GIS In-Service Teacher Training Based on TPACK

Jung Eun Hong · Francis Stonier

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Geography Education and Pedagogy Mathematics Education and Teaching Techniques Education and Technology Integration

Abstract

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge 2013What is Technological Pedagogical Content Knowledge (TPACK)?2025Contemporary Issues in Technology and Teacher Education 2009What Is Technological Pedagogical Content Knowledge 2005The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy 2003The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education

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2020WebGIS Implementation and Effectiveness in Secondary Education Using the Digital Atlas for Schools 2014Teachers' perceptions of Esri Story Maps as effective teaching tools 2015Future Teachers’ Spatial Thinking Skills and Attitudes 2018Teacher training in GIS: what is needed for long-term success?2018GIS professional development for teachers: lessons learned from high-needs schools

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