Download or read book Analyzing the Diffusion of Geospatial Technologies as Instructional Tools in High School Geography Education written by Mary D. Curtis and published by . This book was released on 2015 with total page 772 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Digital Geography written by Andrew J. Milson and published by IAP. This book was released on 2008-02-01 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.
Download or read book Teaching Science and Investigating Environmental Issues with Geospatial Technology written by James MaKinster and published by Springer Science & Business Media. This book was released on 2013-11-05 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes. The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience. In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field. This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.
Download or read book Geospatial Technologies and Geography Education in a Changing World written by Osvaldo Muñiz Solari and published by Springer. This book was released on 2015-08-31 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
Download or read book International Perspectives on Teaching and Learning with GIS in Secondary Schools written by Andrew J. Milson and published by Springer. This book was released on 2014-11-28 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes, locating new businesses, responding to emergencies, and researching climate change. GIS is also having a major impact in the classroom. Students and teachers around the world are using this significant emerging technology in the secondary school classroom to study social and scientific concepts and processes, to broaden their technical skills, and to engage in problem solving and decision making about local and global issues. International Perspectives on Teaching and Learning with GIS in Secondary Schools brings together authors from 34 countries who profile the current status of GIS in secondary school teaching and learning in their country. Each chapter includes a summary of the country’s educational context, a case study illustrating how GIS is used in secondary schooling, and an assessment of the opportunities and challenges in teaching and learning with GIS now and in the future. The book demonstrates that GIS is not only a technological tool to be used in the classroom, but also a catalyst for motivation, encouragement, and cooperation in understanding and solving global problems. The most up to date and extensive survey of GIS in the secondary education landscape, covering both principles and practice. Professor David Maguire, Pro-Vice-Chancellor, Birmingham City University, UK International Perspectives on Teaching and Learning With GIS in Secondary Schools is a highly relevant, critically important, reflective contribution to the literature, providing strong arguments supporting the inclusion for spatial studies for all in secondary school education. Karl Donert, President, EUROGEO This is an invaluable and inspirational examination of innovation in geospatial technologies in secondary schools around the world. Each chapter contains practical models for how to integrate powerful tools for spatial analysis into a range of subjects. It will be useful to classroom teachers and administrators seeking pathways to implementation and teacher educators considering how to prepare the next generation to use geospatial technologies. Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX, USA
Download or read book Geospatial Technologies in Geography Education written by Rafael de Miguel González and published by Springer. This book was released on 2019-05-21 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses new pedagogies focusing on the use of geospatial technologies and geomedia in the classroom. Today, geospatial technologies are substantially influencing geography teaching and learning, particularly in secondary education. Web-GIS, virtual globes, storytelling, maps and apps for mobile devices are transforming the nature and design of geography curricula, instructional processes, didactics, resources and assessments. Undoubtedly, geography is among those school subjects that have benefited most from the implementation of new technologies in the classroom. Geospatial technologies can be used to develop inquiry-based learning or project-based learning pedagogies and help students to acquire spatial reasoning and spatial citizenship skills in the context of education for sustainable development. This book highlights a range of initiatives, projects and educational practices – from several European countries and settings – related to geospatial challenges in geography education. Given its scope, it will be equally appealing to scientists, students and teachers of geography and other fields using geospatial technologies and geomedia.
Download or read book Geography Education in the Digital World written by Nicola Walshe and published by Routledge. This book was released on 2020-10-07 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education. Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world: Professional practice and personal identities. Geographical sources and connections. Geospatial technologies. Geographical fieldwork. This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.
Download or read book Spatial Citizenship Education written by Euikyung E. Shin and published by Routledge. This book was released on 2018-09-21 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spatial Citizenship Education is an innovative exploration of ways to engage and promote citizenship through a deeper understanding of spatial and geographic perspectives. The authors propose that recognizing the relationship between space and citizenry enables productive and positive engagement with important societal issues such as equity, justice, and environmental stewardship. By providing a historical overview of geography’s contribution to citizenship education, including progress made and challenges faced by educational reform movements, this collection shows how geography can contribute to a new type of citizen—one with an enhanced understanding of the world as seen through the key concepts of geography: space, place, scale, power, and human-environment relationships. Through a theoretical explanation of key citizenship ideas, and by providing practical, classroom-based teaching tools, this volume will be essential for geography education researchers and social studies educators alike.
