The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes.



The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience.

In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field.



This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.

Introduction........................................................................ 1

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

Mike Barnett, Boston College

Section 1: Designing Effective Professional Development Projects

2.  Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies............................................................................... 13

Mike Barnett, Boston College

Meredith Houle, University of California at San Diego

Sheron Mark, Boston College

Daphne Minner, Center for Science Education at EDC

Linda Hirsch, Center for Science Education at EDC

Eric Strauss, Boston College

Lindsey Cotter-Hayes, Urban Ecology Institute

Beth Hufnagel, Brookline Public Schools

3. Field-based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies     44

Heather Almquist, University of Montana

Lisa Blank, University of Montana

Jeff Crews, University of Montana

George Stanley, University of Montana

Marc Hendrix, University of Montana

4. The GIT Ahead Project: Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals.............................................................. 67

Nancy Trautmann, Cornell Lab of Ornithology

Jim MaKinster, Hobart and William Smith Colleges

5. Spatial Sci: Forwarding Geospatial Technology Innovations In the Classroom         88

Lisa Blank, University of Montana

Jeff Crews, University of Montana

Randy Knuth, University of Montana

6. Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology       110

Carla McAuliffe, TERC

Jeff Lockwood, TERC

7. Coastlines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development................................................................... 133

Steven D. Moore, Science Approach

Don Haviland, California State University Long Beach

Allison Whitmer, Georgetown University

Jenny Brady, Science Approach

8. The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations.................................................................. 161

Cathlyn D. Stylinski, University of Maryland Center for Environmental Science

Cassie Doty, University of Maryland Center for Environmental Science

9. Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development.............. 191

Shey Conover, Island Institute, Maine

Ruth Kermish-Allen, Island Institute, Maine

Robert Snyder, Island Institute, Maine

10. Curriculum Aligned Professional Development for Geospatial Education   212

Beth Kubitskey, Eastern Michigan University

Heather Johnson, Northwestern University

Kirsten Mawyer, Northwestern University

Barry Fishman, University of Michigan

Daniel Edelson, National Geographic

11. Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support...................................................... 240

Rita Hagevik, University of North Carolina at Pembroke

Harriett Stubbs, North Carolina State University

Christiane Gioppo, Federal University of Parana, Brazil

Diane Whitaker, North Caroline State University

Section 2: Designing and Implementing Innovative and Effective Curricular Materials  

12. The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data      266

Daniel Zalles, SRI International

Amy Pallant, Concord Consortium

13. Designing Google Earth Activities for Learning Earth and Environmental Science           296

Alec Bodzin, Lehigh University

David Anastasio, Lehigh University

Violet Kulo, Lehigh University

14. Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students.......................................................................... 322

Louise Yarnall, SRI International

Phil Vahey, SRI International

Karen Swan, SRI International

15. The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms........................................................ 346

Tom Baker, Environmental Systems Research Institute

Joseph Kerski, Environmental Systems Research Institute

16. Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching......................................................................... 371

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

17. Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry  396

Bob Coulter, Litzinger Road Ecology Center, Missouri Botanical Garden

18 What Happens After Professional Development: Case Studies on Implementing GIS in the Classroom....................................................................... 419

Bob Kolvoord, James Madison University

Mike Charles, Pacific University

Steve Purcell, James Madison University

Section 3: Final Chapters

19. The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science............................................................................. 446

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

20. The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science................................................................. 462

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology