A GeoGeek in STEM Education

....

GeoInquiries are short, standards-based inquiry activities for teaching map-based concepts in many different subject areas – all in the most commonly used disciplinary textbooks. Using either a 5-E based inquiry instructional model or the geographic inquiry cycle, GeoInquiries use ArcGIS Online technology to support subject matter content teaching. Lessons include learning objectives, technical “how-to’s”, textbook references, and formative whole-class assessment items – all packed into a single page.

Today, geoinquiry collections are available for:

Advanced Human Geography

U.S. History

Earth Systems science

Later in 2016, we anticipate releasing two new collections. In the meantime, share a geoinquiry with an educator or take a read through one of the latest publications related to geoinquiries:

GeoInquiries: Maps and data for everyone. The Geography Teacher (National Council for Geographic Education)

GeoInquiries: Free, fun interactive lessons.  TechEdge (TCEA)

GeoInquiries for US History: Five Questions and Answers. History Matters! (National Council for History Education)

Tip of the Week: History GeoInquiries and Other Cool Mapping Goodies. History tech

For the past few years, eight educational researchers have been working to produce the first pre-collegiate agenda for guiding research in geospatial technology education and learning.  The product of that labor has recently been published in the Journal of Geography from the National Council for Geographic Education.

Abstract:  Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included.

Author information, metadata, and more can be found online  at:

  https://www.researchgate.net/publication/265432663_A_Research_Agenda_for_Geospatial_Technologies_and_Lea

A new collection of geoinquiries for high school advanced human geography has been released.  The collection contains 15 activities and maps tied to the AP benchmarks for human geography and the most commonly used textbooks.  Like the Earth Science and US History geoinquiries, each activity is intended to take about 15 of instructional time to deliver to students.

The authoring team included Dr. Seth Dixon, Mr. Chris Bunin, and Dr. Megan Webster.  Maps.com produced much of the data and many of the maps used in the collection.

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. 

Download paper:

Research Gate

Mendeley

A GPS receiver can be a powerful ally when engaging students in problem-solving events. Often in student inquiries, learners collect data from the natural world and try to make sense of them, drawing trends and patterns that are spatially significant.  

Download the full article:

Research Gate

Mendeley

Looking for a great way to blend biology, chemistry, and community?  Think lichens.

*****

Lichens, small and unobtrusive organisms, are seldom noticed as they cling to rocks, trees, and soil in fragile veils or crusts of splendid color and ornate textures. Their beauty is captivating and fascinating, and their purpose and origins are  thought-provoking. Lichens are actually two organisms, a fungus and photosynthetic algae, sharing symbiosis. In a lichen, fungus provides shelter, protection, and water to the photosynthetic partner who, in turn, provides nutrients to the fungus. The photosynthetic partner in lichen can be composed of blue-green algae, yellow-green algae, or cyanobacteria living in relative harmony with many different kinds of fungi.

*****

Download the paper from:

Research Gate

Mendeley

Call for Manuscripts

CITE 2016 Geospatial Technology Special Issue

Journal home: http://www.citejournal.org/submit Call for papers: http://bit.ly/CITEGeo

Guest editors of Contemporary Issues in Technology and Teacher Education (CITE Journal),  Elizabeth Langran and Tom Baker, invite the submission of manuscripts reporting innovative uses and original research on the use of geospatial technology in teacher education (preservice, in-service, or in other professional development venues).

Geospatial technologies are an emerging family of tools with significant implications for preK-16 teaching. Geospatial technologies include geo-location devices (e.g., handheld GPS units and GPS-enabled mobile technologies), dynamic web maps and digital globes, analysis tools such as geographic information systems, remotely sensed data, and more. Standing alone, they can supplement instruction, such as integrating digital globes into science or social studies lessons or using educational geocaching. Geospatial technologies can also be used in conjunction with other instructional technologies and approaches.  For example, digital storytelling and social media can be greatly enhanced with  geotagged media and maps.  Using location-aware digital cameras and cellphones, students can integrate latitude and longitude coordinates in the project’s metadata, display, or even analysis. All of these uses can create exciting new possibilities for teaching and learning as students analyze, create, and communicate their experiences in the world.

See CITE Journal’s About page for more information on the scope and aim of the CITE Journal. Manuscripts must address the intersection of geospatial technology and teacher education. Papers about research on geospatial technologies in K-12 classrooms should include a thorough discussion of the implications for teacher education. Manuscripts will be reviewed on a blind review basis, and should adhere to the Author Guidelines. The editors strongly encourage submissions related to geospatial technology in Science Education, Mathematics Education, Social Studies Education, English Education, and Educational Technology.

Potential authors may contact the issue editors with questions. Please upload complete manuscripts by October 15, 2015  at CITE Journal’s online submission site.

Elizabeth Langran, Ph.D. Associate Professor of Education Marymount University Arlington, VA, USA [email protected]

Learn how to map your student-collected data with ArcGIS Online!  Tom will demostrate two different ways to map field data with GIS - giving you options to best suit your classroom needs!

 Join the Esri Education Team as they share the latest developments in ArcGIS Online and how it can empower your classroom!  Tom shows us how to use your data and the latest developments in the ArcGIS Online platform!  There’s always something new to learn  about this environment!

From the archives.....

"Students must be helped along a developmental pathway to using GIS in the classroom. A course model for the introduction and use of GIS systems in classrooms is presentation, analysis, and visualization. Students progress along this continuum as the levels of GIS interactivity and intellectual behaviors increase"

NSTA Link to article