@article{3c619dff6ec746e09c84af8ec74075a6,
title = "A Research Agenda for Geospatial Technologies and Learning",
abstract = "Abstract: Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators{\textquoteright} professional development with GST. Recommendations for advancing this agenda are included.",
keywords = "GIS, geospatial thinking, instructional activities, learning, pedagogy",
author = "Baker, {Tom R.} and Sarah Battersby and Bednarz, {Sarah W.} and Bodzin, {Alec M.} and Bob Kolvoord and Steven Moore and Diana Sinton and David Uttal",
note = "Funding Information: Geographic information systems (GIS), remote sensing (RS), global positioning systems (GPS), and digital globes comprise the four core geospatial technologies (GST). The potential for these technologies in precollegiate teaching, learning, and problem solving has long been advocated (e.g., National Research Council 2006; Goodchild and Janelle 2010). Each has been used in a variety of settings and with a range of learners, but the lack of detailed, research-based evidence for sustained benefits of GST to learning is one hindrance of large-scale implementation. Existing research in this area has been sparse and fragmented, with no clear plan to provide guidance to aspiring investigators (Baker and Bednarz 2003; Baker et al. 2012). Studies have offered tantalizing glimpses at the affordances of GST, but they are rarely replicated or brought to scale. This limitation was recognized recently when the National Science Foundation (NSF) funded the Road Map for Large-Scale Improvement of K–12 Geography Education. The Geography Education Research Committee (Bednarz, Heffron, and Hunyh 2013) concluded that education research in geography and related fields that use GST needs to be better structured, more systematic, attentive to progress and findings in cognate fields of science, technology, engineering, and math (STEM) education, and coordinated for multidisciplinary approaches. Confirming these recommendations, the GST community put forth a call that explicitly noted the need to develop a research agenda to help provide a roadmap to direct research in the area (Baker et al. 2012). This article responds to that call. Funding Information: Portions of this work were supported by the Spatial Intelligence and Learning Center (National Science Foundation Grant SBE0541957). Funding Information: National Research Council. 2002. Scientific Research in Education. Washington, D.C.: National Academies Press. Funding Information: Institute of Education Sciences and National Science Foundation. 2013. Common guidelines for educa-tion research and development. http://ies.ed.gov/ pdf/CommonGuidelines.pdf (accessed May 2014). Publisher Copyright: {\textcopyright} 2015, {\textcopyright}2015 National Council for Geographic Education.",
year = "2015",
month = may,
day = "4",
doi = "10.1080/00221341.2014.950684",
language = "English (US)",
volume = "114",
pages = "118--130",
journal = "Journal of Geography",
issn = "0022-1341",
publisher = "Routledge",
number = "3",
}