Geospatial Technologies In Geography Education
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| Author | : Osvaldo Muñiz Solari |
| Publisher | : Springer |
| Total Pages | : 231 |
| Release | : 2015-08-31 |
| Genre | : Science |
| ISBN | : 4431555196 |
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.
| Author | : Rafael de Miguel González |
| Publisher | : Springer |
| Total Pages | : 0 |
| Release | : 2019-05-29 |
| Genre | : Science |
| ISBN | : 9783030177829 |
This book addresses new pedagogies focusing on the use of geospatial technologies and geomedia in the classroom. Today, geospatial technologies are substantially influencing geography teaching and learning, particularly in secondary education. Web-GIS, virtual globes, storytelling, maps and apps for mobile devices are transforming the nature and design of geography curricula, instructional processes, didactics, resources and assessments. Undoubtedly, geography is among those school subjects that have benefited most from the implementation of new technologies in the classroom. Geospatial technologies can be used to develop inquiry-based learning or project-based learning pedagogies and help students to acquire spatial reasoning and spatial citizenship skills in the context of education for sustainable development. This book highlights a range of initiatives, projects and educational practices – from several European countries and settings – related to geospatial challenges in geography education. Given its scope, it will be equally appealing to scientists, students and teachers of geography and other fields using geospatial technologies and geomedia.
| Author | : Andrew J. Milson |
| Publisher | : IAP |
| Total Pages | : 334 |
| Release | : 2008-02-01 |
| Genre | : Education |
| ISBN | : 1607527286 |
The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.
| Author | : Marco Painho |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 427 |
| Release | : 2010-07-20 |
| Genre | : Science |
| ISBN | : 3642123260 |
For the fourth consecutive year, the Association of Geographic Infor- tion Laboratories for Europe (AGILE) promoted the edition of a book with the collection of the scientific papers that were submitted as full-papers to the AGILE annual international conference. Those papers went through a th competitive review process. The 13 AGILE conference call for fu- papers of original and unpublished fundamental scientific research resulted in 54 submissions, of which 21 were accepted for publication in this - lume (acceptance rate of 39%). Published in the Springer Lecture Notes in Geoinformation and Car- th graphy, this book is associated to the 13 AGILE Conference on G- graphic Information Science, held in 2010 in Guimarães, Portugal, under the title “Geospatial Thinking”. The efficient use of geospatial information and related technologies assumes the knowledge of concepts that are fundamental components of Geospatial Thinking, which is built on reasoning processes, spatial conc- tualizations, and representation methods. Geospatial Thinking is associated with a set of cognitive skills consisting of several forms of knowledge and cognitive operators used to transform, combine or, in any other way, act on that same knowledge. The scientific papers published in this volume cover an important set of topics within Geoinformation Science, including: Representation and Visualisation of Geographic Phenomena; Spatiotemporal Data Analysis; Geo-Collaboration, Participation, and Decision Support; Semantics of Geoinformation and Knowledge Discovery; Spatiotemporal Modelling and Reasoning; and Web Services, Geospatial Systems and Real-time Appli- tions.
| Author | : Nicola Walshe |
| Publisher | : Routledge |
| Total Pages | : 248 |
| Release | : 2020-10-07 |
| Genre | : Education |
| ISBN | : 1000196704 |
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.
| Author | : Rafael de Miguel González |
| Publisher | : Springer |
| Total Pages | : 218 |
| Release | : 2019-05-21 |
| Genre | : Science |
| ISBN | : 3030177831 |
This book addresses new pedagogies focusing on the use of geospatial technologies and geomedia in the classroom. Today, geospatial technologies are substantially influencing geography teaching and learning, particularly in secondary education. Web-GIS, virtual globes, storytelling, maps and apps for mobile devices are transforming the nature and design of geography curricula, instructional processes, didactics, resources and assessments. Undoubtedly, geography is among those school subjects that have benefited most from the implementation of new technologies in the classroom. Geospatial technologies can be used to develop inquiry-based learning or project-based learning pedagogies and help students to acquire spatial reasoning and spatial citizenship skills in the context of education for sustainable development. This book highlights a range of initiatives, projects and educational practices – from several European countries and settings – related to geospatial challenges in geography education. Given its scope, it will be equally appealing to scientists, students and teachers of geography and other fields using geospatial technologies and geomedia.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 333 |
| Release | : 2005-02-03 |
| Genre | : Education |
| ISBN | : 0309092086 |
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
| Author | : James MaKinster |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 354 |
| Release | : 2013-11-05 |
| Genre | : Science |
| ISBN | : 9048139317 |
The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes. The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience. In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field. This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.
