USE OF GEOSPATIAL TECHNOLOGIES (GT) IN K-12 STEM EDUCATION: BRINGING THE WORLD INTO THE CLASSROOM

Janey Camp, PhD, PE

Research Assistant Professor in Civil and Environmental Engineering

Vanderbilt University

Tennessee STEM Leadership Academy, ORAU June 28, 2012

http://geospatialrevolution.psu.edu/trailer.php

What is Geospatial Technology? Geospatial Technology - Use of technologies for gathering, storing, processing, and delivering geographic information, or spatially referenced information.

Now, what exactly is Geographic Information? Many decisions that are made depend on the details of our

immediate surroundings, and require geographic (spatial) information

The terms spatial and geospatial are often used almost

interchangeably with geographic

Defining Geographic Information Information about specific places on the earth’s surface. Generated from geographically referenced data = data

linked to a specific location on the surface of the earth through a system of coordinates

Geographic Information Systems (GIS)

A powerful set of tools for storing and retrieving, transforming, analyzing and displaying spatial information for a particular set of purposes.

Source: ESRI

GIS Features: Geographic data as themes or layers

in the computer Layers linked to a common

georeferencing system Each layer has attribute table Each feature within a layer has a

record and unique identifier Customization

a. Location WHAT exists here? (i.e., What is at a particular location?) Examples: "What is at Longitude X/Latitude Y?" Forest or vacant lands? b. Condition WHERE do specific conditions exist? Examples: "Where are all houses owned by person x? c. Trends WHAT HAS CHANGED (over time)? Examples: "How far has the river bank receded in the past 2 years ?" How has the population changed in TN counties?

Types of Questions GIS Can Answer

d. Patterns and trends HOW are patterns related? Examples: Water quality along a stream, traffic accidents along interstates. e. Modeling WHAT IF ..? Examples: What would happen if a hazardous material is spilled in the Cumberland River? How will it affect the water quality at water intakes? Use water quality models to predict dispersion of constituent and display in GIS format.

Types of Questions GIS Can Answer (cont.)

Why should I care about GT?

Geospatial technology is everywhere GT is part of your daily life

Google Maps

Car and handheld GPS

Smart Phones (Facebook, Directions, etc.)

Google Earth

Local Government GIS Usage in TN

• One of the Top 3 Emerging Fields behind nanotechnology and biotechnology (U.S. President, 2004)

• What is driving this growth? − GT provides a new way to view, analyze, and present information (More

visually appealing) − Better understanding => Better decision making => Operating more

efficiently

• Industries using GT (Sampling) − Banking & Financial Services - Utilities − Defense and Military Operations - Transportation − Economic Development - Public Safety − Agriculture - Elections

• Demand for GT professionals is not being met − Shortfall is estimated at 3,000 – 4,000 people per year in the U.S. alone.

(Board on Earth Sciences and Resources, 2006)

Why should I care about GT?

Why should I care about GT? Educational Benefits Improve test scores Reach various learner types Project-based learning

opportunities Real world skills for STEM careers

Improved student performance =

improved teacher success = better school system = stronger community and improved future workforce

Goldstein, D. (2010). Integration of Geospatial Technologies into K-12 Curriculum: An Investigation of Teacher and Student Perceptions and Student Academic Achievement http://www.geospatiallearning.com/LinkClick.aspx?fileticket=xL1uiGKHAVE%3D&tabid=65&mid=403

Benefits of GT in Education

Provides a new, more visually appealing and engaging way for teachers to present information to students

Ideal for project-based learning activities Hands-on learning Connects classroom learning to real world activities Multi- and interdisciplinary applicability Creates opportunities for collaboration (K-12,

Higher Ed, Industry)

The Geographic Inquiry Approach – Aligns with Project-Based Learning

Ask

Acquire

Examine

Analyze

Act

Where is there an

unmet need for tornado warning

sirens in my community?

Which areas currently have

siren coverage?

• Existing Siren

Locations • Siren Range

Data • Population

Information

•Which areas do not have coverage?

• Does the population in those areas warrant sirens? •Where would sirens need to be placed to provide coverage to those areas? •Is there public property

available for siren placement?

• Identify possible locations for siren

placement • Write proposal to

local government for sirens to be installed or grant to help fund

new sirens.

