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ERIC Number: EJ921904
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1750-497X
Integrating Geospatial Technologies, Action Research, and Curriculum Theory to Promote Ecological Literacy
Agnello, Mary Frances; Carpenter, Penny
Multicultural Education & Technology Journal, v4 n3 p188-197 2010
Purpose: The purpose of this paper is to examine and report on the impact of integrating geospatial technology and ecological literacy into an educational leadership Master's class block comprised of action research and curriculum theory. Design/methodology/approach: Action and teacher research informed by environmental issues framed an action research and curriculum theory course block in a Master's Educational Leadership program. A phenomenological study captured what transpired at a rural campus in Summer 2009. Teachers in Cohort VII investigated environmental relationships through observation, data collection, and analysis. The use of geospatial technologies built on place-based educational pedagogies through the experience of kayaking on the Llano River to examine ecological social contexts as they relate to environmental issues. Findings: Data reveal great interest in geospatial technologies but need for more professional development. Practical implications: This action research engaged future school administrators in considering how to integrate spatial technology building on local geographic resources to enhance ecological literacy. Originality/value: Research in the area of education administrators and public school students utilizing geospatial technology is very limited. The value added to the curriculum with geospatical technology is embraced by the masters students. They also began to comprehend how environmental literacy, as well as outdoor educational experiences, can be integrated into the school curriculum effectively. (Contains 1 table and 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas