印为红字的
地理空间分析
课程
优势和劣势
数学教育
教育学
技术集成
地理
心理学
教学方法
地图学
社会心理学
标识
DOI:10.1080/00221341.2023.2224814
摘要
This study examined the successes and struggles that teachers experience while incorporating geospatial technologies (GST) into their lessons. Fourteen teachers’ GST-integrated classroom lessons developed at the final stage of a semester-long graduate course were evaluated, using a TPACK-based GST-integrated lesson assessment rubric. The TPACK-related strengths and weaknesses of the lessons illuminate the challenges the participants faced while trying to incorporate GST into practice. Overall, participants were proficient in aligning the selected GST with the curriculum goals or instructional strategies targeted. However, some participants struggled with fitting all three TPACK components–geography content, pedagogy, and GST–together.
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