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New Doering publication in Journal of Geography looks at geography teachers’ TPACK

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journalOfGeography
Doering’s newest publication, “Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model,” addresses the topic of needs and challenges of K–12 technology integration in the geography classroom. This study — undertaken with colleagues Dr. Cassie Scharber and Dr. David Lanegran, along with PhD candidates Suzan Koseoglu and Jeni Henrickson — used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.