MaKinster, J., & Trautmann, N. (2014). The nature of teacher knowledge necessary for the effective use of geospatial technologies to teach science. In J. MaKinster, N. Trautmann, & M. Barnett (Eds.), Teaching science and investigating environmental issues with geospatial technology: Designing effective professional development for teachers (pp. 333-353). Springer. http://doi.org/10.1007/978-90-481-3931-6_20

Abstract:

“Section II provides insights into the design and implementation of professional development and curricular resources for teaching science with geospatial technology. This final chapter synthesizes what has been learned about the knowledge needed for teachers to successfully implement geospatial inquiry. Technological Pedagogical Content Knowledge (TPACK) serves as a theoretical model that reveals the interrelationships between the types of knowledge and specific pedagogical approaches that teachers use when teaching science with geospatial technology. Examples from the projects profiled in this volume are used to illustrate and define the knowledge domains of Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK. Ultimately, this chapter provides a framework for understanding teacher knowledge that project designers and researchers can use when designing and studying professional development experiences and related curricular materials.”