Geospatial Technologies And Geography Education In A Changing World
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Geospatial Technologies and Geography Education in a Changing World
This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.
Geography Education in the Digital World
Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education. Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world: Professional practice and personal identities. Geographical sources and connections. Geospatial technologies. Geographical fieldwork. This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.
Geography Education for Global Understanding
This book presents the core concepts of geographical education as a means of understanding global issues from a spatial perspective. It treats education, supported by high standards, approaches, methodologies, and resources, as essential in exploring the interactions of the world’s human and environmental systems at local, regional, and global scales embedded in the nature of the discipline of geography. It covers topics such as climate change, sustainable development goals, geopolitics in an uncertain world, global crisis, and population flows, which are of great interest to geography researchers and social sciences educators who want to explore the complexity of contemporary societies. Highly respected scholars in geography education answer questions on key topics and explain how global understanding is considered in K-12 education in significant countries around the globe. The book discusses factors such as the Internet, social media, virtual globes and other technological developments that provide insights into and visualization – in real time – of the intensity of relationships between different countries and regions of the earth. It also examines how this does not always lead to empathy with other political, cultural, social and religious values: terrorism threats and armed conflicts are also essential features of the global world. This book opens the dialogue for global understanding as a great opportunity for teachers, educators, scholars and policy makers to better equip students and future citizens to deal with global issues.