Shoulder to Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration with Science and Social Studies Teachers

Autor/inn/en	Hammond, Thomas; Bodzin, Alec; Popejoy, Kate; Anastasio, David; Holland, Breena; Sahagian, Dork
Titel	Shoulder to Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration with Science and Social Studies Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 19 (2019) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Faculty Development; Curriculum Design; Curriculum Development; Geographic Information Systems; Technology Integration; Social Studies; Science Teachers; Secondary School Teachers; Partnerships in Education; Grade 9; Urban Schools; High Schools; Educational Strategies; Learner Engagement; Thinking Skills; Spatial Ability; Mentors; Researchers; Expertise; College Faculty; Instructional Materials; Interdisciplinary Approach; Social Justice; Zoning; Sustainability; Maps; Land Use; STEM Education; Scaffolding (Teaching Technique); Urban Planning; Environmental Education + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gemeinschaftskunde; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Lehrstrategie; Denkfähigkeit; Räumliches Vorstellungsvermögen; Researcher; Forscher; Expert appraisal; Fakultät; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziale Gerechtigkeit; Raumordnung; Nachhaltigkeit; Map; Karte; Bodennutzung; STEM; Stadtplanung; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies teachers in an urban high school in order to conduct teacher professional development while also developing geospatially enabled curricula to enact in their classrooms. This article includes a description of the curriculum design principles and processes, as well as an explanation of the professional development strategies as participants worked shoulder to shoulder in designing engaging classroom instruction to enhance students' geospatial thinking and reasoning skills. One of the activities presented is an example of the design and development process, and lessons learned from the pilot test implementation are presented. This article may inform similar work with geospatial technologies in teacher professional development and curriculum development. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01