MapTeach stands for Mapping Technology Experiences with Alaska’s Cultural Heritage. It is a collaborative ITEST Project (Information Technology Experiences for Students and Teachers) funded as "Place-Based Geospatial Science Learning and Applications in Rural Alaska" under the National Science Foundation grant #NSF-02-147.

The collaborators include the University of Wisconsin-Madison’s Environmental Remote Sensing Center (ERSC), Alaska Division of Geological & Geophysical Surveys, and the University of Alaska Fairbanks.

Partners include: Alaska Federation of Natives, Alaska Native Knowledge Network/Alaska Rural Systemic Initiative, Cultural Heritage and Education Institute, Fort Knox Gold Mine, Lighthouse Community Christian School, Nenana Living Center, Yukon-Koyukuk District (Athabascan), Nenana City Public Schools, Nome City Schools (Inupiak and Yupik), Northwest Alaska Career and Technology Center, Sitnasuak Native Corporation.

Finding New Ways to Tell Old Stories

The program researches potentials and practices for integrating geospatial information technology (IT) proficiencies constructed upon a foundation of local traditional knowledge of the landscape. Participants synthesize concepts from Native American cartography, geomorphology, topographic and geologic map interpretation, remotely sensed data interpretation, geographic information systems (GIS), and capstone field research experiences. The 4-year project melds the joint expertise of teachers, education researchers, remote sensing specialists, geoscience professionals, Native Elders, and others with traditions-based knowledge into a program meeting the special needs of rural Alaskan educational systems.

Benefits of Participation

With the support of 10 partner organizations, this program fosters decision-making in rural communities regarding sustainable use of natural resources; by engaging participants in applying meaningful geoscience and geospatial IT activities situated by culturally relevant contexts.

The Need

Rural areas of Alaska have historically had significant populations of Native Alaskans that are challenged in many ways, including below average academic performance among K-12 students, a lack of cash economy opportunities, and high unemployment. Standards-based education has made limited connections with traditional knowledge systems that include a deep and broad understanding of local landscapes, natural resources and culture. This pattern is beginning to change as a result of new statewide educational initiatives, including the Alaska Rural Systemic Initiative (ARSI). For many rural Alaskan students, however, opportunities for developing fluencies in sophisticated information technology practices continue to be hampered by a lack of mechanisms to make linkages to their own cultural context and by deficiencies in basic fundamental literacies, including math and science. Traditions-based community members have valuable expertise regarding harvesting and sustaining natural resources in the local environment, but few have found a way to leverage this knowledge into success in school or into jobs in the local cash economy.

We propose to give students the opportunity to make a connection between traditional ways of understanding the landscape, scientific ways of making observations about the landscape, and the process of using cutting-edge information technologies to gather and document knowledge of the landscape.

Our Aim

Our aim is to develop curriculum that combines geoscience knowledge, local expertise and rapidly evolving geospatial information technology. We bring together local landscape experts and scientists with students, teachers, families, traditional Elders and community members. We will introduce them to innovative geospatial IT applications and science knowledge that can support informed decision-making and the use of state-of-the-art tools to manage local natural resources.

Grade level curriculum and activities involve students in solving “the problems of the day” (Dewey, 1964), support new skills that extend beyond the classroom, and can enable students to make meaningful contributions to solving community problems. Since participants will have opportunities to work with State of Alaska geologists, geospatial scientists, and educators, they also have opportunities to authentically emulate scientific activities at a novice level. This kind of “situated learning” emphasizes the benefits of providing real world experience, as opposed to merely theoretical proficiencies (Lave & Wenger, 1991). At the same time, the geoscientists gain new ways to incorporate education and outreach while working in rural Alaskan communities.