Download or read book Learning Science Through the Innovative Use of Geospatial Technologies written by Michael Barnett and published by Springer. This book was released on 2012-04-29 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: The extraordinary gains in computer performance over the past two decades have been paralleled by a related growth in geospatial applications. An important reason for this proliferation is that these tools provide a convenient framework for multidisciplinary analysis and synthesis of data in environmental science, earth science, and the social sciences in particular. The value of geospatial technology for learning is not new, as for more than a decade, educators have recognized the promise of geographic geospatial technologies to support learning through inquiry across the social and natural sciences. However, only recently with the rise of easier to use geospatial technologies such as Google Earth and similar resources have educators been able to critically examine how geospatial technologies can support students in learning. In fact, the nature of geospatial technologies with its ability to allow users to examine and visualize large data sets and to discern patterns from those data presents an excellent opportunity to better understand how educators can support students in higher level thinking skills. Now is the time for a summation of this rapidly emerging field as there has been significant work examining the learning impacts of having students use geospatial technologies that is either happening now or has just reached completion. This edited book will serve to define the field of learning environment design for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. Further, this book will be complementary to MaKinster, Trautmann, and Barnett’s book Teaching Science and Investigating Environmental Issues with Geospatial Technology: Designing Effective Professional Development for Teachers. Whereas MaKinster’s et al. book focuses on teacher professional development, this book will focus strictly on student learning outcomes and the design of geospatial environments for K-16 students. As a result, this book will provide a framework for future projects and research on learning in K-16 settings.
Download or read book Teaching Geographic Information Science and Technology in Higher Education written by David Unwin and published by John Wiley & Sons. This book was released on 2011-11-29 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geographic Information Science and Technology (GISc&T) has been at the forefront of education innovation in geography and allied sciences for two decades. Teaching Geographic Information Science and Technology in Higher Education is an invaluable reference for educators and researchers working in GISc&T, providing coverage of the latest innovations in the field and discussion of what the future holds for GI Science education in the years to come. This book clearly documents teaching innovations and takes stock of lessons learned from experience in the discipline. The content will be of interest both to educators and researchers working in GISc&T, and to educators in other related fields. More importantly, this book also anticipates some of the opportunities and challenges in GI Science and Technology education that may arise in the next decade. As such it will be of interest to chairs, deans, administrators, faculty in other subfields, and educators in general. Innovative book taking a look at recent innovations and teaching developments in the course provision of GI Science and Technology in higher education. Edited by leaders in the field of GISc&T who have been at the forefront of education innovation in GI Science and allied science subjects. Provides coverage of GISc & Technology in a range of institutional settings from an international perspective at all levels of higher education. An invaluable text for all educators within the field of GISc&T and allied subjects with advice from experts in the field on best practice. Includes coverage and practical advice on curriculum design, teaching with GIS technology, distance and eLearning with global examples from leading academics in the field.
Download or read book The Inclusion of Geospatial Technologies and Geographic Information System in the Middle and High School Social Studies Curriculum in Connecticut written by Tracy Lynn DeGrazia and published by . This book was released on 2015 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social studies has been marginalized in schools in Connecticut. Geospatial technologies such as GIS and Google Earth can be used in social studies classrooms to enhance students' learning, and strengthen geography's importance within the social studies curriculum. The purpose of this study is to advocate for the inclusion of GIS and Geospatial Technologies (GSTs) into the middle and high school social studies curriculum in Connecticut. The main focus group of the study is social studies teachers in middle and high schools in Connecticut. A survey was conducted to gauge the level that geospatial technologies are being used in Connecticut schools, and if teachers have training in geospatial technologies. Educational curriculum materials were also consulted in order to determine the future of geospatial technologies at both a national and state level. Multiple classroom experiences were analyzed to determine a best approach to including GSTs and GIS in the middle and high school social studies curriculum. The research showed that geospatial technologies are being used within social studies classrooms in Connecticut. Most often the technology being used is Google Earth, with a small percentage of the teachers using GIS. Even though a majority of teachers surveyed were already using GSTs in their classroom, only a small percentage of them had attended a professional development workshop that was focused on GSTs. Thus many of the teachers were not familiar at all with GIS. The national social studies curriculum framework College, Career, and Civic Life (C3) specifically mentions GIS and GSTs numerous times within the framework, and how they are an important tool in cultivating the inquiry-based approach that is the focus of the frameworks. The C3's make an important distinction that these technologies are important tools in teaching students social studies. GIS and GSTs still have some time until they will be adopted widely for classroom use in Connecticut, we as professionals and academics need to lend support to teachers to help further their inclusion in the classroom.
Download or read book Geospatial Research Concepts Methodologies Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2016-04-11 with total page 2035 pages. Available in PDF, EPUB and Kindle. Book excerpt: Having the ability to measure and explore the geographic space that surrounds us provides endless opportunities for us to utilize and interact with the world. As a broad field of study, geospatial research has applications in a variety of fields including military science, environmental science, civil engineering, and space exploration. Geospatial Research: Concepts, Methodologies, Tools, and Applications is a multi-volume publication highlighting critical topics related to geospatial analysis, geographic information systems, and geospatial technologies. Exploring multidisciplinary applications of geographic information systems and technologies in addition to the latest trends and developments in the field, this publication is ideal for academic and government library inclusion, as well as for reference by data scientists, engineers, government agencies, researchers, and graduate-level students in GIS programs.