GIS and STEM

ecology, green energy, environmental management, biology, geology

computerized mapping, managing various data sources and types, satellite imagery

problem solving, design, analysis

geometry, spherical coordinate systems, units of measurement

2011-2012 School Year – Pilot, Phase I 2012-2013 School Year – Phase II

Metro Nashville Public Schools (MNPS) Geospatial Technology Integration

• Started in Fall of 2010 • Initial focus on validating the benefits of using geospatial technology

(GT) in the classroom via pilot projects • Provides a new, more visually appealing and engaging way for teachers to

engage students in project-based learning • Connects classroom learning to real world activities (Linked Learning /

Academies) • Creates opportunities for collaboration (K-12 | Higher Ed | Industry)

• Students are interested in the technology -> Engaged in the learning process -> Better chance of learning

• Students acquiring skills (Computer & GT) that are in high demand

• Ultimate goal is to transition into a coordinated statewide initiative

Background and Overview

2011-2012 Pilot Project Overview

Improve student learning through technology in the classroom that applies to real-world problems Use project-based learning Develop real-world skills

Integrate geospatial technology (GT) into MNPS as pilot project during 2011-2012 school year • Project Schedule

• One week initial training for select teachers in August 2011 • Three follow-up days throughout the 2011-2012 school year • Spring 2012 synthesize results from teacher and student surveys and obtain student

grades/test scores • Participants

• Stratford STEM Magnet High School (1 teacher, 2 curriculum developers) • Glencliff High School (3 teachers) • Hillsboro High School (1 teacher) • Vanderbilt Center for Science Outreach (3 science teaching fellows and 2 curriculum

developers) • Bailey Middle School (1 curriculum developer)

• Summer workshop and follow-up activities included: • Introduction to GPS, Google

Earth, online mapping, and GIS basics

• GIS practitioners demonstrating GIS in the “real world”

• Hands-on learning of GT applications and curriculum development

• Teachers are using GT in classroom projects now

2011-2012 MNPS Pilot Project

Summer Workshop Overview

Provide an introduction to geospatial technologies Share examples of how GT can be used for real-

world project-based learning Conduct basic training and hands-on exercises

ArcGIS 10.0 GIS software GPS units (including collection of field measurements)

Create curriculum modules that will utilize the skills learned in the workshop for classroom use

Share troubleshooting tips

Summer Workshop GT Concept Map

The Geographic Inquiry Approach – Aligns with Project-Based Learning

Ask

Acquire

Examine

Analyze

Act

Where is there an

unmet need for tornado warning

sirens in my community?

Which areas currently have

siren coverage?

• Existing Siren

Locations • Siren Range

Data • Population

Information

•Which areas do not have coverage?

• Does the population in those areas warrant sirens? •Where would sirens need to be placed to provide coverage to those areas? •Is there public property

available for siren placement?

• Identify possible locations for siren

placement • Write proposal to

local government for sirens to be installed or grant to help fund

new sirens.

• Mapping of AutoZone and O’Reilly’s Auto Parts in GIS

• Sports fields mapping and

measurements using GIS • School campus tours in Google Earth

using GPS points and tracks collection • Mapping of local farmers’ markets for

fresh food access • Identify locations for bluebird house

placement around school grounds by mapping out sightings and nest zones

2011-2012 MNPS Pilot Project: Classroom Activities Created by Teachers

• Phase II: 2012-2013 GT Effort Expansion • Introductory-level workshop for seven

additional high school teachers in May prior to project-based learning PD • Includes both middle and high school

students • 4-day workshop covering basics of

GT • Two-day “Advanced” GIS workshop in July

with optional 1-day refresher course for those interested

• Teacher mentoring with possible follow-up days in 2012-2013 school year for teachers

= GT PD Days

Current MNPS GT Integration Activities

The Road Forward

• Our “Oz” is for GT to be in all school systems in Tennessee

• Next Steps • Secure funding for a Knox County Pilot • Work with STEM Hubs to expand into

rural school systems (possibly Middle TN as first step)

• Assist in acquiring statewide ESRI ArcGIS Education License (all schools, K-12)

• Develop coordinated statewide strategy • Provide teacher training in use of GT • Teacher support through mentoring and

industry partners

ArcGIS Users for K12 Educational Purposes in TN (past and present)

The Geospatial Learning Group

• Dr. Janey Camp (Vanderbilt University) • janey.camp@vanderbilt.edu

• Kurt Butefish (Tennessee Geographic Alliance) • kbutefis@utk.edu

• Patricia Stinger-Barnes (University of Tennessee Knoxville) • pstinger@utk.edu

• Jeremy Weber (GEO-Jobe GIS Consulting) • jweber@geo-jobe.com

Contact Information