Persistent Teaching Practices after Geospatial Technology Professional Development


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. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers persisting in practices from professional development were identified: innovators and adapters. Persistence of practice and implementation of the integration of GST within PBI must continue after professional development ends, or the sustainability of the positive results experienced during the professional development will not persist.



Author and publisher information is provided below. Note that many publishers charge a fee or membership for full access. Permission/access must be requested through the publisher or author directly.


Lori A. Rubino-Hare
Brooke A. Whitworth
Nena E. Bloom
Jennifer M. Claesgens
Kristi M. Fredrickson
Carol Henderson-Dahms
James C. Sample
Society for Information Technology & Teacher Education
Informal Learning and Afterschool
STEM Content and Standards
Teacher Professional Development and Pedagogy
File Attachment(s)
Publication Year
Additional Disciplines
Environmental Science - ecological research and analysis
Environmental Science - GIS/GPS
Environmental Science - remote sensing technology