Evaluating behavioral intention to increase classroom Geotechnology usage following geoinquiry implementation

As educational practices include foundational and cutting-edge preparation, the value of problem-based instruction employing industry-standard technologies increases. Geospatial technologies (GST), are a group of professional technologies, including GIS (Geographic Information Systems), used by industries to make informed decisions with spatial data. This study investigated educator behavioral intention to use GIS/GST in classroom practice, and the moderating effect, if any, of the GeoInquiry, a curricular resource. The UTAUT framework was employed to evaluate and quantify the factors impacting behavioral intention (performance expectancy, effort expectancy, social influence, and facilitating conditions). These data were examined to identify moderation by GeoInquiry usage. One hundred and two surveys were completed by educators in 27 states. The survey results indicate a moderate statistically significant relationship between each of the factors and behavioral intention. An increase in any factor will increase behavioral intention. The mean response increased for the group that used GeoInquiries in classroom instruction, indicating correlation between each factor and GeoInquiry usage. Statistically significant differences related to using GeoInquiries in classroom instruction were identified for effort expectancy, facilitating conditions, and behavioral intention. Similar results related to the degree of GeoInquiry usage were not found. Implications include professional development for both educators and administrators, the continued development of curricular resources, and an alignment of both professional development and curricular resources to high yield instructional strategies, standards, and student engagement. Recommendations for future research include expanding the number of survey respondents, modifying items, conducting structured interviews, social network analysis, and developing curricular resources, which could impact student learning with digital mapping technology

Development of Teaching Materials Based on Geographical Information Systems: An Example on Symbolic Sites in Turkey

In the present study, ArcGIS program, widely utilized Geographical Information System (GIS) software, was used to outline the stages of material development for geography courses. The aim was to provide the teachers with an example on how to develop materials using GIS rather than developing materials for all topics of the geography courses. In that context, the basics of how to use the “Hyperlink” feature were provided through a step-by-step approach. The geography teachers may easily develop their own materials by following the foregoing stages explained in the paper. These materials may help improving the attention and attitudes of students towards courses significantly and ensure that the topics are better understood

Developing Trainee Teacher Practice with Geographical Information Systems (GIS)

There is general agreement that Geographical Information Systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees’ understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS

Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge

While Geographical information systems (GIS) are increasingly being seen in school geography classrooms, there remains significant reluctance among teachers to engage with the technology (e.g. Hong, 2017), as well as limited consideration of students’ perspectives on GIS. In response to this, we have undertaken research to explore how a programme of GIS training, integrated within a two-year A-Level examination course, develops students’ perceptions of the value and nature of GIS, their subsequent engagement with it, and its impact on their geographical knowledge. This paper reports on one strand of the longitudinal research which focuses on how tapping into the expertise of real-world, industry experts can affect students’ perceptions of the relevance of GIS to geography and support their acquisition of geographical knowledge. The project, an interpretive case study, used questionnaires, interviews and analysis of students’ work to elicit students’ developing perceptions of and engagement with GIS, as well as changes in their geographical knowledge. Results suggest that engagement with industry experts aids students’ understanding of what GIS is, allowing them to develop a more nuanced appreciation of its real-world applications; this then appears to play both a direct and indirect role in the subsequent development of students’ geographical knowledg

Using collaborative web-based maps to promote geography teaching and learning

Many education reforms are being driven by technological advancements, particularly the use of web-based maps. Nonetheless, these unprecedented changes have not been accompanied by teacher education and practice. It fails to bridge the gap between traditional resources and "digital natives" students. Geographic Information Systems (GIS) are utilized by various areas in geography, particularly web mapping applications, which are rapidly developing. GIS is recognized as a powerful technology for Geography teaching and learning, as well as for promoting interdisciplinary learning. It is essential to work with spatial representations and dimensions rather than simply using information and communication technology (ICT). GIS Mapping is an instructive opportunity.The findings of this study stem from the use of Web Mapping in a master class of elementary and secondary teachers' formation. With a long history of incorporating Web Mapping technology into the teaching and learning process, this case study stems from apedagogical style designed to foster collaborative learning. Students began by writing an individual scientific paper on a sustainability topic, which led to the eventual publication of a book, and the results were presented in a collective Story Map application. The technique encouraged pupils to learn, boosted creativity, and encouraged the acquisition of skills. Keywords: GIS, Story Map, Web Map, Geography, Interdisciplinarit