Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

Harte, Wendy

doi:10.1080/00221341.2017.1310274

Cited by 17 publications

(7 citation statements)

References 27 publications

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“…It is possible these teachers also had more confidence in their abilities to teach with GST because of their increased proficiency with the technology. This is aligned with previous studies that indicated teachers' confidence increased as a result of increasing their skills (e.g., Almquist et al, 2014; Harte, 2017; Price et al, 2014). There is some evidence that instruction that is aligned with Geospatial Inquiry principles leads to a more positive student perception (e.g., Milson & Earle, 2008), student engagement, and student achievement (Bodzin, 2011; Bodzin et al, 2014; Claesgens et al, 2013; Kulo & Bodzin, 2013), but no studies have linked an increase in technological performance skills to student interest.…”

Section: Discussionsupporting

confidence: 91%

“…PLD design that helps teachers integrate GIS into the classroom is well documented (e.g., Bednarz, 2004; MaKinster et al, 2014). The focus of effective programs is on teaching with GIS as opposed to teaching technology skills in isolation (e.g., MaKinster et al, 2014; Moore et al, 2016; Trautmann & MaKinster, 2010); however, building GIS skills through application is important to increase teachers' confidence to implement in classrooms (e.g., Almquist et al, 2014; Harte, 2017; Moore et al, 2016; Price et al, 2014). Identifying the utility of this PLD is critical for both participants and school administration, as teachers are more likely to learn GIS skills when they perceive its' usage will improve their teaching (Trautmann & MaKinster, 2010) and the more support teachers receive from the school, the more likely they are to attend PLD (Lay et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

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The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Rubino‐Hare,

Whitworth,

Boateng

et al. 2023

J Res Sci Teach

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Advances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST‐integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST‐focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high‐quality Geospatial Inquiry. Students (n = 1924) completed a post‐lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Rubino‐Hare,

Whitworth,

Boateng

et al. 2023

J Res Sci Teach

View full text Add to dashboard Cite

show abstract

“…Salam et al (2019) assert that a systematic review helps discover the outcomes of most studies conducted in a related field of study. This agrees with Harte (2017), who argues that a systematic review values the results of other studies, especially those of scholars who are experts in the same field of study. This study focused on geography experts in pre-service teacher training at universities that included GIS skills in their geography content.…”

Section: Methodology and Methodssupporting

confidence: 87%

“…The improvement of content and better teaching methods by teachers of geography students are necessary to improve the quality of future geography teachers. Practices learned and skills gained in an environment such as this may help student teachers in the discipline of geography present content in more interesting, effective, and convincing ways to their students (Harte, 2017). This is in agreement with studies conducted on the inclusion of geospatial technology in the education of geography student teachers in America, England and the rest of the United Kingdom, Israel, New Zealand, and South Africa (Golightly, 2019;Harte, 2017;Jo, 2016;Medzini et al, 2015;Mitchell, 2018;Mzuza & Van der Westhuizen, 2019;Walshe, 2017).…”

Section: How the Inclusion Of Gis And Sdl Skills Enhances Quality Edu...supporting

confidence: 73%

Improving the quality of Geography Teacher Education through Geographical Information Systems and Self-Directed Learning

Mzuza,

Van der Westhuizen

2023

JoGEA

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Quality education in institutions of higher learning is vital in the contemporary world. Although some studies have been conducted on quality education in higher education, no study has focused on the enhancement of quality education through the inclusion of geographical information systems (GIS) as a tool and self-directed learning (SDL) skills in geography teachers’ education where Dewey’s theory of education was applied. This study applies a systematic review to examine the connectivity between teaching through GIS and the enhancement of SDL skills in geography teachers’ education. The study also discusses how the inclusion of GIS and SDL skills in geography teachers’ education at university helps to enhance quality education. Results of studies indicate that there is a connection between GIS, SDL, and the enhancement of quality education in geography teachers’ education. The study thus recommends that GIS and SDL skills should be included in teacher education for student teachers to be productive in society.

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“…Inquiry learning combined with Information and Communication Technology improves students' ability to conduct scientific research and collaboration skills (Kuisma, 2017). Using geospatial technology can develop students' spatial thinking skills through collecting, manipulating, analyzing, and displaying spatial information from locations in the real world (Harte, 2017).…”

Section: Discussionmentioning

confidence: 99%

Geographical Inquiry with Geospatial Virtual Panoramic: Can Improve the Spatial Skills of Geography Students?

Saputro,

Putra,

Rahayu

2023

edueksos

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Thinking spatial is essential for students to develop in geography learning. This is useful for students to analyze geosphere phenomena from a spatial perspective. The selection of a learning model is critical to develop students' abilities. However, the ability to think spatially in class XII IPS 2 MAN Kota Blitar is still low. A students' spatial thinking skills in the precycle, namely 43.77. One of the reasons for this lack of spatial thinking skills is that teachers lack innovation in using instructional media and often use the lecture method. This research aims to improve learning and students' spatial thinking skills by applying the geographic inquiry model with the help of a virtual panoramic geospatial. The type of research used is Classroom Action Research (CAR), which is divided into two cycles with descriptive quantitative analysis. The results show that after applying the geographical inquiry model with the help of a panoramic virtual geospatial, the spatial thinking ability test score for cycle 1 was 64.76, and cycle 2 was 77.56. This indicates that students' spatial thinking skills always increase every cycle. Implementing the geographic inquiry model, assisted by a virtual panoramic geospatial, can help students better interpret a geographical phenomenon from a spatial perspective.

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Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching

Cited by 17 publications

References 27 publications

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Improving the quality of Geography Teacher Education through Geographical Information Systems and Self-Directed Learning

Geographical Inquiry with Geospatial Virtual Panoramic: Can Improve the Spatial Skills of Geography Students?

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