Select publications may be downloaded from this page. Additional articles are available in the archive folder.
|GeoInquiries: Maps and Data for Everyone|
Ever want to take a quick, deep-dive into a map found in your students’ textbooks? Ever want to use a web-based map to bring that static, print map to life? Maybe the map you’re using would be better with interactive or near real-time data. Enter the new Earth Science GeoInquiries!
|Survey of geospatial information technologies in teacher education|
The rapidly-developing field of geospatial information technologies (GIT) includes such tools as GPS, Google Maps/Earth, and GIS. While GIT holds great potential for learning in preK-16 education, it has been unknown to what extent those who train teachers are preparing future educators to use these tools. An online survey was designed to capture data about how faculty and instructors in teacher education programs are using geospatial technologies in their teacher education courses. Analyses indicate that a wide range of tools are used, mainly in science and social studies education. Almost a third of the participants also named math education or English/language arts education as another context in which they integrated geospatial tools.
|WebGIS in Education|
In this article, the growing educative role for webGIS, both conceptually, technically, and practically will be explored, including the new affordances (e.g. collaboration, real-time data, distributed data, BYOD support, and interface customization) and constraints (e.g. bandwidth, privacy, and user management) provided by GIS in a cloud-based platform. Finally, considerations for preparing for new and pre-service teachers of webGIS, including pedagogical and technical considerations, will be discussed – providing a broad vision of the future of webGIS and how learners and educators can best utilize and prepare for that future.
|Collecting Geo-data to support classroom field studies|
Converging societal, technological and educational forces are enabling the collection of geo-data to support classroom field studies. These forces also include renewed emphasis on eco-literacy, Science, Technology, Engineering and Mathematics education, career and technology-focused education, the migration of GIS to the web, calls for increased outdoor education, and increased interest in spatial thinking across the curriculum, inquiry, critical thinking, and problem-based education. We contend that these forces could represent the tipping point that greatly expands the use of geotechnologies in education.