Abstract
There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.
Original language | English (US) |
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Pages (from-to) | 223-237 |
Number of pages | 15 |
Journal | Journal of Geography |
Volume | 113 |
Issue number | 6 |
DOIs | |
State | Published - Nov 15 2014 |
Bibliographical note
Publisher Copyright:© 2014, © 2014 National Council for Geographic Education.
Keywords
- TPACK
- instructional design
- professional development
- teacher education
- technology-enhanced learning (TEL)