David A. Lanegran

Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.

Advanced Placement® Human Geography: Looking Back and Looking Ahead.

ABSTRACT Over the past fifteen years, AP Human Geography has grown in numbers and spread to almost every state. This article synopsizes the early history of the subject, summarizes the course and the exam, highlights positive impacts on the discipline of geography, and focuses on the following three issues: teachers who come to the course having majored in other subjects, the large numbers of students taking the exam as ninth graders, and the need to incorporate more geospatial technologies and critical geography into the course outline.

Modern Agriculture in Advanced Placement Human Geography

Abstract This article is an overview of the agriculture section in the outline of the Advanced Placement (AP) human geography course. It is intended to provide a more detailed framework on which teachers may develop their own curriculum for the AP class. Special emphasis is given to the practice of agriculture in contemporary industrial societies. It also encourages teachers to balance the cultural and historical views of agriculture contained in many textbooks with an economic and geographic focus. Agribusiness is also given special treatment.

Travel, Tourism, and Geographic Field Work - Project Marco-Polo 1992

Abstract Travel is an important part of every geographers life. This essay uses the concept of a life list as developed by Salter and Meserve to examine the impact of several landscapes in Egypt and Greece had on two members of the 1992 NGS Marco Polo expedition. The differences between travel and tourism are sketched, as is the potential of using travel as a way of teaching geography.

Geography: the Bridge From Classrooms To Communities

Geography not only teaches about locations, it also teaches students to understand how they are connected to events elsewhere in the world. Some teaching techniques to achieve this coal are considered on the following pages.