PosterPDF Available


We used a classroom observation tool that integrated ISTE standards for students to determine effectiveness of a geospatial technology-integrated professional development program.
ISTE 2016 Standards ISTE 2007 Indicators
Observed in GeoCACHE
n = 14
1. Empowered Learner
d. …ability to choose, use and troubleshoot current
technologies and transfer knowledge to explore emerging
(ISTE 2007 Standard 6. Troubleshooting was
2. Digital Citizen
b. engage in positive, safe, legal and ethical behavior when
using technology . . . . 16%
(ISTE 2007 5a)
c. demonstrate an understanding of and respect for the
rights and obligations of using and sharing intellectual
property. 3. Knowledge Constructor
a. plan and employ effective research strategies to locate
information and other resources … 84%
(ISTE 2007 3a)
b. evaluate the accuracy, perspective, credibility and
relevance of information … 74%
(ISTE 2007 3c)
c. curate information from digital resources using a variety
of tools and methods .... 100%
(ISTE 2007 3b)
d. …actively exploring real-world issues and problems,
developing ideas and theories 42%
(ISTE 2007 4a)
Classroom Observation Tool
ISTE-developed tablet application
Captures evidence of ISTE Standards &
characteristics of instruction
Observer training & inter-rater
Using ISTE Standards to Improve a PBL/Geospatial
Technology Professional Learning Program
Lori Rubino-Hare, Talbot Bielefeldt, Nena Bloom, Karen Blevins
GeoCACHE and Power of Data are funded by the National Science Foundation Advanced Technological Education (ATE) and
Innovative Technology Experiences for Students and Teachers (ITEST) Programs.
Geospatial Connections
Promoting Advancement to Careers &
Higher Education
Education / Industry Needs:
Awareness of careers in Geospatial
Technologies (GST)
Opportunities to practice 21st century
Professional development in GST
integrated with project-based learning
Research Questions
1. To what extent does PD improve the
ability of educators to integrate GST
units within courses?
2. Are students able to use GST to
communicate patterns in data to describe
phenomena or to propose solutions to
Participant lesson plans
Systematic observations of delivered
Student surveys and artifacts
High School / College Instructors (n= 20)
55 hours PD in knowledge/skills for teaching with
Design and implement GST-enhanced PBI
Students (HS n= 32; College n= 107)
Gather, analyze and interpret patterns in data
Communicate arguments using representations
of the data as evidence for claims or proposed
solutions to potential stakeholders
Lessons Learned
GIS requires time and scaffolding of
skills to explore capabilities and
application to teaching and learning
New Frameworks to help teachers:
Principles of Learning with Geospatial
Technologies, Geospatial Inquiry Cycle
Majority improved their ability to teach with GST after PD
Those who did not implement lessons had only 35 hours PD
When implemented within a PBL lesson, GIS technology elicits higher order
thinking and 21st century skills
Students identified increased use of 21st century skills (analysis, critical thinking)
Lesson Plan Analysis (n=15)
Criteria Meets
(3) Developing
(2) Emerging
(1) Mean
Appropriate use
of GST 14 0 1 2.9
Builds conceptual
understanding 11 3 1 2.7
problem/question 10 2 3 2.5
for concept 10 2 3 2.5
Final assessment
of learning 7 4 4 2.2
ResearchGate has not been able to resolve any citations for this publication.
ResearchGate has not been able to resolve any references for this publication.