Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
Aaron Doering, University of Minnesota, United States ; Charles Miller, Cassie Scharber, University of MN, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
How should a K-12 geography teacher use a geospatial technology such as Google Earth in the classroom? Should they have students pinpoint a series of locations and measure the connecting distances, essentially using the technology as a mere digital representation of the traditional globe? Or, should they encourage learners to harness the powerful data-driven affordances of the technology to make and justify decisions on contemporary issues (for example, where to build a hospital in downtown San Francisco based on factors of seismic activity and population density)? We believe it is the latter scenario – this is the foundation of GeoThentic. However, there is a necessary level of technological, pedagogical, and content knowledge that an instructor must develop in order to apply this scenario successfully in the classroom.
Doering, A., Miller, C. & Scharber, C. (2011). Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3816-3822). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).