Latest Contributions by TomBaker

Punchline: Generative AI tools offer interesting possibilities, although be careful.  You won’t know what data are fictional and what data are real. In the blog that follows, I used generative AI commands to generate the following data.  You can send the AI a prompt (user input) and the AI will return "data".  Remember that generative AI can and will hallucinate from time to time.  Depending on your teaching needs, carefully review all output. Note: In some returned data below, I added the bulleted list to help with formatting of this blog.  The AI did not add the bullets. CSV  Can ChatGPT create a list of cities with a geographical query attached? Prompt to ChatGPT: can you provide a comma-delimited table of latitude, longitude, and city name for 10 cities in the northern hemisphere? ChatGPT returned: City,Latitude,Longitude Moscow,55.7558,37.6173 Toronto,43.651070,-79.347015 Reykjavik,64.1466,-21.9426 Tokyo,35.682839,139.759455 Stockholm,59.3293,18.0686 Seattle,47.6062,-122.3321 Oslo,59.9139,10.7522 Helsinki,60.1699,24.9384 Anchorage,61.2181,-149.9003 Edinburgh,55.9533,-3.1883   GeoJSON Can ChatGPT draw a polygon centered over a real area? Prompt to ChatGPT: create a geojson square polygon centered over New York City, New York. ChatGPT returned: {     "type": "FeatureCollection",     "features": [         {             "type": "Feature",             "properties": {},             "geometry": {                 "type": "Polygon",                 "coordinates": [                     [                         [-74.0110, 40.7178],                         [-74.0110, 40.7078],                         [-74.0010, 40.7078],                         [-74.0010, 40.7178],                         [-74.0110, 40.7178]                     ]                 ]             }         }     ] } CSV Can ChatGPT create a list of points in a bounded region? Prompt to ChatGPT: generate a comma-delimited table of 15 places within the geojson square above.  Include the latitude, longitude, and place name. ChatGPT returned latitude,longitude,place_name 40.7168,-74.0100,"Place 1" 40.7165,-74.0095,"Place 2" 40.7162,-74.0090,"Place 3" 40.7159,-74.0085,"Place 4" 40.7156,-74.0080,"Place 5" 40.7153,-74.0075,"Place 6" 40.7150,-74.0070,"Place 7" 40.7147,-74.0065,"Place 8" 40.7144,-74.0060,"Place 9" 40.7141,-74.0055,"Place 10" 40.7138,-74.0050,"Place 11" 40.7135,-74.0045,"Place 12" 40.7132,-74.0040,"Place 13" 40.7129,-74.0035,"Place 14" 40.7126,-74.0030,"Place 15"   KML Can Bard return near realtime data from the Internet? Prompt to ChatGPT: Use KML to create an approximate outline of the state of Kansas. ChatGPT returned: <?xml version="1.0" encoding="UTF-8"?> <kml xmlns="http://www.opengis.net/kml/2.2">   <Document>     <name>Kansas Outline</name>     <Placemark>       <name>Outline</name>       <LinearRing>         <coordinates>           -101.906620,36.993076           -101.906620,39.993019           -94.616221,39.993019           -94.616221,36.993076           -101.906620,36.993076         </coordinates>       </LinearRing>     </Placemark>   </Document> </kml>  CSV Can much data can be returned by ChatGPT? Prompt to ChatGPT: create a comma-delimited table of all country capitals in the world. Include in the table the capital name, country name, latitude of the capital, longitude of the capital. ChatGPT 3.5 give a “sample” data structure with less than 10 results. ChatGPT 4 also returns a sample with 30 records (I only included the first three below). Capital Name, Country Name, Latitude, Longitude ----------------------------------------------- Kabul, Afghanistan, 34.6, 69.2 Tirana, Albania, 41.3, 19.8 Algiers, Algeria, 36.8, 3.2 Furthermore, ChatGPT 4 stated, “Unfortunately, due to the restrictions of this medium, I can only provide a sample list”.   AND THEN THINGS GOT WEIRD. I headed to Google Bard - to access “live” data from the Internet.  Prompted with: create a comma-delimited list of earthquakes from the last 24 hours that have a  magnitude 5 or greater.  Include latitude, longitude, magnitude, date, and nearest location. Bard returned: 19.42,-169.87,5.8,2023-07-28 11:07 PM,Kermadec Islands 34.36,-118.24,5.5,2023-07-28 10:32 PM,Los Angeles 14.54,-90.64,5.7,2023-07-28 10:18 PM,Guatemala -34.64,-70.68,5.6,2023-07-28 9:55 PM,Chile -17.20,-172.44,5.6,2023-07-28 9:39 PM,Tonga -17.31,-170.35,5.5,2023-07-28 9:24 PM,Samoa -57.00,-26.00,5.8,2023-07-28 9:12 PM,South Sandwich Islands 15.36,-95.33,5.6,2023-07-28 8:58 PM,Mexico -36.91,-73.11,5.6,2023-07-28 8:47 PM,Chile 19.35,-166.83,5.7,2023-07-28 8:33 PM,Kermadec Islands 17.77,-172.51,5.7,2023-07-28 8:19 PM,Tonga -35.67,-72.40,5.6,2023-07-28 8:05 PM,Chile -38.80,-72.90,5.6,2023-07-28 7:51 PM,Chile -34.36,-70.70,5.6,2023-07-28 7:37 PM,Chile -19.41,-169.94,5.7,2023-07-28 7:23 PM,Kermadec Islands -17.18,-172.46,5.6,2023-07-28 7:09 PM,Tonga -37.37,-72.53,5.6,2023-07-28 6:55 PM,Chile -54.77,-26.42,5.7,2023-07-28 6:41 PM,South Sandwich Islands -38.80,-72.90,5.6,2023-07-28 6:27 PM,Chile -35.70,-72.37,5.6,2023-07-28 6:13 PM,Chile -57.00,-26.00,5.7,2023-07-28 5:59 PM,South Sandwich Islands How many things in the above data make you pause?  