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An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom
ARTICLE

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Journal of Geography Volume 106, Number 6, ISSN 0022-1341

Abstract

This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K-12 classroom. (Contains 3 figures.)

Citation

Doering, A. & Veletsianos, G. (2007). An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom. Journal of Geography, 106(6), 217-225. Retrieved July 21, 2019 from .

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