What influences geography teachers' usage of geographic information systems? A structural equation analysis

Lay, Jinn-Guey; Chi, Yu-Lin; Hsieh, Yeu‐Sheng; Chen, Yu‐Wen

doi:10.1016/j.compedu.2012.10.014

Cited by 16 publications

(11 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Due to the non-fulfillment of some assumptions and the margin of error in the forecast we can point out that there is some unknown variable that explains these differences; taking into consideration that the sample is very small this results in a less reliable model than the previous one. However, a large part of the variance (62%) is explained by the model and therefore allows us to clarify which are the main variables, still more when compared with other studies that reach only 19% using the same theoretical framework Examining the educative practice with Geographic Information Systems through the teachers'… (Lay et al, 2013). This means that our study aims better to the real causes that provoke the use of GIS among teachers than previous studies.…”

Section: Predictive Models For Educative Gis Use and Its Frequencymentioning

confidence: 89%

Análisis de la práctica educativa con Sistemas de Información Geográfica a través de la perspectiva de los profesores en Baden-Württemberg, Alemania

Nieto¹,

Siegmund²

2019

View full text Add to dashboard Cite

With the objective of analyzing the frequency of use of Geographic Information Systems (GIS) in secondary education’s Geography, the kind of programs used, the topics treated and the factors that will predict the teacher’s use of these tools; an online survey was conducted in course 2014-2015 with a sample of 146 teachers. The results showed a sporadic use of Web GIS, self-taught instruction, and that GIS are used to deal with complex spatial problems. As a result it is necessary to simplify the use of GIS, modifying the curriculum and adapting GIS software to increase its use.

show abstract

Section: Predictive Models For Educative Gis Use and Its Frequencymentioning

confidence: 89%

Análisis de la práctica educativa con Sistemas de Información Geográfica a través de la perspectiva de los profesores en Baden-Württemberg, Alemania

Nieto¹,

Siegmund²

2019

View full text Add to dashboard Cite

show abstract

“…Too many teachers hold a narrow and information-oriented view of geography that is limiting for instruction (Bourke and Lidstone 2015). Second, a teacher must perceive DE technologies as useful and able to create learning opportunities not afforded by other methods (Lay et al 2013). Finally, after fostering this positive mindset, DE teacher professional development (PD) must include several key components.…”

Section: Digital Earth For K-12mentioning

confidence: 99%

Digital Earth Education

Wang

Kantor

Mitchell

et al. 2019

Manual of Digital Earth

View full text Add to dashboard Cite

Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth's surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.

show abstract

“…Firstly, because the beliefs are somewhat implicit (Pajares, 1992), we developed a questionnaire including both teachers' practical considerations and perceptions about TBAs to elicit teachers' beliefs about TBAs (see Table 1). To ensure that unobserved beliefs could be identified using items in the questionnaire, confirmatory factor analysis (CFA) was employed to examine the links between unobserved beliefs and observed items (Lay, Chi, Hsieh, & Chen, 2013;Teo, 2011). Additionally, the results of the CFA could also explain whether or not these items were reliable indicators of the unobserved beliefs (Teo, 2011).…”

Section: Using Structural Equation Modeling To Examine the Proposed Mmentioning

confidence: 99%

“…SEM allowed us to estimate the direct and indirect effects among variables through path analysis (Chen, 2010;Teo, 2011). In other words, we could specify the possible relationships among variables and estimate a series of relationships simultaneously by performing an SEM path analysis (Lay et al, 2013).…”

Section: Nsl1 Nsl2mentioning

confidence: 99%

Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Chien

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study aimed at determining the relationships among teachers' beliefs about, attitudes toward, and intention to use technology-based assessments (TBAs). These relationships were also compared among teachers with different degrees of usage. Based on the decomposed theory of planned behavior, this study collected questionnaire data from 494 high-school teachers who were classified into 3 groups: frequent users, occasional users, and nonusers. The results indicated that the models for the frequent and occasional users were similar, and confirmed the effects of attitude on the intention of teachers to use TBAs. However, perceived behavior control and subjective norms did not influence the intention of the included teachers.

show abstract

What influences geography teachers' usage of geographic information systems? A structural equation analysis

Cited by 16 publications

References 14 publications

Análisis de la práctica educativa con Sistemas de Información Geográfica a través de la perspectiva de los profesores en Baden-Württemberg, Alemania

Análisis de la práctica educativa con Sistemas de Información Geográfica a través de la perspectiva de los profesores en Baden-Württemberg, Alemania

Digital Earth Education

Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach

Contact Info

Product

Resources

About