Abstract
Case studies illustrate teachers implementing geospatial technologies, such as geographic information systems (GIS), global positioning system (GPS), and remote sensing in the classrooms. Each of the teachers had participated in one of a series of professional development workshops at James Madison University. We analyze the classroom implementation using the framework developed by the Apple Classrooms of Tomorrow (ACOT) project. We find that teachers with a background and interest in project-based learning are effective in implementing geospatial technologies with their students. We discuss our findings and suggest possibilities for further research.
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Project Websites
The projects described in paper have websites that feature more detail about each project and offer access to curricular materials developed for each project.
Geospatial Semester. http://www.isat.jmu.edu/geospatialsemester
Great Outdoors, Digital Indoors (GODI). http://www.isat.jmu.edu/common/projects/godi/
Rural STEM. http://www.isat.jmu.edu/stem
Visualization in Science and Mathematics (VISM). http://www.isat.jmu.edu/common/projects/vism/
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Kolvoord, R., Charles, M., Purcell, S. (2014). What Happens After the Professional Development: Case Studies on Implementing GIS in the Classroom. In: MaKinster, J., Trautmann, N., Barnett, M. (eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3931-6_18
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DOI: https://doi.org/10.1007/978-90-481-3931-6_18
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