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education, 87(4), 468-489.
- Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
- Taylor, A.R., Anderson, S., & Meyer, K. (2005). Lesson study: A professional development model for mathematics reform. Rural Educator, 26(2), 17-22.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References