Ncge igu 2018
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The Teachers Teaching Teachers Institute (T3G) provided GIS professional development to educators from 2009-2018. The purpose was to assess the impact on educator practice. The program equipped educators to teach GIS concepts, create GIS curricula, and promote GIS use. A survey found it successfully enabled educators across levels and institutions to teach with GIS. While the program evolved, it generally achieved its goals and suggested best practices for future GIS professional development.
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Ncge igu 2018
- 1. The Teachers Teaching Teachers Institute: Analysis of Effectiveness Michael DeMers Joseph Kerski Christopher Sroka
- 5. Purpose Assess the impact of GIS professional development on educator practice
- 6. Why study the T3G institute? • Long-running with similar instructional staff, goals, setting, application process. • Required the same post-institute, deliverables: • (1) an authored curriculum piece using GIS as primary inquiry tool • (2) a presentation at a conference or event on the use of GIS in education • (3) an active engagement with one or more online or face-to-face networks of educators using GIS.
- 7. T3G Goal: Teachers Teaching Teachers GIS. Not “I want to learn more GIS to teach in my class” – but “how can I teach other faculty colleagues/administrators/others in education” why and how can GIS and spatial analysis be used in education. Hence, focus on T3G is skills in context – pedagogy is integrated throughout. Teaching about and with GIS. Target audience: 2009-2012 Educators but then 2013- 2018: Educators and Influencers.
- 11. ESRI T3G Institute 2009 – Preliminary Schedule Sunday, June 14 Monday, June 15 Tuesday, June 16 Wednesday, June 17 Thursday, June 18 Friday, June 19 Morning 8:00-11:45 Orientation Overview and Principles presentation Hands-on GIS lessons 8:00-11:45 Hands-on GIS skills, best practices, approaches for teaching/training Small and large group discussions 8:00-11:45 Hands-on GIS project workflow ArcGIS Explorer Presentation and discussion on field/community-based GIS projects 8:00-11:45 Hands-on GIS; input field data GIS and lesson-building skills Small and large group discussions 8:00-11:45 Hands on GIS skills Training planning and setup - issues and strategies Lunch 11:45-12:30 Lunch - ESRI Café 11:45-12:30 Lunch - ESRI Café 11:45-12:30 Lunch - ESRI Café 11:45-12:30 Lunch - ESRI Café 11:45-12:30 Lunch - ESRI Café Afternoon Arrival and check-in at hotel 12:30-5:00 Discussion GIS Analysis presentation Hands-on GIS lessons 12:30-5:00 Hands-on GIS skills, best practices, approaches for teaching/training Discussion 12:30-3:30 Guest presentation and discussion – Building community networks ArcGIS Explorer demo; orientation to field trip Preparation for field work 3:30-4:00 - Travel to Gilman Historic Ranch (Banning, CA) 12:30-5:00 Hands-on GIS activities ESRI Product Family Discussions Work on action plans 12:30-4:30 Presentation and discussion – Careers and GIS Participants present their Action Plans Institute wrap-up and plans for follow-up activities Farewell Dinner 5:30-8:30 Dinner (provided) and Welcome event 5:00-7:00 Dinner on your own – local restaurants 5:00-7:00 Dinner on your own – local restaurants 4:00-7:00 Field data collection Ranch tour and presentation Barbeque dinner (provided) 7:30-8:00 Return to Redlands 5:00-7:00 Dinner on your own – local restaurants 5:00-9:00 Redlands Market Night (Farmer’s and Craft Street Market) 5:00-?? Dinner on your own – local restaurants Evening Homework 7:00-9:00 Optional: Open lab; round table discussion Homework 7:00-9:00 Optional: Open lab; round table discussion Homework 7:00-9:00 Optional: Open lab Friday evening or Saturday morning check-out and departure
- 13. 2009 - 2012
- 14. 2013 - 2016
- 16. % of Time Devoted to Online GIS Tools 0 10 20 30 40 50 60 70 80 90 100 2009 2010 2011 2012 2013 2014 2015 2016 Year 2009 2010 2011 2012 2013 2014 2015 2016
- 17. Educators
- 20. Source: Esri
- 21. GIS and STEM Characteristics of Survey Respondents
- 22. GIS and STEM Characteristics of Survey Respondents, cont.
