Integrating Geographic Information Systems in Native American STEM Education: Digital Storytelling and Place-Based Learning Through ArcGIS StoryMaps and Survey123

This article examines the implementation and evolution of Geographic Information Systems (GIS) instruction within a culturally responsive science, technology, engineering, and mathematics (STEM) outreach program for Native American high school students over a three-year period. Through detailed case studies and comparative analysis, we explore how different GIS platforms can support place-based learning and digital storytelling while addressing the unique educational needs of Native American students. The StoryMaps implementation emphasized individual creative expression and multimedia narrative development, enabling students to create sophisticated digital stories connecting personal experiences to geographic spaces. The Survey123 implementation focused on collaborative data collection and shared knowledge construction through campus mapping activities. Student outcomes demonstrate high levels of engagement and technical skill development across both platforms, with Survey123 showing particular effectiveness in accessibility and sustained participation. Our findings highlight the importance of technology selection that prioritizes pedagogical objectives over technical sophistication, the value of place-based learning approaches that honor Indigenous spatial knowledge traditions, and the potential for GIS integration to support both STEM skill development and cultural identity expression. This work contributes to understanding how digital mapping technologies can be implemented within culturally responsive educational frameworks while providing practical guidance for educators seeking to integrate spatial thinking into diverse STEM programming.