My first thought was that maybe this is a subset of the data, so I headed over to the USGS site.  It gave a very different story. Admittedly, these are very small prompts. Perhaps more detailed prompts would return more accurate results.  Maybe include in the prompt a "do not make up data" statement - to improve work.  So many questions remain unanswered..... ... View more

If you teach GIS in school or college, especially in Career and Technical Education (CTE) programs, a short walk-through of the Esri Expo will give students an idea of the range of technologies built on or supported by the ArcGIS platform. Click the image below to launch the YouTube-hosted 360 degree VR video.  Be sure to use the "Gear" icon in the YouTube player to set the Quality to 4K - otherwise the exhibits are too difficult to see. The video description includes a booth-by-booth listing at times when the camera passes it.   If you are an instructor, consider having each high school or college student experience the video on their own laptop, mobile device, or VR headset.  Some guiding questions may help focus the experience. Name five companies Identify at least three different types of companies Identify at least three Esri product booths/areas. Identify where the clusters of people are. Are there organizations that align with your current interests or work? Lastly, remember that while the expo hall is large, well over 350,000 organizations globally use ArcGIS.  The video shows less than 1% of organizations using GIS. .   ... View more

The National Geospatial Technology Center of Excellence (the “GeoTech Center”) is excited to offer a Geospatial Educator’s Certification Program (GeoEdC). The GeoEdC is designed for educators (middle school through college/university) who are seeking to increase their pedagogical skill-set and/or acquire a document certifying that they have the requisite technical skills, competencies, and knowledge to teach geospatial technologies (GST). GeoEdC is intended for educators with intermediate or above levels of GST experience who teach or are planning to teach GST. Example requisite skills include the ability to:  Identify data format types (e.g., Vector versus Raster). A working knowledge of geospatial software, such as ArcGIS Online, ArcGIS Pro, QGIS, or other GST software. Describe coordinate systems. Change layer symbology and visualize data in a map, graph, or chart. Create or acquire geospatial data and add that data to a map frame. Create, update, and utilize attribute tables. Query, select, buffer, and other fundamental geoprocessing tasks. Identify and use different editing and geoprocessing tools. The benefits of the GeoEdC go beyond simply showing proof of expertise. Rather, the hands-on program provides educators with: Evidence of expertise to teach (or continue/begin to teach) workforce-aligned GST curriculum. Instruction regarding advances/changes in GST. A community of practice (CoP) in order to network, collaborate, and/or share content. Pedagogical techniques to effectively teach GST. Additional skills to create GTCM [careeronestop.org]-based (Geospatial Technology Competency Model) curriculum for real-world, work-related GST applications. Information to share with students regarding career opportunities in the GST industry. Notification to their respective administrators of the achievement. Accepted applicants (limited to no more than 20 participants) will complete the 8-week, virtual GeoEdC program starting on September 25 and ending on November 19, 2023. The GeoEdC curriculum consists of weekly learning modules, culminating with a weekly geospatial technology mini project and a weekly mini “capstone” project (where participants will design their own learning module). The goal of each mini project is to introduce participants to a variety of pedagogical techniques/tools for different geospatial technology applications. GeoEdC participants will work with GeoEdC mentors and other educators in a collaborative setting. All resources created by the participants will be available to educators via the GeoTech Center website. For further information (including how to apply), please visit: https://geoedc-kctcs.hub.arcgis.com/pages/home The program is presently free. Note, the application deadline for GeoEdC is August 18, 2023 (by 11:59 pm in your respective time zone). If you have any questions, feel free to reach out to Ken Yanow (GeoTech Center Associate Director) at [email protected].   ... View more

