Abstract

GIS Teacher Professional Development: Does Delivery Format Make a Difference?
Track: Educational Research and Teacher Education
Authors: Kristi Fredrickson, Carol Henderson-Dahms, Nena Bloom, Lori Hare

Does the delivery format of teacher professional development affect teacher and student learning outcomes? The CSTL facilitated two separate professional learning institutes to encourage teachers to utilize GIS to teach STEM content through problem-based instruction (PBI). One project was delivered during a two week summer institute with 23 teachers. The other occurred monthly during the academic school year with 15 teachers. Follow-up visits and online technical support were provided for both groups. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including GIS products. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Comparisons will be made from the results of the projects.