This article explores teacher training in geographic information system (GIS) and hopes to uncover the necessary elements required for long-term and sustained use of GIS in the K-12 classroom. A variety of models have been proposed for successful GIS professional development including long-term teacher training lasting up to a year in length. Our study takes an additional step by following up with teachers over a full year after they have completed training to determine if they are continuing to teach with GIS and if so, how. We find there remains a disconnect between providing GIS teacher professional development and actually seeing long-term classroom implementation. We offer three recommendations for transformation in teacher practice: pre-service teacher geography and GIS intervention, continuous follow-up and coaching, and including GIS in Academic Standards.
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Collins et al. (2018) studied this question.
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