What happens when teacher training in digital geomedia is over?

Case studies analysing levels of pedagogical integration

Thomas Bartoschek (Institute for Geoinformatics, Münster / Germany) bartoschek@uni-muenster.de

Vânia Carlos (University of Aveiro, Dep. of Education / Portugal)

vania.carlos@ua.pt

Motivation

increasing interest in the educational potential of digital geomedia

how the integration of this technology can be enhanced

reasons for the low levels of digital geomedia integration in educational contexts…

Problem statement

recognized pedagogical interest by teachers!…BUT…

SO……After the training course is over, the question arises:

Are teachers integrating this technology in their teaching practice?

How?

Learning with digital geomedia

Europe 2020 agenda reinforces the ICT relevance in education, for the importance of ICT for jobs (EUROPE2020, 2013)

Literature Review:

- teacher training as critical to support teachers’ use of technological tools in classroom

- teacher training is a central way to integrate digital geomedia in education

- BUT, reduced effect on geography classes due to training focus on technical domains rather than on pedagogical ones

- longer and more intense training in GI(S) have more effects

Digital geomedia and pedagogical integrationLifelong Learning and competences in digital geomedia

PÜSCHEL (2006): “how many teachers actually will use Geomedia in the classroom after participating in a teacher training?”

UNESCO ICT Competency framework for teachers (2011)

Digital geomedia and pedagogical integrationAssessing teacher´s changing educational practices by levels of pedagogical integration of technology

TIM (Technology Integration Matrix)

Web-survey for data collection…

Proposing a “GIS-TIM”Survey as a research method

GI@School and its Teacher Training concepts

Proposing a “GIS-TIM”Context

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Proposing a “GIS-TIM”The questionnaire

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Proposing a “GIS-TIM”The questionnaire

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Results

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Results

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Results

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Results

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Discussion

Conclusions and further development

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Thanks, Danke, Obrigada!

project PEst-C/CED/UI0194/2011