2017 Conference Archive (Archived)
A Time-Sensitive Framework for Including Geographic Information Systems (GIS) in Professional Development Activities for Classroom Teachers
Session Format
Conference Session (20 minutes)
Copyright
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Location
Room 210
Abstract for the conference program
This work shares a time-sensitive framework for teaching GIS to educators of all levels and disciplines. Existing relationships with teachers enabled the addition of GIS content in professional development activities. The amount of time devoted to GIS-related content varied depending on time made available for interaction with the audience. Content audiences included geography, history, social studies, science, agriculture, religion, and math teachers. The framework was developed, tested, and refined over a period of six years, during 34 trainings, and by 580 educators. Use of this framework emphasizes that not one size fits all in GIS education and that GIS can work for any teacher, their content, their classroom, and their time availability.
Proposal Track
Non-research Project Teaching and Learning in the STEM Field
Start Date
3-3-2017 1:45 PM
End Date
3-3-2017 2:15 PM
Recommended Citation
Millsaps, Lisa Tabor, "A Time-Sensitive Framework for Including Geographic Information Systems (GIS) in Professional Development Activities for Classroom Teachers" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 50.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/50
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A Time-Sensitive Framework for Including Geographic Information Systems (GIS) in Professional Development Activities for Classroom Teachers
Room 210
This work shares a time-sensitive framework for teaching GIS to educators of all levels and disciplines. Existing relationships with teachers enabled the addition of GIS content in professional development activities. The amount of time devoted to GIS-related content varied depending on time made available for interaction with the audience. Content audiences included geography, history, social studies, science, agriculture, religion, and math teachers. The framework was developed, tested, and refined over a period of six years, during 34 trainings, and by 580 educators. Use of this framework emphasizes that not one size fits all in GIS education and that GIS can work for any teacher, their content, their classroom, and their time availability.
