Geographic Information Systems (GIS) and Instructional Technology (IT) Diffusion: K-12 Student and Educator Conceptualizations

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dc.contributor.advisor Dr. Joseph Kerski, Committee Member en_US
dc.contributor.advisor Dr. Marsha Alibrandi, Committee Co-Chair en_US
dc.contributor.advisor Dr. Alan Foley, Committee Co-Chair en_US
dc.contributor.advisor Dr. Ellen Vasu, Committee Member en_US
dc.contributor.advisor Dr. Peter Hessling, Committee Member en_US White, Shannon Hill en_US 2010-04-02T18:27:00Z 2010-04-02T18:27:00Z 2006-09-09 en_US
dc.identifier.other etd-09092005-050901 en_US
dc.description.abstract The purpose of this study was to investigate student and educator conceptualizations of Geographic Information Systems (GIS), Instructional Technology (IT), and GIS in schools. GIS in education research to date has not focused on the understandings of educators and students. Studying these conceptualizations may further investigation of GIS as an instructional technology in K-12 education. Representational drawings and interviews in this study illustrated spatial and linguistic conceptualizations based on Paivio's (1991) dual coding theory and is situated in Roger's (2003) diffusion of innovations theory. This multiple-case study combines qualitative and phenomenographic research methods. Phenomenographic researchers seek to categorize the common understandings generated by a set of individual participants to better illustrate internal representations of phenomena. Data collected included three representational drawings and three semi-structured interviews from each participant. Participants were selected based on the criteria of equivalent GIS skills and training. The four educators represented varied K-12 settings and curriculum areas in secondary and middle schools. The two students were middle schoolers. Each session began with a participant generating a representational drawing on a focused research question. Subsequent interviews expanded on participant conceptualizations that emerged in the drawings and probed further understandings of the phenomena represented. The data revealed participants' allocentric and egocentric positions of observation. The common understandings emergent in the data provided context for the analysis of GIS, IT, and GIS in schools within the framework of Rogers' diffusion of innovations theory. The data indicated that to date, IT is further advanced in schools' adoption and implementation process of diffusion than is GIS, which is located in Rogers' (2003) initial stages of matching and agenda-setting. The confluence of participants' understandings of GIS and IT provided insights into awareness issues, uncertainties, and questions that must be examined in schools' innovation decision making. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject spatial cognition en_US
dc.subject Dual Coding Theory en_US
dc.subject Diffusion of Innovations en_US
dc.subject Geographic Information Systems en_US
dc.subject K-12 en_US
dc.subject education en_US
dc.subject IT en_US
dc.subject Instructional Technology en_US
dc.subject GIS en_US
dc.subject phenomenography en_US
dc.title Geographic Information Systems (GIS) and Instructional Technology (IT) Diffusion: K-12 Student and Educator Conceptualizations en_US PhD en_US dissertation en_US Curriculum and Instruction en_US

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