I recently upgraded my free ChatGPT account to a paid version.  Paid versions include beta features like plugins and the Code Interpreter.  Using the GPT-4 model, I added a plugin designed to describe images in text.  It is a bit like “reverse engineering” an AI prompt that might be used in an AI image generator.  The plugin I used for this post is called SceneXplain. At the time of this post, the plugin was free to use.   Prompt: In ChatGPT 4, I provided this prompt: explain this image: http://images.mapsofworld.com/usa/thematic-maps/usa-population-map.jpg   Results: ChatGPT and SceneXplain returned the following response: "The image shows a map of the United States, which is displaying the population estimate for each state. At the top of the map, there is a caption that reads "USA POPULATION ESTIMATE BY STATE" in large letters. Below this caption, there is additional text that says "(As of July 1, 2016)". The map is divided into various sections, each representing a different state. The states and their corresponding abbreviations are labeled with text positioned within their boundaries. Some of the state abbreviations include "WA" for Washington, "MT" for Montana, "ME" for Maine, "ND" for North Dakota, and "OR" for Oregon. These abbreviations are scattered across the map, with each one appearing near its respective state's boundary. The map also includes labels for population ranges, symbolized by different colors. These labels are placed at the bottom of the map. They indicate the population ranges from "10,000,001-40,000,000" to "1,000,001-5,000,000" to "100,000-1,000,000". The corresponding scale for the range values is displayed as "1 82.5 125" on the right side." Reactions? At this time, the tools don’t describe the pattern in the map. It’s not clear the tools understand the linkage between the legend and map The tools do a reasonably decent job at describing the content of the image. The narrative could be helpful as context or for framing a map that a student is to interpret. This may be especially useful for students with visual or cognitive impairments. The tools don’t work well today for  complex JPG/PNG maps nor does this tool work on interactive maps. This is a first generation technology.  What could this look like in 1 year, 5 years, 10 years?         ... View more

To enhance your classroom use of maps, GIS, and StoryMaps for project-based learning, here are five things you can do this summer. Deepen Understanding of Maps and GIS Concepts: Take time to deepen your understanding of maps and geographic information systems (GIS) concepts. Explore online resources, attend the Esri Education Summit or other workshops, and engage in self-paced learning modules to build your knowledge. This will help you better understand the underlying principles and techniques behind map-based analysis and storytelling.  See:  https://esri.com/educ Familiarize yourself with GIS software, such as ArcGIS, Survey123, or Dashboards , depending on the tools available to you. Explore the functionalities and capabilities of these tools, and learn how to use them for data visualization, analysis, and creating interactive maps. Esri offer free trials, tutorials, and learning resources to get you started. See https://esri.com/training Master Storytelling with StoryMaps: StoryMaps are powerful tools for engaging students in project-based learning. Dive deep into the art of storytelling and learn how to effectively communicate narratives using StoryMaps. Explore different storytelling techniques, learn about visual design principles, and practice creating compelling narratives that incorporate maps, multimedia content, and interactive elements. See:  https://storymaps.arcgis.com Gather Relevant Data and Resources: Identify potential project ideas and gather relevant data and resources during the summer break. Look for publicly available datasets, educational resources, and materials related to your desired project topics. Websites like Data.gov, Natural Earth, or local government portals often provide access to geospatial datasets that can be used for various project-based learning activities. Design Project-Based Learning Units: Devote time to designing project-based learning units that integrate maps, GIS, and StoryMaps into your curriculum. Identify learning objectives, define project scopes, and outline assessment methods. Consider how students can use maps and GIS to investigate real-world issues, solve problems, and communicate their findings effectively using StoryMaps. Align your projects with relevant standards and curricular requirements.  