- 23. Comparison of educator roles in pre-2012 cohort to educator roles in post-2012 cohort
- 24. Respondent rankings of how T3G helped them teach with GIS
- 25. Respondents' rankings of how often they are promoting GIS in education
- 26. Respondents' scores of the extent to which T3G aided them in teaching with GIS Ranks 0 to 100
- 27. Comparison of GIS components used by pre-2012 cohort to components used by post-2012 cohort
- 28. Conclusions The T3G institute met its goals of equipping educators so that they could (1) teach GIS concepts and skills for their peers, (2) create GIS-based curricula, and (3) communicate the value of GIS to other disciplines.
- 29. Conclusions While the institute evolved in size, scope, audience, and technological focus, the survey indicated the overall success of T3G to enable educators across many institutional types and levels to teach with GIS.
- 30. Conclusions Overall, the institute provided both intended and unintended learning objectives and suggested best practices for future GIS professional development workshops.
- 31. Afterword PD for educators in GIS is likely to remain a key enabler of the advancement of GIS in educational institution. To make certain that these PD opportunities are as effective as possible, continued studies are needed so that models for best practice can be developed, shared, and modified around the world.
- 32. The Barrier
Editor's Notes
- Joseph: T3G Goal: Teachers Teaching Teachers GIS. (1) Not “I want to learn more GIS to teach in my class” – but “how can I teach other faculty colleagues/administrators/others in education” why and how GIS and spatial analysis can be used in education. Hence, (2) focus on T3G is skills IN context – pedagogy is integrated throughout. Teaching ABOUT and WITH GIS. Target audience: (3) Educators but then in 2013: Influencers.
- Joseph: Notably, the participants are distributed all over the US and in a few locations abroad. Of note is that certain states with strong support at the K-12 and university level are particularly well represented: NH and VA.
- Joseph: The 3 legged stool is integrated into all of the T3G activities. It serves to reinforce the point we made earlier that T3G is not just a skill builder or tech refresher.
- Joseph: Inquiry runs through each activity, short or long.
- Joseph: This schedule grid from 2009 shows that some elements have changed (desktop tools focus) but others (reflection, pedagogy focus, group work, gallery walks, fieldwork) remain the same.
- Here you see the Esri Auditorium with nearly 100 participants using a wide array of tablets and laptops and different operating systems. From a participant’s perspective this was fabulous because we each began working with our own machines with which we were familiar, and often with which we might very well still be working when we returned. I found it nice having all the course materials on the same machine when I got home after this experience. It provided a nice transition into the implementation of the principals and techniques immediately.
- Changes in technology approaches
- Joseph: Percent of hands-on activity time 2009-2014 devoted to online GIS tools.
- Note: most participants are answering more than one discipline indicating they are not monodisciplinary (siloed). Only 1/3 (either alone or in combination with something else) are are identifying themselves as GIS
- Shows differences in the cohorts (Pre 2012 and post 2012). Changes in the roles (pre 2012 and pre is all educators), after that they added influencers. Fewer university types post 2012 and more secondary.
- Networking not all that important (explain some of that away). Hands on activities (1/3 ranked as number 1) and learning new tech skills (1/3). Discussion of teaching strategies seemed random. Room for improvement.
- No constraint here like previous graph. Not many doing PDI… of those doing it, most are doing it once a year or not at all). A good share (1/3 not doing social media) … of those that do we have 20% 2 to 3 times a semester or 23% more than 3 times per semester…. Possibly reflective of their use of social media in general. Seems to be a modicum of promotion are faculty meetings and “at events.” Smaller groups doing social media or own PDI. 90% do some promotion in faculty meetings and 88% at other events.
- Rank 0 to 100. Broken out by role. Lots of variability …. Overall mean 70 and SD 31 (really high). Groups seem pretty similar. No particular group rating this higher. Note: we did not ask the influencers this question. Generally respondents ranked highly that T3G aided them in teaching. (change conclusion 1?)
- Most pretty similar… but most of the pre-2012 is still using desktop GIS (72% versus 45%)
- Check number 2 against frame 42. …… refer to question 4 (bubble or bar chart?). 3 is supported but needs to be reworded.
- Q6
- Outcomes not objectives
- Outcomes not objectives