Teaching Science and Investigating Environmental Issues with Geospatial Technology
This book provides research-grounded and practically-minded insights into teacher professional development in support of integrating GIS and other geospatial technologies into K-12 science teaching. In this volume 50 designers, educators and researchers s
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Teaching Science and Investigating Environmental Issues with Geospatial Technology Designing Effective Professional Development for Teachers
Teaching Science and Investigating Environmental Issues with Geospatial Technology
James MaKinster • Nancy Trautmann Michael Barnett Editors
Teaching Science and Investigating Environmental Issues with Geospatial Technology Designing Effective Professional Development for Teachers
Editors James MaKinster Hobart & William Smith Colleges Geneva, NY, USA
Nancy Trautmann Cornell Laboratory of Ornithology Ithaca, NY, USA
Michael Barnett Lynch School of Education Boston College Chestnut Hill, MA, USA
ISBN 978-90-481-3930-9 ISBN 978-90-481-3931-6 (eBook) DOI 10.1007/978-90-481-3931-6 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013953496 © Springer Science+Business Media B.V. 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
“If we teach today’s students as we taught yesterday, we rob them of tomorrow.” – John Dewey
For over two decades, researchers, trainers, and curriculum developers have designed, conducted, and evaluated teacher professional development supporting the use of geospatial technologies in education. These trailblazers pushed toward better practice in scie
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