Geospatial Tools in Pre-Service Programs Shannon H. White, Assistant Director, Florida Center for Instructional Technology, University of South Florida, USA,
[email protected] Thomas R. Baker, Assistant Research Professor, Center for Science Education, University of Kansas, USA,
[email protected] Abstract: This paper will provide an overview of the common infusion strategies, for geospatial technologies in the pre-service science, social studies, and instructional technology classrooms. Geospatial software, hardware, and data will be reviewed, including digital globes, global positioning system receivers, geographic information systems (GIS), and remotely sensed data. An overview of the types, capabilities, costs, and advantages/disadvantages of geospatial tools will be explored. A theoretical framework, supporting research, and links to standards will be presented.
What is going to be shown?
This paper will provide an overview of the common infusion strategies, for geospatial technologies in the preservice science, social studies, and instructional technology classrooms around the world. Geospatial software, hardware, and data will be reviewed, including digital globes, global positioning system (GPS) receivers, geographic information systems (GIS), and remotely sensed data. An overview of the types, capabilities, costs, and advantages/disadvantages of geospatial tools will be explored. A theoretical framework, supporting research, and links to standards will be presented.
The major aspects A variety of approaches can be utilized for introducing or integrating geospatial tools into pre-service courses depending largely on the instructor’s comfort level and time available for integration. This paper presentation will review three methods of integrating geospatial tools in the class: 1) Single exposure, 2) Unit module, and 3) Standalone geospatial course for educators. A single exposure experience, the most common method of exposing future teachers to geospatial tools is effective for time-strapped courses wherein instructors are primarily concerned with providing an awareness to the technology with little application. A unit module is often used as an integrative strategy for exploring and enhancing pedagogical topics such as inquiry or project-based learning or augmenting instructional technology tools instruction, particularly databases or spreadsheets. A geospatial course for educators, often provided through grant-funded initiatives, typically teaches educators the tools and often requires curriculum development using multiple geospatial tools. Curriculum integration strategies are the lifeblood of pre-service educators struggling in their own transformation from student to educator. Implementation of geospatial technologies in practicum experiences and professional first year may range from internet-based mapping experiences, to offline data viewers, and integrated projects where students collect and create their own geospatial data analysis.
The context The Department of Labor created a profile for the geospatial industry projecting increases in the related occupations from 2000-2010 to grow anywhere from 10 to 30% (Department of Labor, 2005). According to a NASA report in 2002, "the job market demands approximately 75,000 GIS skilled workers per year." While the focus has been at the college level in education and training in geospatial technologies, the demand for geospatially literate individuals is underscored by these reports is found in all levels of student education. Due to the growing need for teachers to understand and implement advanced geospatial technologies in the classroom, it is critical to recognize and integrate these tools in pre-service teacher education programs. Geospatial tools, particularly GIS, have been shown to support a variety of critical skills for learners. The National Research Council has clearly articulated the link to (and need for) GIS as a primary catalyst and support for engaging students in Learning to think spatially (2006). Moreover the use of global positioning systems and GIS can effectively enhance inquiry in the science classroom (Baker, 2002; Crabb, 2001). Students in social studies, when using GIS, can explore the spatial context of historical events, community change and socio-political
occurrences (Alibrandi, 2003, 2002; Milson, Gilbert & Earle, 2007; Bednarz, Bednarz, Acheson, & Bednarz, 2006). Geospatial technologies can complement traditional methods with the technologies advantages of visualizations, data collection and input, and analysis. Learning experiences with geospatial technologies can be inquiry-based and focused on real-world problem solving (White, 2005).
Relevant URL's
ESRI Education Community & Resources: http://edcommunity.esri.com GISYES: http://www.gisyes.org Google Maps: http://maps.google.com Google Earth: http://earth.google.com KanGIS: http://www.kangis.org Maporama.com: http://www.maporama.com MapQuest: http://www.mapquest.com National Geographic Map Machine: http://plasma.nationalgeographic.com/mapmachine/ TerraServer: http://www.terraserver.com and http://terraserver.microsoft.com/ Topozone- interactive topographic maps: http://www.topozone.com/ USGS GIS in Education: http://rockyweb.cr.usgs.gov/outreach/giseduc.html
References Alibrandi, M. (2002). Geography is everywhere: Connecting schools and communities with GIS. Learning and Leading with Technology, 29(7), 32-37. Alibrandi, M. (2003). GIS in the classroom: using geographic information systems in social studies and environmental science. Portsmouth, NH: Heinemann. Baker, T.R. (2002). The effects of Geographic Information System (GIS) technologies on students’ attitudes, selfefficacy, and achievement in middle school science classrooms. Ph.D. Dissertation. The University of Kansas, School of Education. 204 pgs. Bednarz, S.W., Acheson, G, Bednarz, R. S. (2006). Maps and map learning in social studies. Social Education, 70 (7), 398-404. Crabb, K. (2001). Case study of geographic information system integration in a high school world geography classroom. Ed.D. Dissertation. The University of Georgia. 227 pgs. Milson, A., Gilbert, K.M., & Earle, B.D. (2007) . Discovering Africa through Internet-based geographic information systems. Social Education 71 (3), 140-145. National Research Council. (2006). Learning to think spatially: GIS as a support system in the K-12 curriculum. Down, R & deSouza, A., eds. Washington, D.C.: National Academy Press. National Aeronautical and Space Administration (NASA). (2002) Imaging Tomorrow: NWDETI Business Implementation Plan, Stennis Space Center, Office of Education. U.S. Department of Labor, Employment and Training Administration (2005). Identifying and Addressing Workforce Challenges in America' s Geospatial Technology Sector. White, S. H. (2005). Geographic Information Systems (GIS) and Instructional Technology (IT) diffusion: K-12 student and educator conceptualizations. Ph.D. Dissertation. North Carolina State University, College of Education. 353 pgs.
Other related references Audet, R., & Ludwig, G. (2000). GIS in schools. Redlands, Calif.: Environmental Systems Research Institute, Inc. Baker, T. R. (2001). The history and application of GIS in education. GIS Development, 5(1), 29-31, 42. Baker, T. R. (2005). Internet-Based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44-50. Battersby, S. E., Golledge, R. G., Marsh, M.J. (2006) Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, (105) 4. Bednarz, S.W., Acheson, G, Bednarz, R. S. (2006). Maps and map learning in social studies. Social Education, 70 (7), 398-404. Duke, B. A. (2005). Building a Successful GIS Program in a Middle School. Paper presented at the Society for Information Technology & Teacher Education International Conference (SITE), Phoenix, AZ. Kerski, J. (2003). The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education. Journal of Geography, 102(3), 128-137. Milson, A.J. & Alibrandi, M. (in press 2007). Digital Geography: Geospatial Technologies in the Social Studies Classroom. Charlotte, NC: Information Age Publishing. Parmenter, B., & Burns, M. (2001) GIS in the classroom: Challenges, opportunities, and alternatives. Learning and Leading with Technology, 28(7), 10-16. Michael P. Verdi, Steven M. Crooks, and David R. White (2003). Learning Effects of Print and Digital Geographic Maps. Journal of Research on Computing in Education 35 (2).
