An Assessment of Geospatial Technology Integration in K–12 Education
An Assessment of Geospatial Technology Integration in K–12 Education
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DOI：
10.1080/00221341.2019.1640271
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发表时间：
2019-07
影响因子：
3.1
通讯作者：
Zachary M. Osborne;Saskia L. van de Gevel;M. Eck;M. Sugg
中科院分区：
文献类型：
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作者：
Zachary M. Osborne;Saskia L. van de Gevel;M. Eck;M. Sugg
摘要K-12地理教育经常与其他学科分在一起，限制了学生接触地理空间技术和地理探究。我们通过一项包含44个问题的调查，探索了地理空间技术在北卡罗来纳州K-12学校的实施情况。教育工作者分享了他们的教学方法、地理空间技术整合和专业发展经验。对多个亚群的调查结果进行了统计测试，其中包括农村、城市和公立学校。结果表明，北卡罗来纳州缺乏地理州标准、专业发展机会以及大多数地理空间技术的课堂利用，这导致了北卡罗来纳州地理探究式学习的不足。北卡罗来纳州未来的K-12计划需要改变课程标准、专业培训和课堂资源。
Abstract K–12 geography education is often grouped with other subjects, limiting student exposure to geospatial technology and geographic inquiry. We explored the implementation of geospatial technology in North Carolina K–12 schools through a forty-four-question survey. Educators shared their teaching methods, geospatial technology integration, and professional development experience. Survey responses were statistically tested for multiple subpopulations, including rural, urban, and state-sponsored schools. Results suggest a lack of geography state standards, professional development opportunities, and classroom utilization of most geospatial technologies, which contribute to the deficiencies of geographic inquiry–based learning in North Carolina. Future North Carolina K–12 initiatives require changes to curriculum standards, professional training, and classroom resources.