An investigation of the use of real-time, authentic geospatial data in the K-12 classroom

Aaron Doering, George Veletsianos

Research output: Contribution to journalArticlepeer-review

66 Scopus citations

Abstract

This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K-12 classroom.

Original languageEnglish (US)
Pages (from-to)217-225
Number of pages9
JournalJournal of Geography
Volume106
Issue number6
DOIs
StatePublished - Nov 2007

Keywords

  • Adventure learning
  • GIS
  • Geospatial data
  • Google Earth
  • TPCK

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