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Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model ARTICLE

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Journal of Geography Volume 113, Number 6, ISSN 0022-1341

Abstract

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K-12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers' technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers' ability to integrate technology in pedagogically meaningful ways geared toward enhancing students' geographic inquiry skills.

Citation

Doering, A., Koseoglu, S., Scharber, C., Henrickson, J. & Lanegran, D. (2014). Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model. Journal of Geography, 113(6), 223-237. Retrieved August 15, 2018 from .

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