Geospatial Inquiry is an educational framework that offers students an opportunity to engage with, and become curious about, geospatial data for a defined purpose.
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Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning.
The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework.
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning.
This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy.
This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development.