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Abstract
K–12 geography education is often grouped with other subjects, limiting student exposure to geospatial technology and geographic inquiry. We explored the implementation of geospatial technology in North Carolina K–12 schools through a forty-four-question survey. Educators shared their teaching methods, geospatial technology integration, and professional development experience. Survey responses were statistically tested for multiple subpopulations, including rural, urban, and state-sponsored schools. Results suggest a lack of geography state standards, professional development opportunities, and classroom utilization of most geospatial technologies, which contribute to the deficiencies of geographic inquiry–based learning in North Carolina. Future North Carolina K–12 initiatives require changes to curriculum standards, professional training, and classroom resources.
Acknowledgments
We thank the National Geographic Society, the Department of Geography and Planning, and the College of Arts and Sciences at Appalachian State University for funding to complete this research. We also thank Dr. Jerry Mitchell and the reviewers for valuable feedback on an earlier version of this manuscript.