| Author | : Andrew J. Milson |
| Publisher | : Springer |
| Total Pages | : 0 |
| Release | : 2014-11-28 |
| Genre | : Science |
| ISBN | : 9789401781107 |
This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes, locating new businesses, responding to emergencies, and researching climate change. GIS is also having a major impact in the classroom. Students and teachers around the world are using this significant emerging technology in the secondary school classroom to study social and scientific concepts and processes, to broaden their technical skills, and to engage in problem solving and decision making about local and global issues. International Perspectives on Teaching and Learning with GIS in Secondary Schools brings together authors from 34 countries who profile the current status of GIS in secondary school teaching and learning in their country. Each chapter includes a summary of the country’s educational context, a case study illustrating how GIS is used in secondary schooling, and an assessment of the opportunities and challenges in teaching and learning with GIS now and in the future. The book demonstrates that GIS is not only a technological tool to be used in the classroom, but also a catalyst for motivation, encouragement, and cooperation in understanding and solving global problems. The most up to date and extensive survey of GIS in the secondary education landscape, covering both principles and practice. Professor David Maguire, Pro-Vice-Chancellor, Birmingham City University, UK International Perspectives on Teaching and Learning With GIS in Secondary Schools is a highly relevant, critically important, reflective contribution to the literature, providing strong arguments supporting the inclusion for spatial studies for all in secondary school education. Karl Donert, President, EUROGEO This is an invaluable and inspirational examination of innovation in geospatial technologies in secondary schools around the world. Each chapter contains practical models for how to integrate powerful tools for spatial analysis into a range of subjects. It will be useful to classroom teachers and administrators seeking pathways to implementation and teacher educators considering how to prepare the next generation to use geospatial technologies. Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX, USA
| Author | : Mordechai (Muki) Haklay |
| Publisher | : John Wiley & Sons |
| Total Pages | : 310 |
| Release | : 2010-03-18 |
| Genre | : Technology & Engineering |
| ISBN | : 047068982X |
This book provides an introduction to HCI and usability aspects of Geographical Information Systems and Science. Its aim is to introduce the principles of Human-Computer Interaction (HCI); to discuss the special usability aspects of GIS which designers and developers need to take into account when developing such systems; and to offer a set of tried and tested frameworks, matrices and techniques that can be used within GIS projects. Geographical Information Systems and other applications of computerised mapping have gained popularity in recent years. Today, computer-based maps are common on the World Wide Web, mobile phones, satellite navigation systems and in various desktop computing packages. The more sophisticated packages that allow the manipulation and analysis of geographical information are used in location decisions of new businesses, for public service delivery for planning decisions by local and central government. Many more applications exist and some estimate the number of people across the world that are using GIS in their daily work at several millions. However, many applications of GIS are hard to learn and to master. This is understandable, as until quite recently, the main focus of software vendors in the area of GIS was on the delivery of basic functionality and development of methods to present and manipulate geographical information using the available computing resources. As a result, little attention was paid to usability aspects of GIS. This is evident in many public and private systems where the terminology, conceptual design and structure are all centred around the engineering of GIS and not on the needs and concepts that are familiar to the user. This book covers a range of topics from the cognitive models of geographical representation, to interface design. It will provide the reader with frameworks and techniques that can be used and description of case studies in which these techniques have been used for computer mapping application.
