Features and Methods of Designing Effective GIS Professional Development Through the Technological Pedagogical Content Knowledge (TPACK) Framework




Oda, Katsuhiko
Herman, Thomas
Hasan, Angela

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The Grosvenor Center for Geographic Education


This article reports on the development and implementation of professional development (PD) based on the Technological Pedagogical Content Knowledge (TPACK) framework, as well as the subsequent assessment of the PD. Twenty-four middle- and high-school teachers attended our PD and studied teaching with a geographic information system (GIS), with the aim of deepening student engagement and learning in social science and science. We collected and analyzed attendees' reflective journals. Results suggested that teachers understood the significance of GIS in terms of both benefits for their teaching and for student learning. Furthermore, the participants learned how geospatial technological knowledge could interact with pedagogical content knowledge to create meaningful integration of GIS with classroom instruction. The findings of this study provide implications useful for further research on PD in the GIS domain. The insights on features and methods of designing effective PD should contribute to building the capacity of geography education and research.



geography, professional development, TPACK, instructional technology, GIS, geographic literacy, GIS


Oda, K., Herman, T., & Hasan, A. (2018). Features and methods of designing effective GIS professional development through the Technological Pedagogical Content Knowledge (TPACK) framework. Research in Geographic Education, 20(1), pp. 11-25.


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