Katie JAMES, Northwestern University, United States
Steven MCGEE, The Learning Partnership, United States
David UTTAL, Northwestern University, United States
Bob KOLVOORD, James Madison University, United States
This work builds on the successful Geospatial Semester (GSS), a year-long high school course focused on developing geospatial problem-solving skills using GIS and applying those skills to local problems chosen by the students. The main goal of the current project is to examine whether and how the GSS can be adapted for a large urban district, Chicago Public Schools (CPS). In this talk, we details the process through which we iteratively developed co-design and professional development (PD) models to support CPS teachers in integrating geospatial technologies into their instruction, guided by the work circle model of co-design (e.g., Reiser et al., 2000) and Desimone’s (2009) PD model. We describe the iteration cycles that led to our current models and how our changes were guided by emergent design-based research (DBR) findings (Cobb et al., 2003). We focus in particular on the conditions and supports that need to be in place to effectively support such efforts. We additionally detail changes that we made to the original GSS model to better align with the needs and existing infrastructures of the Chicago context. Findings illustrate the changes in teacher and student learning that resulted. We also discuss lessons learned and implications for supporting teachers to integrate technologies into instruction.
Mots clés : Geographic Information Systems|Spatial Thinking|K-12 Instruction
A102327BK