WebGIS tools are easier, faster, and more powerful than ever before; they are at the fingertips of educators and students alike in many places around the world. Educa- tional research supporting the use of WebGIS is promising. From enhancing student
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learning outcomes and affect to reducing teacher preparation time and technical challenges, the tools and methods have proven their worth. The capacity for webGIS to support educational priorities like STEM and career readiness, instruc- tional practices like Project Based Learning and constructivism, and overcome previous technical issues like data scale, size, and complexity all add to the advancement of webGIS in education. While a few challenges remain, largely due to bandwidth, these will continue to improve as that bandwidth becomes more ubiquitous, stable and faster. The influences of webGIS will, if it hasn’t already, change the landscape of geographic and science education in schools and universities around the world.
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Chapter 10
Teaching GIS and Other Geospatial Technologies to In-Service Teachers
Jung Eun Hong
Abstract Since the early 1990s, geospatial technologies (GSTs) have been reported as effective and useful instructional tools in K–12 education to improve students’learning and enhance their critical thinking, spatial thinking, and problem solving skills. However, the number of teachers who are implementing those technologies in their classrooms is still pretty low. Among various identified barriers, the major ones are teachers’ lack of background and lack of time to learn, practice, and develop lesson plans using GSTs. In order to solve these barriers, many researchers and professionals in different countries have been providing various kinds of training for in-service teachers. In this chapter, six models of in-service teacher training of GSTs—project-based learning, community partnership, iterative training, minimal Geographic Information System, snowball dispersion, and online training—are introduced and reviewed with exemplary case studies conducted in several countries. The future direction of the effective and useful in-service teacher training is also discussed.
Keywords Geospatial technology • Teacher training • Instructional technology