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Descriptors:
Educational Strategies; Foreign Countries; National Curriculum; High Schools; Geography Instruction; Geographic Information Systems; National Surveys; Interviews; Teacher Attitudes; Teaching Methods

Abstract:
Following the integration of GIS into the national curriculum standards of senior high school geography, Taiwan has systematically implemented GIS education for over a decade. However, the effectiveness of this implementation is currently unclear. Therefore, this study investigates the status of GIS education in Taiwanese senior high schools. A nationwide questionnaire survey and ten personal interviews were conducted between 2009 and 2010. The results indicate that approximately 99 percent of teachers are confident to teach about GIS. The current educational strategies of promoting GIS have proven effective and shall be continued and expanded. (Contains 6 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Statistical Analysis; Foreign Countries; Usability; Social Influences; Geographic Information Systems; Geography Instruction; Knowledge Level; Secondary School Teachers; Teacher Motivation; Questionnaires; Teacher Attitudes; Models; High Schools

Abstract:
This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS training. The design of the questionnaire was largely inspired by the technology acceptance model (TAM) and the social influence model (SIM). The former model postulates the influence of perceived usefulness (PU) and perceived ease of use (PEOU) of GIS on teachers' actual adoption of the technology. The latter, in contrast, postulates that teachers' usage of GIS is affected by their peers and their schools. Statistical findings indicate that PU and school support are important factors influencing teachers' adoption of GIS in Taiwan. (Contains 8 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Climate; Geography; Sustainable Development; Sustainability; Curriculum; Environmental Education; Geography Instruction; Role of Education

Abstract:
The economic and environmental crises that face humanity today require an educational response. This article accepts the proposition that education may play a part in preparing human beings to survive impacts of human-induced climate change for example. However, education, according to some conceptualizations, is also in crisis. It therefore appears far from clear what a "curriculum of survival" consists of. This article adopts a sceptical viewpoint on education for sustainability. Rather than be concerned with ever tighter definitions of what this may mean, or prescriptions of more effective practices, it turns its gaze towards what is there already--the imperfect but long-standing idea and disciplinary enquiry called geography. Geography as the "world subject" is of great salience. It is about human occupation of the planet and has always ultimately been concerned with survival. This article explores the two ideas of geography and education, and appeals for a re-assessment of the role of the "traditional" disciplines, especially geography, in a curriculum of survival. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography; Educational Change; Expertise; Conferences (Gatherings); Geography Instruction; Curriculum; Professional Associations; Ethnography; Educational Research; Higher Education; Teacher Collaboration; College Faculty; Foreign Countries

Abstract:
"Curriculum making", highlighted in the Geographical Association's Manifesto in 2009, was the focus of a research symposium held in London in April 2011. Using an auto-ethnographic approach, I reflect on and explore my experience of participating in that symposium. The analysis explores the "cultures of influence" and the "forms of problematisation" represented in the symposium papers, and argues that there is a tension between the ideas that underpin curriculum making (which focus on the actions of the teacher) and how research conducted in higher education problematises the geography curriculum. The analysis reveals three categories of "problems": subject identity and expertise, teacher professionalism and engagement, and education policy and its enactment. In helping to understand these problems further, the research has been able to highlight the significance of local contexts in influencing and facilitating change in education, and the necessity of a productive relationship between academics and teachers. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Computers; Educational Technology; Evidence; Secondary School Teachers; Curriculum Development; Foreign Countries; Geography Instruction; Geographic Information Systems; Information Technology; Online Surveys; Teacher Attitudes; Teacher Education; Computer Software

Abstract:
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available. (Contains 2 tables, 2 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Geography; Geography Instruction; High School Students; Advanced Placement; Creative Teaching; Lesson Plans; Teaching Methods; Web Sites; Learner Engagement

Abstract:
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites Projects" to further engage students in geography and provides a list of all the linked chapters (using Rubenstein's "The Cultural Landscape" 9th ed.) to Petites Projects that he does with each along with Web sites (if applicable) that might help in understanding and completing them. (Contains 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Instructional Materials; Geography; Educational Change; Best Practices; Elementary Secondary Education; Geography Instruction; Educational Improvement; Improvement Programs; Evaluation Methods; Evaluation Research; Evaluation Needs; Needs Assessment; Change Strategies; Academic Standards; Alignment (Education); Behavioral Objectives; Educational Objectives

Abstract:
In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to realize those goals. A central premise of the Road Map Project reports is that reform must be implemented comprehensively across each facet of education. This will require a more robust foundation of research about teaching and learning around the geography learning objectives, developing high-quality instructional materials that move students toward those goals, preparing geography teachers to facilitate learning them, and creating assessments that validly and reliably assess them. The Road Map Project assessment report describes a process for creating assessments, from describing best practices for design and use of assessments, to describing a system for articulating what should be assessed, and how it should be assessed. In this article, the authors highlight five central components of the report, including: (1) areas identified as high priorities for geography assessments; (2) a clarification of the goals to be assessed; (3) an examination of how well existing assessments meet those goals; (4) a framework for creating a new generation of assessments that can support reform efforts; and (5) recommendations for where efforts should be focused to implement these changes. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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