Integrating Geospatial Technologies Into Existing Teacher Education Coursework: Theoretical and Practical Notes from the Field
Stacey Kerr, The University of Georgia, United States
CITE Journal Volume 16, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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 widely explored and considered in the teacher education literature, despite its ability to function as an engaging pedagogical tool with teacher candidates. This practitioner article discusses uses of geospatial technologies in a social studies teacher education program as a way of demonstrating how other teacher educators might use geospatial technologies to prompt teacher candidates to new ways of thinking about pedagogy and the world at large. An overview is provided of the value and relevance of integrating geospatial technologies within teacher education, followed by three examples of how geospatial technologies have been included in existing teacher education courses. In each example the activity and its connection to geospatial technologies are described, as well as the assessment and experience of teacher candidates. Teacher educators, especially those with limited experience in geospatial technology use, are provided with exemplar ways they might integrate geospatial technologies into the courses they teach—whether it be a course on methods, curriculum, a content area, or beyond.
Kerr, S. (2016). Integrating Geospatial Technologies Into Existing Teacher Education Coursework: Theoretical and Practical Notes from the Field. Contemporary Issues in Technology and Teacher Education, 16(3), 328-347. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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