Making the Case for GIS&amp;T in Higher Education

Sinton, Diana Stuart

doi:10.1002/9781119950592.ch2

Cited by 24 publications

(11 citation statements)

References 78 publications

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“…The Technological Pedagogical Content Knowledge (TPACK) framework, which was formulated by Shulman (), advanced by Mishra and Koehler (), and most recently applied to GIS by Rickles, Ellul, and Haklay (), conceptualizes knowledge areas for instructors as falling within three broad categories: (1) content (e.g., subject matter expertise; often supported by structured resources like the GIS&T BoK); (2) technology (e.g., understanding and utilizing technologies and digital resources; commonly focused on the use of GIS in the classroom via a laboratory component); and (3) pedagogy (e.g., comprehension of teaching and learning processes and specific approaches/methods such as experiential learning, etc.). Regarding the latter, the need for improved pedagogical approaches in teaching GIS&T has been highlighted by recent surveys of employers suggesting that new geospatial professionals are often poorly prepared to take on real‐world problems (Solem, Cheung, & Schlemper, ; Sinton, ; Wikle & Fagin, ; Mathews & Wikle, ).…”

Section: Introductionmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

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Section: Introductionmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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“…The current focus on science, technology, engineering, and mathematics (STEM) in education makes this practice increasingly important (Sinton 2012;Baker et al 2015). With stiff competition for classroom time and budget dollars, geographic educators must continually make the case that geography deserves a place at the education table.…”

Section: Using Gis To Illustrate Geography's Core Themesmentioning

confidence: 99%

The Nature of Geography and Its Perspectives in AP^®Human Geography

Murphy

Hare

2016

Journal of Geography

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AP Human Geography students need to develop an understanding of what it means to examine the world around them from a geographic perspective. Focusing attention on geography's concern with spatial relationships, place characteristics, and geographic context helps student appreciate the nature of the discipline and the insights it offers. These core geographic concerns should be woven into discussions of the various topics covered in AP Human Geography. Drawing on GIS and related geospatial technologies can facilitate that effort-demonstrating the power and potential of geographical modes of thinking and analysis.

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“…In Japan, for example, where GIS is common for educational purposes, a lack of teacher training is recognized (Yuda & Itoh, 2006). In the USA, its use is mainly due to local iniciatives (Sinton, 2012). The EU does have a long tradition of institutional support for educational proposals on GIS, for example with a pioneering 2003 project called "GISAS" (Borghs, M., & Johansson, 2009).…”

Section: Gis As a Didactic Resourcementioning

confidence: 99%

Didactic use of GIS and Street View for Tourism Degree students: understanding commercial gentrification in large urban destinations

Hernández

Ferreiro-Calzada

Miguel

2021

Ingeo

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Tourism gentrification, as a complex phenomenon in large urban destinations, is an important topic for future tourism professionals. The aim of this paper is to offer a digital cartography making activity based on the contemporary dynamics of commercial transformation within tourism gentrification contexts in Madrid in order to facilitate its understanding. This innovative teaching activity is in accordance with the sustainable tourism pedagogy approach and follows an active methodology using three different GIS applications: Google Street View, ESRI ArcGIS Desktop and ESRI ArcGIS Online Story Maps application. A 4-phase methodological design is proposed so that the activity is customizable (1- recognition of previous ideas), achievable (2- significant streets’ mapping), collaborative (3- collective idea-sharing) and replicable (4- academic and didactic evaluation). Finally, the results from an initial implementation are brought to light: i) an initial conceptual lack was found, ii) examples that help to see the proposal materialized are shown and iii) expected positive consequences according to the scientific literature are presented. It is concluded that, despite the scarce bibliography, the use of GIS software and Google Street View in tourism higher education is convenient, not only to facilitate the learning of complex territorial phenomena but also to learn digital tools highly valued in the professional field.

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Making the Case for GIS&T in Higher Education

Cited by 24 publications

References 78 publications

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

The Nature of Geography and Its Perspectives in AP^®Human Geography

Didactic use of GIS and Street View for Tourism Degree students: understanding commercial gentrification in large urban destinations

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Making the Case for GIS&T in Higher Education

Cited by 24 publications

References 78 publications

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

The Nature of Geography and Its Perspectives in AP®Human Geography

Didactic use of GIS and Street View for Tourism Degree students: understanding commercial gentrification in large urban destinations

Contact Info

Product

Resources

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The Nature of Geography and Its Perspectives in AP^®Human Geography