See https://pblworks.org By investing time in these activities, teachers can greatly enhance their classroom use of maps, GIS, and StoryMaps for project-based learning. This preparation will ensure a more engaging and immersive educational experience for students, promoting critical thinking, spatial analysis, and effective communication skills. And don’t forget about the Esri high school and middle school mapping competition.  It can be an excellent culminating activity to PBL-GIS units for students.  See: https://esriurl.com/AGOschoolcomp ... View more

I asked the generative AI tools below to describe a commonly used learning framework for GIS.  I'm posting it here so that we might use it in the future as a baseline - and also to provide a forum where educators may react to the AI generated descriptions. ----- Date: June 2, 2023 From: https://chat.openai.com Prompt: Describe the Geospatial Technology Competency Model in under 10000 words. Response from ChatGPT: The Geospatial Technology Competency Model (GTCM) is a framework developed by the US Department of Labor to identify the skills and knowledge required for various geospatial technology-related occupations. It provides a comprehensive understanding of the competencies needed for individuals to succeed in the geospatial industry. The GTCM consists of three main components: Knowledge Areas, Competency Statements, and Competency Units. The Knowledge Areas represent the broad categories of knowledge and skills necessary for geospatial technology professionals. These areas include Geographic Information Systems (GIS), Remote Sensing, Global Positioning Systems (GPS), and Cartography. Within each Knowledge Area, there are Competency Statements that describe specific skills or abilities required for a particular occupation or job role. These statements provide a detailed breakdown of the knowledge and skills that professionals should possess. Competency Units further break down the Competency Statements into specific tasks or functions that individuals need to be proficient in. The GTCM is organized into five hierarchical levels, which represent different stages of professional development. These levels are: Level 1: Foundational Competencies    This level includes the basic knowledge and skills necessary for entry-level positions in the geospatial industry. It covers fundamental concepts, such as spatial data structures, coordinate systems, and data management. Level 2: Technical Competencies    At this level, individuals develop more advanced technical skills related to geospatial technology. They gain expertise in areas like data analysis, geospatial modeling, and application development. Level 3: Application Competencies    This level focuses on the application of geospatial technology in specific industry sectors or domains. It includes competencies related to environmental analysis, urban planning, emergency management, and other specialized fields. Level 4: Management Competencies    Individuals at this level possess the skills needed to manage geospatial projects, teams, and resources. They have knowledge of project management methodologies, budgeting, and quality assurance. Level 5: Executive Competencies    The highest level of the GTCM is designed for individuals in executive or leadership positions. It encompasses strategic planning, policy development, and the ability to make informed decisions regarding geospatial technology integration within organizations. The GTCM serves as a valuable resource for individuals seeking to enter or advance their careers in the geospatial industry. It provides a roadmap for professionals to identify the skills they need to acquire or enhance for their desired job roles. Employers can also use the model to assess the competencies of their workforce and identify areas for improvement or training. Furthermore, the GTCM promotes standardization and consistency within the geospatial industry by establishing a common language for describing competencies. This helps employers, educators, and professionals align their expectations and better communicate about the skills required for geospatial technology positions. In conclusion, the Geospatial Technology Competency Model offers a comprehensive framework for understanding the skills and knowledge necessary for success in the geospatial industry. By outlining