Teacher Adoption of Geospatial Tools in Special Needs Secondary History Classrooms: Case Studies Thomas C. Hammond Richard B. Rosenblum Lehigh University SITE Conference March, 2013 New Orleans

What are ‘geospatial tools’?...includes geographic information systems (GIS), global positioning systems (GPS), virtual globes (Google Earth, ArcGIS Explorer, WorldWind, etc.), and web-based resources for the representation of geographic data. Geospatial technologies enable students to collect spatial data, create maps, and access much of the same data used by scientific and geographic professionals. Increasingly, such technology is becoming part of our daily lives for driving, public transportation, delivery services, weather, and an endless number of applications in science, business, and industry.

Virtual globes

Geographic Information Systems

Web services

Manipulable maps (via whiteboard, tablet, etc.)

Geospatial tools for history education Conceptual challenges of history education –Abstract concepts –Distant times/places –Alien perspectives Geospatial tools –Place people / events in spatial contexts –Provide visual referent –Form an accessible ‘text’  “leaning forward” model of history class [Plus the honest answer!]

Counterexample: Business-as-usual topical maps

…when addressed with geospatial tools…

Geospatial tools for special needs history education [Supporting students’ needs when rising to curricular challenges, with necessary adaptations] [And another honest answer] Additional challenge of teacher preparation –History education as a complex, layered task (e.g., Barton & Levstik, 2004); most special ed teachers receive no disciplinary training (Okolo, in press) –If tech integration is ‘wickedly complex’ (Koehler & Mishra, 2008), integrating geospatial tools is WICKED wickedly complex!

Research questions How do in-service supervising teachers and pre-service teacher interns –plan and implement special needs history education? –integrate geospatial tools into special needs history education?

Research context Singular school Distinctive curriculum Unusual teachers –Focuses on emotional & behavioral disorders –Scrupulous adherence to Positive Behavioral Support –Training school; highly transient staff –Strong tech integration emphasis: SmartBoards in classrooms, teachers have iPads, Wednesday tech training sessions

Research context Singular school Distinctive curriculum Unusual teachers –History only; no civics, etc. –Only US history, divided into four time periods –Follows four-year cycle, one semester per year, current = 1945-present

Research context Singular school Distinctive curriculum Unusual teachers –In this study, all dual certified –Intern teachers on school staff, but completing preparatory step to full-term student teaching –Interns’ gen ed cert is secondary social studies

Dyad 1 (two below-level classes) Supervisor: Victoria Dual cert secondary English, SpEd Art History undergrad, pursuing PhD in Ed Leadership 6 years experience teaching SpEd Intern: Felix Pursuing dual cert in secondary social studies & SpEd Prior coursework in geospatial tools Dyad 2 (one on-level class) Supervisor: Matt Dual cert ElEd, SpEd 3 years experience First time teaching history Intern: Ernest Certified in secondary social studies, adding cert in SpEd One year gen ed experience One year law school

Researchers as participants Classroom observation Interviews Document collection Participants in planning process Lead designers of some geospatial materials ‘Guest teaching’ to model unfamiliar tools, techniques

Data sources & analysis Classroom observation Teacher interviews Document collection Running record Independent coding Analysis of curriculum framework, scope-and- sequence, lesson plans

Preliminary findings Planning & implementation: Split authority –Interns (particularly Felix) = authority on content, primary responsibility for planning –Supervisors = authority on adaptation of plans, coaching on classroom management No diffusion of geospatial tools (yet) –Felix = sole creator (beside researchers) of geospatial materials; other participants use existing materials but do no create –All participants expressed value of geospatial tools, interest in further learning (Across all cases: Geospatial tools-enhanced lessons highly engaging for students!)

Implications [Necessary tech prerequisites: access, efficacy, support] SpEd teachers need content-area / disciplinary training, technology training Establishing geospatial tools use as a Content Enhancement Routine? More research is needed!

Next steps Continuing to observe & support history classes Probing longevity –Conducting a planning task? –Offering training during Wednesday tech sessions? –Observing (but not participating in) next semester’s history instruction

Questions / Follow-up hammond [/a/] lehigh.edu rbrosenblum [/a/] gmail.com Presentation & relevant links o delicious.com/tchammond/SITE2013