Case study of geographic information system integration in a high school world geography classroom
Kevin David Crabb, University of Georgia, United States
University of Georgia . Awarded
This research describes what happened when GIS was integrated into the teaching and learning of world geography in a high school classroom. A three-phase plan for GIS implementation consisting of ArcVoyager and ArcView GIS software training (duration one and a half weeks), geographic concepts and skills (duration four and a half weeks), and an applied field data gathering project (duration on week) comprised the framework for integration. As the students progressed through each phase of the study data were collected within and across phases using a mixed-methodology design that emphasized a qualitative case study approach. The quantitative dimension in the study focused on the use of a GIS/Geography test and a GIS skills performance assessment that were administered three times during the seven-week study period. The findings indicate a role for GIS inclusion in the world geography curriculum as well as evidence for the support of Georgia Department of Education Quality Core Curriculum (QCC) standards for technology integration and world geography.
Crabb, K.D. Case study of geographic information system integration in a high school world geography classroom. Ph.D. thesis, University of Georgia.
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Cited ByView References & Citations Map
Shannon White, University of South Florida, United States; Thomas Baker, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2288–2290
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