Integrating geospatial technologies, action research, and curriculum theory to promote ecological literacy

Abstract

Purpose

The purpose of this paper is to examine and report on the impact of integrating geospacial technology and ecological literacy into an educational leadership Master's class block comprised of action research and curriculum theory.

Design/methodology/approach

Action and teacher research informed by environmental issues framed an action research and curriculum theory course block in a Master's Educational Leadership program. A phenomenological study captured what transpired at a rural campus in Summer 2009. Teachers in Cohort VII investigated environmental relationships through observation, data collection, and analysis. The use of geospatial technologies built on place‐based educational pedagogies through the experience of kayaking on the Llano River to examine ecological social contexts as they relate to environmental issues.

Findings

Data reveal great interest in geospatial technologies but need for more professional development.

Practical implications

This action research engaged future school administrators in considering how to integrate spatial technology building on local geographic resources to enhance ecological literacy.

Originality/value

Research in the area of education administrators and public school students utilizing geospatial technology is very limited. The value added to the curriculum with geospatical technology is embraced by the masters students. They also began to comprehend how environmental literacy, as well as outdoor educational experiences, can be integrated into the school curriculum effectively.

Citation

Agnello, M.F. and Carpenter, P. (2010), "Integrating geospatial technologies, action research, and curriculum theory to promote ecological literacy", Multicultural Education & Technology Journal, Vol. 4 No. 3, pp. 188-197. https://doi.org/10.1108/17504971011075183