2010 Fall Meeting          
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Cite abstracts as Author(s) (2010), Title, Abstract xxxxx-xxxx presented at 2010 Fall Meeting, AGU, San Francisco, Calif., 13-17 Dec.

HR: 1340h
AN: ED53A-0519 Poster
TI: Starting with Teachers: Bringing GIS technology to the secondary classroom
AU: *Claesgens, J
EM: jennifer.claesgens@nau.edu
AF: CSTL, Northern Arizona University, Flagstaff, AZ, USA
AU: Rubino-Hare, L
EM: Lori.Hare@nau.edu
AF: CSTL, Northern Arizona University, Flagstaff, AZ, USA
AU: Sample, J C
EM: James.Sample@nau.edu
AF: Geology, Northern Arizona University, Flagstaff, AZ, USA
AU: Fredrickson, K
EM: Kristi.Fredrickson@nau.edu
AF: CSTL, Northern Arizona University, Flagstaff, AZ, USA
AU: Manone, M
EM: Mark.Manone@nau.edu
AF: Geography, Northern Arizona University, Flagstaff, AZ, USA
AB: An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first step to achieving changes in student learning. The assumption is that the teachers themselves have to learn the technology before they can successfully implement it into their classrooms. Teachers attended a 2-week professional development workshop that presented pedagogy, content and GIS training. Our premise for the workshop was that modeling and practicing research-based pedagogical practice will improve participant science instruction through an immersion program focusing on real life problems. The second premise is that improving teacher technology skills and pedagogical knowledge and practice will improve student achievement in science. Professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. Therefore if our goal is to immerse the teachers in learning as the students, we need to measure if they indeed did learn. To evaluate if the teacher learned the material just as a student might, we administered a pre- and post-test to 23 teachers attending the workshops. There were 2 forms of the test, a multiple-choice test that focused on content questions in earth science, interpretation of GIS screen shots and spatial reasoning skills. The second component, the Geospatial Technology Performance Assessment, focused on the teachers’ abilities to use the GIS technology to gather data, sort and communicate information using maps, tables and keys. For the latter a grounded-theory approach was used to group teachers answers based on the responses provided. Teacher responses fell into 5 groups, scored 0-4. These scores were cumulative, meaning that for someone to earn a 3 they needed to be able to show proficiency at a 1 and 2 level. Results of the pre and posttests are in the table below. The ultimate goal of this project is to improve student understanding. At this point we have data that our teachers did develop an understanding of GIS from the professional development workshop that we hope to see implemented into the classroom.
Results of pre and posttests

*The scoring rubric will be presented at the conference.

DE: [0805] EDUCATION / Elementary and secondary education
DE: [0830] EDUCATION / Teacher training
DE: [0850] EDUCATION / Geoscience education research
SC: Education and Human Resources (ED)
MN: 2010 Fall Meeting