competencies at different levels of professional development, the GTCM facilitates career progression, guides training and education programs, and fosters a common understanding among stakeholders in the geospatial field. ----- Date: June 2, 2023 From: https://bard.google.com  Prompt: Describe the Geospatial Technology Competency Model in under 10000 words. Response from Bard: Sure. The Geospatial Technology Competency Model (GTCM) is a framework that defines the skills, knowledge, and abilities needed for success in the geospatial technology industry. The model is organized into nine tiers, each of which represents a different level of expertise. The first three tiers of the model focus on foundational skills and knowledge, such as mathematics, computer science, and spatial thinking. Tier 4 covers industry-wide competencies, such as data management, analysis, and visualization. Tier 5 focuses on industry sector-specific competencies, such as surveying and mapping, remote sensing, and geographic information systems (GIS). The upper tiers of the model focus on leadership and management skills. Tier 6 covers competencies for geospatial professionals who work in entry-level positions, such as technicians and analysts. Tier 7 covers competencies for geospatial professionals who work in mid-level positions, such as GIS managers and project managers. Tier 8 covers competencies for geospatial professionals who work in senior-level positions, such as chief information officers (CIOs) and chief technology officers (CTOs). The GTCM is a valuable tool for geospatial professionals of all levels. It can be used to assess your skills and knowledge, identify areas for improvement, and develop a plan for professional development. The model can also be used by employers to recruit and hire qualified geospatial professionals. Here is a more detailed description of each tier of the GTCM: Tier 1: Personal Effectiveness This tier focuses on the skills and knowledge that are essential for success in any career, such as communication, teamwork, and problem solving. Tier 2: Academic Foundations This tier covers the basic academic subjects that are necessary for a career in geospatial technology, such as mathematics, computer science, and spatial thinking. Tier 3: Industry Foundations This tier covers the basic concepts and principles of geospatial technology, such as data management, analysis, and visualization. Tier 4: Industry-Wide Competencies This tier covers the skills and knowledge that are essential for all geospatial professionals, regardless of their specialization. These competencies include: Code snippet * Data management * Data analysis * Data visualization * Geospatial communication * Geospatial ethics * Geospatial law Use code with caution. Learn more Tier 5: Industry Sector-Specific Competencies This tier covers the skills and knowledge that are specific to particular sectors of the geospatial industry, such as: Code snippet * Surveying and mapping * Remote sensing * GIS Use code with caution. Learn more Tier 6: Entry-Level Competencies This tier covers the skills and knowledge that are necessary for entry-level positions in the geospatial industry. These competencies include: Code snippet * Basic geospatial concepts and principles * Basic data management and analysis skills * Basic data visualization skills * Basic geospatial communication skills Use code with caution. Learn more Tier 7: Mid-Level Competencies This tier covers the skills and knowledge that are necessary for mid-level positions in the geospatial industry. These competencies include: Code snippet * Advanced geospatial concepts and principles * Advanced data management and analysis skills * Advanced data visualization skills * Advanced geospatial communication skills * Leadership and management skills Use code with caution. Learn more Tier 8: Senior-Level Competencies This tier covers the skills and knowledge that are necessary for senior-level positions in the geospatial industry. These competencies include: Code snippet * Expert geospatial knowledge and skills * Strong leadership and management skills * The ability to think strategically and solve complex problems Use code with caution. Learn more The GTCM is a valuable resource for anyone who is interested in a career in geospatial technology. It can help you assess your skills and knowledge, identify areas for improvement, and develop a plan for professional development. ... View more

