Authors: Katsuhiko Oda*, University of Southern California
Topics: Geography Education, Geographic Information Science and Systems
Keywords: geography education, GIS, teacher training, professional development, K-12 education
Session Type: Paper
Start / End Time: 4:30 PM / 6:10 PM
Room: Johnson, Marriott, Mezzanine Level
Presentation File: No File Uploaded
This paper reports on the implementation of professional development and the analysis of attendees’ reflective journal entries. Twenty-four middle- or high-school teachers in total participated in five monthly sessions from January to May in 2018 to learn how to integrate GIS in a science or social science classroom. The author’s research group adopted Technological Pedagogical Content Knowledge (TPACK) as a conceptual framework to design the professional development. Many educators and professional development facilitators have used TPACK since Mishra and Koehler introduced the concept in 2006. The framework is composed of seven knowledge domains: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK). The author coded the participants’ journal entries to assess the effectiveness of the professional development. The results of the analysis suggested that the professional development based on TPACK positively influenced teachers’ learning about teaching with GIS. The participants became aware of the importance of GIS in the context of K-12 education and learned ways to integrate geospatial TK with PCK in their subject. Finally, this paper concludes with implications for designing TPACK-based professional development, which intends teachers to use GIS meaningfully and consistently in a curriculum.