Abstract

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K-12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers' technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers' ability to integrate technology in pedagogically meaningful ways geared toward enhancing students' geographic inquiry skills.

Citation

Doering, A., Koseoglu, S., Scharber, C., Henrickson, J. & Lanegran, D. (2014). Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model. Journal of Geography, 113(6), 223-237. Retrieved August 11, 2024 from https://www.learntechlib.org/p/156417/.

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Keywords

• Capacity building
• Classroom Observation Techniques
• Elementary Secondary Education
• Geography
• Geography Instruction
• Inservice Teacher Education
• instructional design
• Instructional Innovation
• Mixed Methods Research
• models
• Observation
• Pedagogical Content Knowledge
• Pretests Posttests
• Scaffolding (Teaching Technique)
• Teacher Competency Testing
• Teacher Improvement
• Teacher Surveys
• Teaching Models
• Technological Literacy
• Technology Education
• technology integration
• Technology Uses in Education