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Teachers Implementing GIS in 5th-12th Grade Classrooms: An Investigation of the Necessary Staff Development Experiences and Support
PROCEEDINGS

, , University of Wyoming, United States

International Conference on Mathematics / Science Education and Technology, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper reports the results of a two year study investigating the types of experiences and support necessary for in-service teachers to effectively integrate Geographic Information Systems (GIS) in their teaching/learning environments. Questions guiding the investigation included 1) can GIS be a useful tool in the classroom and 2) will teachers' participation in an extensive in-service affect their level of confidence in their ability to use GIS and/or their attitudes toward GIS as an effective tool in the classroom. Assessment measures included (1) contrasting the level and type of teacher use based on classroom observations, interviews, participation in web-based discussions, and lesson plan analyses; and, (2) teacher self-ratings on a 14-item Likert confidence and attitude instrument. The large majority of participants did plan and implement GIS lessons in meaningful contexts. Statistically significant gains were detected (p<. 001) for each of the fourteen items on the teacher survey.

Citation

Buss, A. & McClurg, P. (2000). Teachers Implementing GIS in 5th-12th Grade Classrooms: An Investigation of the Necessary Staff Development Experiences and Support. In Proceedings of International Conference on Mathematics / Science Education and Technology 2000 (pp. 95-100). Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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