The Effects of Geospatial Technologies on Preservice Science Teachers' Technological Pedagogical Content Knowledge

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Hagevik, R.A. & Stinger-Barnes, P. (2011). The Effects of Geospatial Technologies on Preservice Science Teachers' Technological Pedagogical Content Knowledge. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4104-4111). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36975.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2011
Nashville, Tennessee, USA
March 7, 2011
ISBN 1-880094-84-3
  Matthew Koehler & Punya Mishra
AACE

More Information on SITE
Table of Contents

Authors

Rita A. Hagevik, Patty Stinger-Barnes, Univ. of Tennessee, United States

Abstract

This study describes how geospatial technologies (GT) were used to enhance developing technological pedagogical content knowledge (TPACK) in preservice and inservice teachers. Eight preservice elementary, two preservice secondary science, and three inservice secondary science teachers participated in an experiential course called Ossabaw Island: Ocean Beach & Estuarine Ecology Education. Data was collected pre and post using an Environmental Attitudes Survey, TPACK instrument, and participant interviews. A panel of experts evaluated the teacher-created Google Earth tour. Analysis of the survey showed overall positive environmental attitudes with no change over time and a slight positive change in environmental behaviors. A significant increase was found in technological knowledge and geospatial knowledge with no pre to inservice teacher group differences. Though the course was a brief although intense experience in nature, participants were able to describe examples of how they had used or planned to use the natural environment in teaching.

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