In 1996, SCI-LINK
in the College of Education at NC State University, offered its first
workshops focusing on Geographic Information Systems (GIS). These workshops
aimed to support individuals in the use of environmental data to solve
problems, using technology and new scientific findings. Workshop participants
have introduced these concepts to students in their classrooms grades
5-12, as well as museums, nature centers, and other non-formal locations.
Over the past five years, in
order to reach educators across North Carolina, and to overcome perceived
barriers to introducing this more complex technology tool, a conceptual
model was developed in 2000 entitled the 5-Step Leadership Model (Stubbs,
2000). Hagevik, utilizing SCI-LINK publications and the GIS workshops,
developed a curriculum, MOSS
(Mapping Our School Site and (Step II of the 5-Step Model) that has spawned
a number of individual projects. Four projects are mentioned as exemplary
cases of what can happen in formal and non-formal settings.
DeeDee, Rita and Kris identify trees using field
GIS Leadership Development Model.
The GIS Leadership Model is
a graduated program composed of a five-step
series of workshops and projects. After completing the five steps,
educators engage in a leadership component that enables them to become
mentors and workshop instructors for other teachers. In their teaching,
educators demonstrate increased learning and application of geographic
information systems. A brief overview of each workshop follows, indicating
the focus and software used. Each workshop focuses on a specific area
of the environment and includes presentations by scientists, information
and GIS professionals, emphasizing
educational applications. In addition, management and pedagogy related
to the implementation and integration of science, mathematics, and technology
into instruction are addressed. These workshops are NOT just learning
software programs. These workshops ARE about gaining specific knowledge
using technology applications as tools for further analysis, understanding,
and learning. For example, workshops in the first three years focused
on the environmental topic of hazardous waste. Workshops in the last two
years have furthered knowledge of non-point source pollution, or polluted
run-off – problems of water pollution.
Observing and collecting data on
of the 5-Step GIS Leadership Model
All workshops focus on an
environmental topic. Topics of past workshops include hazardous waste,
river basins, watersheds, health issues, and polluted run-off.
||Introduction to maps,
spatial thinking, and learning about an environmental problem.
||Mapping a specific site,
monitoring components and parameters of this environment (plants,
temperature, animals, cover, water and run-off, and non-living components
such as soil and air).
[Mapping Our School Site], GPS,
GLOBE protocols, CityGreen,
devices, ArcView 3.x
||Community focus, field
trips to compare various environmental factors at different locations.
Individual project developed.
||Beginning GIS using ArcView
||Individual project developed
by each educator augmented with an APlan, a document that reflects
the participant’s integrated response to and use of all components
in the GIS program in his/her educational setting.
||Advanced GIS using
||Each educator is responsible
for developing his/her individual project. Three days are spent in
the classroom (two days with supervision by graduate students) and
one day with subject matter experts. Two days are spent in the community,
contacting cooperators and specific partners for each project, following
the design of the APlan. Completed project plans submitted for review.