Abstract
CREST focuses on building curricular connections between schools and their communities while integrating technology in a nonhierarchical learning environment. The investigation detailed in this chapter identifies the theoretical frameworks guiding the Communities for Rural Education, Stewardship, and Technology (CREST) professional development model, examines the design principles, and describes how this methodology leads to geospatial technology integration in the science curriculum while providing concrete examples of project implementation using GIS in middle- and high-school science classrooms. The CREST professional development (PD) model consists of a series of dynamic technology trainings, college and career-awareness events, and nonhierarchical team-building activities that occur over a 5-year period. Program evaluation has identified several key factors that lead to higher degrees of success in participating CREST schools implementing local projects including effective sustainable learning community teams and administrative support.
It’s integrating technology completely. It’s building a curriculum on the heritage and strength of our community. It’s an example of how to engage kids in authentic learning. This is the biggest example we have of what education is supposed to look like.
Principal of a CREST school
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Conover, S., Kermish-Allen, R., Snyder, R. (2014). Communities for Rural Education, Stewardship, and Technology (CREST): A Rural Model for Teacher Professional Development. 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_9
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