As Mx. Dreeszen Bowman stated in the module 5 introduction, it's important to implement a new technology tool in such a manner where the content and the student are the focus, rather than the technology itself (Bowman, 2022). Mx. Dreeszen Bowman also mentioned a scenario which I run into often in my school. Teachers learn about a new technology tool and want to use it for everything, even if it may not necessarily be appropriate for the content being presented (Bowman, 2022). As a future school librarian, I think it's important for me to learn about new technology, but to employ a technology integration model that will help incorporate new technology tools in an impactful way.
With that being said, I decided to research the use of GPS in the classroom. This is a relatively unfamiliar technology tool to me, but I have seen some of my colleagues effectively implement GPS over the last few years. GPS, or Global Positioning System, in its most basic definition, uses satellites to help pinpoint a specific location (Best Solution Line, 2020). This is most reflected in technology applications such as Google Maps (Deutch, 2024). GIS or Geographic Information Systems use "remote sensing devices and computers to capture and analyze data to gain information about a location" (Best Solution Line, 2020). This type of technology is most seen in applications such as Google Earth. While the two types of systems used to work independently of one another, Google, and other producers of similar applications have found that both GPS and GIS have more overlap and work better together, rather than as independent applications (Deutch, 2024). These two systems are also frequently used in tandem in the classroom. This video does a great job of explaining the differences between the two systems and how they may be used in the classroom (Best Solution Line, 2020)!
The RAT model was developed as a "self-assessment" to "increase technological decision making" (Hughes, 2019). This model examines a technological tool in terms of instructional goals, student learning, and teaching methods (Hughes, 2019). It can also be tailored in order to align with school or district goals. I used the RAT model to analyze GPS use in the classroom. GPS could be used to amplify an activity, using this technology to streamline a skill or extend its capabilities. GPS could also be used to transform a lesson, giving students to the opportunity to look at curriculum in new ways Hughes, 2019). The categorization of the lesson or activity would be dependent upon the teacher's intended instructional goals.
GPS or GIS systems can be used to amplify a lesson by helping to enhance a skill that a student may already possess or utilize in a content based classroom. For example, in a geography or history class, students can use Google Maps to pinpoint locations and Google Earth to learn more about a specific location. This would enhance or amplify the skill of researching or mapping, two standards that students could otherwise meet using internet research or an actual map. GPS or GIS can similarly do this in a science classroom, mapping geological features or discovering a location's natural resources (Ash, 2010). Transforming this technology can be done by creating a lesson where the students are reinventing their own learning by going beyond the traditional classroom. Many teachers are using this as a "flipped" lesson, where students "create their own adventure" by using GPS and GIS in a geocaching adventure (geocaching is the equivalent of a treasure hunt using this technology- think about the Pokémon Go craze)! There are several different content based applications utilizing GPS in both an amplified or transformative manner. Some helpful examples or resources are listed below:
- SmartPhone GPS Treasure Hunt (You'll need access to your USC account as I found this article through the School Library Catalog)- This article talked about how GPS could be used to help support English as a Second Language classrooms, specifically how talking through directions or videoing a step by step guide can help enhance the learning of the English Language.
- GPS in the Science and History Classroom- Although this is an older article, it gave great ideas for how to implement this technology effectively in the classroom.
- GPS in ELA- I loved this "Choose Your Own Adventure" idea of creating your own geocaching adventure to illustrate a story's outcome using visuals and mapping. A really fantastic idea!
- How Tos and Hacks: Both of these links give more generalized ideas as to how to implement GPS and GIS systems. These would be more for an amplified lesson. However, these ideas might be a great "jump start" to a more transformative lesson!
- Start-up Guide- I thought this library guide was very thorough in its explanation of how the Google systems work with some ideas of how to implement this technology in the classroom. It also has a tab with project ideas for humanities courses.
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