Artificial Intelligence (AI) is impacting nearly every aspect of life whether we know it or not.  At the upcoming Education Summit at the Esri User Conference, we will hold a special interest group on AI in teaching and learning (Saturday, July 8 at 830am in Grand Ballroom 4).  The intent of the SIG is to bring educators together to discuss how they are using AI, how they might want to use AI, or concerns about AI in teaching in learning.  While GeoAI is an aspect of the conversation, we hope to have broader conversations – such that elementary teachers or grad school professors can equally gain from the conversations. To help set a strong context for this SIG meeting, we’re asking for community input now – regardless of your attendance at the Education Summit.  We’re asking for two minutes of your time, whether you knowingly use AI or not, to complete this short survey.  All data (save for email addresses) will be released at about the time of the Education Summit. This should give you an opportunity to see what your education colleagues are thinking about AI and what they’re doing with it. We ask that only educators (K12, higher education, or informal) complete the survey with respect to their professional work. Many, many thanks! Take the short survey. >>   Backup link: https://survey123.arcgis.com/share/9769c7ce670a4960b0d33640e2f39476   Photo by Andrew Neel on Unsplash.   ... View more

Visit Esri booth #1032 while you're attending ISTELive 23 in Philadelphia, June 25–28. Speak with Esri education team members Charlie Fitzpatrick and Tom Baker, or Esri Press team member Alicia Tornetta to learn more about our no-cost software, data, and instructional resources for K–12 classrooms and youth clubs.  In addition, you'll be able to find Esri technology in at least four ISTE playgrounds from Sunday to Wednesday. Be sure to search the latest ISTE agenda to find ArcGIS technology-based presentations by ISTE attendees. Playground and forum details: Digital story telling FORUM on Sunday Higher order thinking playground on Monday Multimedia extravaganza  playground on Tuesday Digital story telling playground on Wednesday ArcGIS-related user sessions at ISTE Live 2023: Search for "ArcGIS" here for the latest list of presenters. ... View more

For instructors who routinely use a collection of maps, consider creating an Atlas Instant App to allow easy discovery and interaction for your students.   It's a great tool for organizing maps and providing some powerful interactivity including drawing, 3D, "weather" and sunlight models. I built a quick example of the Atlas Instant App with a few simple maps available under “Open Map”.   To create your own Instant App, login to your ArcGIS Online organization.  Use the “waffle” and click “Instant Apps”.   Choose the Atlas app.  Set the group to point to your group where you have shared web maps or data layers.  These maps and data will be available in your new Instant App under the “open map” or “Add layer” buttons.  Supporting documentation is here. Be sure to share your Atlas Instant App – either to your organization or publicly.  Lastly, keep in mind, that as of April 2023, the Atlas Instant App is in beta.  Over time, it will continue to improve! ... View more

At least in the US, curriculum standards play varying roles in state or district implemented curriculum. However, as a general rule, they are considered guidance and usually best practice from experts in the discipline.  K12 standards can broadly be lumped into social studies (includes geography), science (includes Earth science), math, English language arts, and Career and Technical education.  In addition to standards silo’ing curriculum, in most states teachers are certified to teach in one area (unless they are elementary certified). To help understand where GIS (and geospatial keywords) can be found in K12 curriculum standards, we wrote a small program that harvested the 3,000+ state standards documents and scanned the content for the use of geospatial language. We looked for words like GIS, geospatial, spatial, geographic information, and global positioning. The findings are presented below however treat these numbers as approximations.  Documents may have been missed in the scan, some documents are now retired, and in some cases formatting of the original document have obfuscated correctly reading the standards. By clicking on your state, a popup with show an aggregated count but you may click through to the full report.  The full report will show you where keywords were found (and what specifically those keywords are).  Curriculum designers can use these briefs to reinforce where GIS can best serve standards-based curriculum. For those in the fortunate position to shape your future state standards, this document should prove useful. For classroom teachers looking to “justify” your GIS use in classroom to an administrator, this document should also help. To use the Instant app below, press “Open Map” and load the social studies standards map.  At this time of this writing, this “Atlas” Instant app is in beta (details). Launch the map in a new window. ... View more

