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This work is part of an ongoing partnership that seeks to create a sustainable infrastructure to support GIS-infused instruction in a large urban school district. In this paper, we report an illustrative cross-case comparison of two teachers’ approaches to infusing GIS in their courses. The goal of this analysis is to examine how GIS-infused instruction is adapted in different contexts and to consider the affordances of divergent approaches. Findings illustrate the relationships among organizational context, individual and collective context, particularly teacher identity, and instructional practice in the work of spreading GIS-infused instruction. We also discuss key lessons learned in our partnership thus far and implications for district-level partnerships focused on spread and scale.
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Design-based Research in GIS-infused Disciplinary Courses: Toward a Design Framework
Geographic information systems (GIS) is valuable as a teaching and learning tool and will play a key role in the careers of current K-12 students (NRC, 2006). However, little work has been done to understand effective approaches to integrating GIS into content instruction. In this paper, we discuss the adaptation of the Learning for Use model, a framework for the design of technology-supported, content-driven inquiry tasks (Edelson, 2001), for the context of GIS-infused content courses. Using a design-based research approach, we developed a set of design principles that reflect key elements of effective GIS-driven content instruction, which guided the adaptation of the design framework. The goal of this work is to develop a set of supports to scaffold the co-design and implementation of GIS-infused content courses that will inform a general design model of infusing GIS into content courses.
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- PAR ID:
- 10309092
- Editor(s):
- Gresalfi, M.; Horn, I. S.
- Date Published:
- Journal Name:
- The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020
- Volume:
- 2
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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de Vries, E.; Hod, Y.; Ahn, J. (Ed.)This work is part of an ongoing partnership that seeks to create a sustainable infrastructure to support GIS-infused instruction in a large urban school district. In this paper, we report an illustrative cross-case comparison of two teachers’ approaches to infusing GIS in their courses. The goal of this analysis is to examine how GIS-infused instruction is adapted in different contexts and to consider the affordances of divergent approaches. Findings illustrate the relationships among organizational context, individual and collective context, particularly teacher identity, and instructional practice in the work of spreading GIS-infused instruction. We also discuss key lessons learned in our partnership thus far and implications for district-level partnerships focused on spread and scale.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.22318/icls2020.1111
