Geographic information technologies plus project-based science: a contextualized professional development approach

This study investigated the effects of using a long-duration, project-based science professional development model on the acquisition of declarative knowledge and basic terminology associated with the use of geographic information technologies (GIT), teachers self-assessed confidence in using GIT skills, and the, implementation of GIT in participants classrooms. Results suggest that a long-duration, project-based science model was effective in teaching GIT declarative knowledge and raising teachers' self-confidence in using GIT tools. The academy was funded through a grant from the US Department of Education with additional support from Environmental Science Resources Institute (ESRI), Inc., and members of the New Mexico Geographic Information Council.