Geospatial Technologies and Teacher Education

The purpose of this chapter is to provide a synthesis of the existing knowledge about the characteristics and current experiences of preservice and in-service teachers’ learning to teach with geospatial technologies (GST). Twenty-three selected peer-reviewed articles and book chapters were analyzed in terms of the GST used, the approaches adopted for designing the learning experiences, the goals, focus, and duration of the learning experiences, and the measures of the learning effectiveness. The analysis results provide a deeper understanding of what teachers learn, how they learn, and what they become able to do with GST in their classrooms. Collectively, these findings also elucidate some insights for future research on GST teacher education.