Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model

Aaron Doering, Suzan Koseoglu, Cassie Scharber, Jeni Henrickson, David Lanegran

Research output: Contribution to journalArticlepeer-review

31 Scopus citations

Abstract

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.

Original languageEnglish (US)
Pages (from-to)223-237
Number of pages15
JournalJournal of Geography
Volume113
Issue number6
DOIs
StatePublished - Nov 15 2014

Keywords

  • TPACK
  • instructional design
  • professional development
  • teacher education
  • technology-enhanced learning (TEL)

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