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2016 Volume 16, Number 3


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 6

  1. Persistent Teaching Practices after Geospatial Technology Professional Development

    Lori A. Rubino-Hare, Brooke A. Whitworth & Nena E. Bloom, Northern Arizona University, United States; Jennifer M. Claesgens, Weber State University, United States; Kristi M. Fredrickson, Northern Arizona University, United States; Carol Henderson-Dahms, Southwest Evaluation, Inc., United States; James C. Sample, Northern Arizona University, United States

    This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and... More

    pp. 208-285

  2. Strategizing Teacher Professional Development for Classroom Uses of Geospatial Data and Tools

    Daniel Zalles & James Manitakos, SRI International, United States

    Studying Topography, Orographic Rainfall, and Ecosystems with Geospatial Information Technology (STORE), a 4.5-year National Science Foundation funded project, explored the strategies that... More

    pp. 286-309

  3. Future Teachers’ Dispositions Toward Teaching With Geospatial Technologies

    Injeong Jo, Texas State University, United States

    This study examined the effect of a minimal Web-based GIS experience within a semester-long methods course on enhancing preservice teachers’ dispositions regarding the use of geospatial... More

    pp. 310-327

  4. Integrating Geospatial Technologies Into Existing Teacher Education Coursework: Theoretical and Practical Notes from the Field

    Stacey Kerr, The University of Georgia, United States

    Although instruction related to learning management systems and other educational applications in teacher education programs has increased, the potential of geospatial technologies has yet to be... More

    pp. 328-347

  5. A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations

    Alec Bodzin, David Anastasio, Dork Sahagian & Jill Burrows Henry, Lehigh University, United States

    A curriculum-linked professional development approach designed to support middle level science teachers’ understandings about tectonics and geospatial pedagogical content knowledge was developed. ... More

    pp. 348-372

  6. Special Issue: Geospatial Technologies in Teacher Education

    Elizabeth Langran, Marymount University, United States

    For nearly 25 years, teachers, researchers, and curriculum developers have designed, tested, and evaluated teacher professional development with geospatial technologies in education. These... More

    pp. 373-379