Download or read book Geography Education for Global Understanding written by Ali Demirci and published by Springer. This book was released on 2018-04-26 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.
Download or read book The Adoption of Geospatial Technologies for Teaching Geography at Latin American Universities written by Jose Alejandro Cascante Campos and published by . This book was released on 2019 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faculty at geography departments can contribute to student's geographic learning by helping them to develop geospatial technologies (GST) knowledge and skills. However, it is still unknown the extent to which faculty adopt and use GST for teaching purposes. The current research addressed the topic by analyzing the factors that drive faculty at Latin American Universities to adopt and use five GST: desktop GIS, web-based GIS, remote sensing, GPS, and digital globes. The study used Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework for understanding the factors that explain the faculty level of adoption and use of a GST. From this perspective, faculty decision is based on the internalization of internal and external factors that influence the adoption and use of a technology. The theory assumes that the intention to use a technology is driven by the performance expectations, effort expectations and social influence. The use of a GST is predicted by the facilitating conditions and the intentions to use the technology in the classroom. In addition, it is possible to analyze the effect that certain moderating variables have in the adoption and use of a technology, including intraregional variations. The research followed a quantitative approach, using a cross-sectional survey design. A spatially stratified random sampling was developed considering subregions, gender, and the field of expertise as variables. The purpose was to generalize results for the whole region, based on data collected from 337 participants through an online survey. The analysis was performed using the Structural Equation Modeling method for each GST, comprised of the analysis of the measurement model-including a confirmatory factor analysis, reliability, convergent and discriminant validity analysis-followed by the analysis of structural model through using multiple regression analysis, and a multigroup invariance analysis with the purpose of looking at difference on the moderating variables that explain the faculty profile. The results confirmed that faculty who perceived the pedagogical benefits of using any GST, report an ease of using and learning of these technologies, and tend to have a positive perception of the opinion of people influential to them about the use of the GST for teaching purposes are more likely to have greater intentions to use the GST-except for the social influence effect on desktop GIS. In addition, faculty who have more intentions to use the technology and report adequate organizational and administrative resources were more likely to have a frequent use of any GST. It is also important to recognized that there is a distinctive profile of faculty for each GST regarding adoption and use of GST. The field of expertise, age, and professional experience were identified as more relevant variables across paths of the UTAUT model. The outcomes also suggest differences that exists among faculty working in Brazil, other South American countries, and Mexico, Central America, and the Caribbean. The results confirmed the importance of considering the pedagogical, technological, and working environment components when developing professional development programs for faculty in higher education, and the need for considering differences among faculty for increasing the GST use in the classroom, since not all the technologies have the same adoption and use patterns. The research also provides valuable insights for thinking on successful strategies for including new emerging GST in geography departments.
Download or read book Learning to Think Spatially written by National Academies Press (U.S.) and published by . This book was released on 2006 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Spatial thinking is a cognitive skill that can be used in everyday life, the workplace, and science to structure problems, find answers, and express solutions using the properties of space. It can be learned and taught formally to students using appropriately designed tools, technologies, and curricula. This report explains the nature and functions of spatial thinking and shows how spatial thinking can be supported across the K-12 curriculum through the development of appropriate support systems. A geographic information system (GIS) is an example of a support system that, with recommended redesigns, can foster spatial thinking across the curriculum. The report calls for a national initiative to integrate spatial thinking into existing standards-based instruction across the school curriculum such as in mathematics, history, and science classes; it does not require the development of a new, separate course focusing solely on spatial thinking. The goal of this initiative is to create a generation of students who learn to think spatially in an informed way."--Provided by publisher.
Download or read book The Role of Geospatial Technologies on Developing Spatial Thinking of Secondary School Students in Geography Learning written by Xiang, Xi and published by . This book was released on 2014 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Geospatial Technologies and Homeland Security written by Daniel Sui and published by Springer Science & Business Media. This book was released on 2008-05-25 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Homeland security and context In the Geographical Dimensions of Terrorism (GDOT) (Cutter et al. 2003), the first book after 9/11 to address homeland security and geography, we developed several thematic research agendas and explored intersections between geographic research and the importance of context, both geographical and political, in relationship to the concepts of terrorism and security. It is good to see that a great deal of new thought and research continues to flow from that initial research agenda, as illustrated by many of the papers of this new book, entitled Geospatial Technologies and Homeland Security: Research Frontiers and Future Challenges. Context is relevant not only to understanding homeland security issues broadly, but also to the conduct of research on geospatial technologies. It is impossible to understand the implications of a homeland security strategy, let alone hope to make predictions, conduct meaningful modeling and research, or assess the value and dangers of geospatial technologies, without consideration of overarching political, social, economic, and geographic contexts within which these questions are posed.