February is Career and Technical Education (CTE) month. CTE is about helping learners attain skills and the documentation necessary to validate those skills in the workplace. Today, hundreds of thousands if not millions of students take a CTE course (or cross-listed course) to help expand their skills for future use in a potential job. With the release of the “GIS Fundamentals Foundation” technical certification from Esri, high school and college students have an excellent way to document their knowledge and skills – regardless of the professional path they are on. In CTE, GIS (or "geospatial" keywords)  are placed in different “career clusters”, varying from state to state. I’ve generated the breakdown below, based on the 2021 K12 standards analysis. Consider these numbers as starting points, rather than data etched in stone.         Clusters >>>                                 Total CTE Gen/Core Ag, Food, NR Arch & Construction Arts, AV, Comms Business Mang & Admin Edu & Training Finance Gov & Public Admin Health Hospitality & Tourism Human Services IT Law, Public Safety, Corrections Manufacturing Marketing STEM Transpo & Logistics TOTAL 315 6 164 16 6 2 1 1 21 2 1 0 6 4 4 2 28 43 Percent of states 7.8% 47.1% 13.7% 5.9% 2.0% 2.0% 2.0% 5.9% 3.9% 2.0% 0.0% ## 3.9% 5.9% 2.0% 11.8% 7.8% Alabama 31   24   4                         3 Alaska 1   1                               Arizona 0                                   Arkansas 11 1 9                           1   California 11   1 2     1 1   1 1         2   2 Colorado 0                                   Connecticut 13   11                       2       DC 0                                   Delaware 1     1                             Florida 2                               2   Georgia 0                                   Hawaii 0                                   Idaho 4   4                               Illinois 6   6                               Indiana 4   2 2                             Iowa 7   7                               Kansas 16       1         1     2       11   Kentucky 3   3                               Louisiana 7                                   Maine 0                                   Maryland 0                                   Massachusetts 3   3                               Michigan 82   35 1   2     17         3       24 Minnesota 5   5                               Mississippi 0                                   Missouri 0                                   Montana 0                                   Nebraska 1   1                               Nevada 10   6 2                     1   1   New Hampshire 4   4                               New Jersey 1 1                                 New Mexico 0                                   New York 9   9                               North Carolina 3 3                                 North Dakota 3   1                   2           Ohio 19   9 7 1               1 1         Oklahoma 0                                   Orgeon 0                                   Pennsylvania 0                                   Rhode Island 1                           1       South Carolina 24   13                           11   South Dakota 5   3           2                   Tennessee 3   1 1                 1           Texas 23   5           2               2 14 Utah 1   1                               Virginia 0                                   Vermont 0                                   Washington 0                                   West Virginia 1 1                                 Wisconsin 0                                   Wyoming 0                                                                           Nearly every state today has “GIS” in multiple places in their curriculum standards – science, social studies, and CTE. And where you don’t see “GIS”, you can see “Critical thinking”, “problem solving”, “data analysis”, and science or social science “process skills” throughout all standards of learning.  These broad terms are well addressed through data analysis technologies like GIS. Get your students technical skills that will help their initial employability – and salary.  Regardless of your career cluster or program of study, get a GIS technical certification in their mix of credentials.  Your students will thank you for it down the road. More information on GIS in CTE. >> ... View more