Properties and impacts of TPACK-based GIS professional development for in-service teachers

This article reports on professional development in which twenty-four middle- or high-school teachers learned about integration of the Geographic Information System (GIS) in science or social science classes. We analyzed qualitative data obtained from the participants to examine two research questio...

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Published inInternational research in geographical and environmental education Vol. 29; no. 1; pp. 40 - 54
Main Authors Oda, Katsuhiko, Herman, Thomas, Hasan, Angela
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2020
Subjects
Active Learning
Computer Software
Faculty Development
Geographic Information Systems
GIS
High School Teachers
Inquiry
Inservice Teacher Education
Instructional Effectiveness
K-12 education
Map Skills
Middle School Teachers
Pedagogical Content Knowledge
professional development
Science Instruction
Technological Literacy
technology instruction
Technology Integration
TPACK
California (Los Angeles)
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Abstract This article reports on professional development in which twenty-four middle- or high-school teachers learned about integration of the Geographic Information System (GIS) in science or social science classes. We analyzed qualitative data obtained from the participants to examine two research questions. 1) What were the most relevant and useful skills and knowledge the teachers acquired from this professional development? And, 2) what were the approaches they intended to use in integrating GIS with instruction. We sought to understand the properties and impacts of our professional development designed through Technological Pedagogical Content Knowledge (TPACK). The article concludes with implications for further research on geospatial training in the TPACK theoretical framework.
AbstractList This article reports on professional development in which twenty-four middle- or high-school teachers learned about integration of the Geographic Information System (GIS) in science or social science classes. We analyzed qualitative data obtained from the participants to examine two research questions. 1) What were the most relevant and useful skills and knowledge the teachers acquired from this professional development? And, 2) what were the approaches they intended to use in integrating GIS with instruction. We sought to understand the properties and impacts of our professional development designed through Technological Pedagogical Content Knowledge (TPACK). The article concludes with implications for further research on geospatial training in the TPACK theoretical framework.
Audience Junior High Schools
High Schools
Middle Schools
Secondary Education
Author Herman, Thomas
Oda, Katsuhiko
Hasan, Angela
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  organization: California Geographic Alliance, San Diego State University
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  givenname: Angela
  surname: Hasan
  fullname: Hasan, Angela
  organization: Rossier School of Education, University of Southern California
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SubjectTerms Active Learning
Computer Software
Faculty Development
Geographic Information Systems
GIS
High School Teachers
Inquiry
Inservice Teacher Education
Instructional Effectiveness
K-12 education
Map Skills
Middle School Teachers
Pedagogical Content Knowledge
professional development
Science Instruction
Technological Literacy
technology instruction
Technology Integration
TPACK
Title Properties and impacts of TPACK-based GIS professional development for in-service teachers
URI https://www.tandfonline.com/doi/abs/10.1080/10382046.2019.1657675
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