Spreading GIS-Infused Instruction: A Cross-Case Comparison of Two Instructional Approaches
March 30, 2021
The Learning Partnership
James Madison University
This work is part of an ongoing partnership that seeks to create a sustainable infrastructure to support GIS-infused instruction in a large urban school district. In this paper, we report an illustrative cross-case comparison of two teachers’ approaches to infusing GIS in their courses. The goal of this analysis is to examine how GIS-infused instruction is adapted in different contexts and to consider the affordances of divergent approaches. Findings illustrate the relationships among organizational context, individual and collective context, particularly teacher identity, and instructional practice in the work of spreading GIS-infused instruction. We also discuss key lessons learned in our partnership thus far and implications for district-level partnerships focused on spread and scale.
James, K., McGee, S., Uttal, D., Kolvoord, B. (2021, June 7-11). Spreading GIS-Infused Instruction: A Cross-Case Comparison of Two Instructional Approaches [Paper presentation]. International Society of the Learning Sciences Annual Meeting, online conference.
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