An investigation of the use of real-time, authentic geospatial data in the K-12 classroom
Date
2007Metadata
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This paper situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student
experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment.
Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data,
peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about
geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic
technological pedagogical content knowledge, and encouraging further research to investigate the impact,
affordances, and pedagogical implications of geospatial technologies and data in the K-12 classroom.
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