Decades following the advent of geospatial technology use in government, industry, and academia, elementary and secondary classrooms remain mostly uninitiated in the ways of spatial analysis, data collection, and map creation. While computers have become more common in schools, limitations of bandwith, accessibility, and familiarity remain barriers to using geospatial technology across the curriculum. A multitude of small studies has been undertaken describing the success of teachers using geospatial technology in classrooms, yet these reports have not led to widespread usage by technology, geography, science, or social studies teachers. Geospatial technology professionals who shared their enthusiasm for this resource with educators decades earlier remain surprised at the continued dearth of geographic information science (GIS) in pre-collegiate classrooms. This review uses survey results from seven professional development workshops in Colorado to frame a discussion of the cycle of adoption of new technologies by K-12 educators. Survey results in Colorado substantiate previously-identified concerns about the time it takes to learn and instruct using GIS, the increased burden of teaching English and math as part of science and social studies instruction, and the technical challenges associated with lack of up-to-date computers and sufficient bandwidth. Librarians, who are often overlooked as educational collaborators, can become equal partners in educational ventures. As more and more patrons of libraries wish to explore digital maps, academic librarians trained in GIS will be called to assist patrons in addressing new challenges and can model this behavior for K-12 educators and school librarians. Based on the survey comments from Colorado K-12 teachers interested in geospatial technologies, geographers, academic librarians, and school librarians should consider developing approaches that support elementary and secondary educators in learning and teaching with geospatial technology.

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知识的节点：图书馆员是地理空间技术用户的导航器

在政府，工业界和学术界使用地理空间技术之后的几十年中，初级和二级教室在空间分析，数据收集和地图创建的方式上仍未启动。尽管计算机在学校中变得越来越普遍，但是带宽，可访问性和熟悉度的限制仍然是在整个课程中使用地理空间技术的障碍。已经进行了许多小型研究，描述了教师在课堂上使用地理空间技术的成功之处，但是这些报告并未导致技术，地理，科学或社会研究教师的广泛使用。几十年前与教育工作者分享了对这种资源的热情的地理空间技术专业人员，对于大学前教室中地理信息科学（GIS）的持续匮乏感到惊讶。这次审查使用了来自科罗拉多州七个专业发展研讨会的调查结果，对K-12教育工作者采用新技术的周期进行了讨论。科罗拉多州的调查结果证实了先前确定的问题，这些问题涉及使用GIS学习和指导所花费的时间，作为科学和社会研究指导一部分的英语和数学教学负担的增加以及与缺乏最新知识有关的技术挑战。约会计算机和足够的带宽。常常被忽视为教育合作者的图书馆员可以成为教育事业中的平等伙伴。随着越来越多的图书馆读者希望探索数字地图，将召集接受过GIS培训的学术图书馆员来协助读者应对新的挑战，并为K-12教育工作者和学校图书馆员建立这种行为的模型。根据对感兴趣的地理空间技术的科罗拉多州K-12老师的调查意见，地理学家，学术图书馆员和学校图书馆员应考虑开发支持中小学教育者使用地理空间技术进行学习和教学的方法。