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Shoulder-to-Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration With Science and Social Studies Teachers

, , Lehigh University, United States ; , Popejoy STEM LLC, United States ; , , , Lehigh University, United States

CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies teachers in an urban high school in order to conduct teacher professional development while also developing geospatially enabled curricula to enact in their classrooms. This article includes a description of the curriculum design principles and processes, as well as an explanation of the professional development strategies as participants worked should to shoulder in designing engaging classroom instruction to enhance students’ geospatial thinking and reasoning skills. One of the activities presented is an example of the design and development process, and lessons learned from the pilot test implementation are presented. This article may inform similar work with geospatial technologies in teacher professional development and curriculum development.

Citation

Hammond, T., Bodzin, A., Popejoy, K., Anastasio, D., Holland, B. & Sahagian, D. (2019). Shoulder-to-Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration With Science and Social Studies Teachers. Contemporary Issues in Technology and Teacher Education, 19(2), 279-301. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 21, 2019 from .