Share Paper: Adapting Models of Teacher Training and Curriculum Development for Online Geospatial Inquiry in High School Science and Social Studies Classrooms
Abstract: This spring our research team received approval from the National Science Foundation for a multi-site collaborative research project. As envisioned at the time of the grant proposal, the core procedures were to be conducted in traditional, face-to-face formats: in-person teacher professional development, in-person curriculum development meetings, whole-class instruction by teachers and support instructors, and small group data collection by students using school-provided mobile devices. The onset of the COVID-19 pandemic forced us to re-visit intended models of curriculum design and development, professional development, and students’ use of technology for online learning environments. After revising and enacting our plans, we discovered ...