Structural, Technical, and Definitional Issues: The Case of Geography, “GIS,” and K-12 Classrooms in the United States

Abstract

This article examines the structural, technical, and definitional issues associated with linking specific technologies to K-12 content standards. It examines the case of the “Geography for Life” K-12 standards and the proliferation of Geographic Information Systems (GIS) to understand the wider implications of integrating the implementation of content standards with the introduction of highly specialized information systems. The article proposes geographic educators re-conceptualize “GIS” to engage the themes of contemporary geography, maximize the role of existing IT infrastructures, and facilitate standard implementation. While this article examines the case of geography, it demonstrates the need to assess the role, if any, for information technologies in the development and implementation of K-12 content standards in the classroom. Finally, the article examines the conceptual and practical importance of positioning information technologies within the context of both higher education and the K-12 classroom and acknowledging the inevitable tension that exists between these two distinct communities.