Future Teachers' Dispositions toward Teaching with Geospatial Technologies

Autor/in	Jo, Injeong
Titel	Future Teachers' Dispositions toward Teaching with Geospatial Technologies
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Geographic Information Systems; Preservice Teachers; Teacher Characteristics; Personality Traits; Educational Technology; Teaching Methods; Methods Courses; Elementary Secondary Education; Student Teacher Attitudes; Beliefs; Self Efficacy; Technology Integration; Preservice Teacher Education; Student Educational Objectives; Spatial Ability; Student Surveys; Pretests Posttests; Scores; Discourse Analysis; Statistical Significance; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Lehramtsstudiengang; Lehrerausbildung; Räumliches Vorstellungsvermögen; Schülerbefragung; Diskursanalyse; Qualitative Forschung; Statistische Analyse
Abstract	This study examined the effect of a minimal Web-based GIS experience within a semester-long methods course on enhancing preservice teachers' dispositions regarding the use of geospatial technologies for teaching. Fourteen preservice teachers enrolled in a senior-level methods course offered in geography and focused exclusively on how to teach geography in K-12 classrooms participated in the study. The findings of the study indicate that Web-based GIS activities had a positive impact on participants' beliefs, attitudes, and confidence in GST implementation and teaching spatial thinking in their future classrooms. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01