Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic PROCEEDINGS
Aaron Doering, Charles Miller, Cassandra Scharber, University of Minnesota, United States ; George Veletsianos, University of Manchester, United Kingdom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
How should a K-12 geography teacher use a geospatial technology such as Google Earth in the classroom? Should they have students pinpoint a series of locations and measure the connecting distances, essentially using the technology as a mere digital representation of the traditional globe? Or, should they encourage learners to harness the powerful data-driven affordances of the technology to make and justify decisions on contemporary issues (for example, where to build a hospital in downtown San Francisco based on factors of seismic activity and population density)? We believe it is the latter scenario – this is the foundation of GeoThentic. However, there is a necessary level of technological, pedagogical, and content knowledge that an instructor must develop in order to apply this scenario successfully in the classroom.
Doering, A., Miller, C., Scharber, C. & Veletsianos, G. (2009). Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 221-228). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2009 AACE