Geography in the Classroom: Using Geographical Information Systems (GIS)

Course Available
2 Units
Online Self-Paced

Course Description

Enhance Your Geography Curriculum with 21st Century Technology

Geography in the Classroom:  Using Geographical Information Systems (GIS) is a course where teachers can utilize technology to bring Geography to life.  GIS will not only bring alive the geographic scope and sequence in the Grades 4-12 and community college classroom, it will provide a tool to understand data to solve real-world problems, hence increasing the rigor in class.  This course is two-fold.  One, to help bridge the gap between a lecture/teacher driven course and to put the information gathering and problem solving into the hands of the students.  Second, GIS will help students bring in other core subjects into the geography lesson.  These include measurement, charts and graphs, map algebra, patterns and writing.

Course Details

Number of Units: 2.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for teachers (Grades 4-12 and community college level) who want to enhance learning with the use of technology in their geography lessons.

Course Materials:  No textbook required.  Access to a computer to complete assignments.

Technical Requirements

Course Options

Course Date Units Price
EDU-X776O – 006 Start now, you have 180 days to complete this course once enrolled 2 $307

Geography in the Classroom: Using Geographical Information Systems (GIS)

Start now, you have 180 days to complete this course once enrolled
2
$307
Online Self-Paced
Jennifer Bullock

Once you have enrolled in your course, log in to your account to access the course Welcome Letter, which includes directions on how to access the Online Orientation and your online course.

What You Will Learn

  • Able to discuss what GIS is and how it can be used in the classroom
  • Produce maps in ArcGIS online or within Story Maps or use online GIS tools such as Gapminder or WorldMapper that parallel known state standards in Geography
  • Demonstrate a field based scenario where GIS can be integrated in their classroom from data collected on one's own school campus
  • Able to relate content in geography and formulate and construct a lesson plan using ArcGIS online and/or Story Maps

Instructors

Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

Why USD?

PCE nurtures key partnerships on the local, national and international level to better serve working professionals who seek to enhance or build their careers, as well as with their employers to help achieve their highest value and potential. Contact us today to learn more.

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Online Self-Paced

Our online self-paced courses are similar to online fixed-date courses, but are designed to give you a six-month period from time of enrollment to complete all assignments. Like fixed-date courses, online self-paced courses are asynchronous, meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.

How is the self-paced course structured? Like fixed-date courses, online self-paced courses are asynchronous meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. The content is divided into three or seven learning modules. Each module will cover one or more topics. Within each of the learning modules, you can expect the following components:

  • Module introduction that outlines what you can expect to learn in the module.
  • Required readings (textbook, articles, journals, websites, etc.) and presentations (audio and/or video).
  • Assignments (which may include: written assignments, quizzes, blogs, etc.) based on the readings and presentations.
  • Module conclusion to review the topics and what you should have learned.
  • Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

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