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Author: Nicola Walshe
Publisher: Routledge
ISBN: 1000196704
Category : Education
Languages : en
Pages : 248
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Book Description
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: Nicola Walshe
Publisher: Routledge
ISBN: 1000196704
Category : Education
Languages : en
Pages : 248
Get Book Here
Book Description
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: Osvaldo Muñiz Solari
Publisher: Springer
ISBN: 4431555196
Category : Science
Languages : en
Pages : 231
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Book Description
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: David G. Harper
Publisher:
ISBN: 9781894975292
Category : Distance education
Languages : en
Pages : 504
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Book Description
This is a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.
Author: Huadong Guo
Publisher: Springer Nature
ISBN: 9813299150
Category : Technology & Engineering
Languages : en
Pages : 846
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Book Description
This open access book offers a summary of the development of Digital Earth over the past twenty years. By reviewing the initial vision of Digital Earth, the evolution of that vision, the relevant key technologies, and the role of Digital Earth in helping people respond to global challenges, this publication reveals how and why Digital Earth is becoming vital for acquiring, processing, analysing and mining the rapidly growing volume of global data sets about the Earth. The main aspects of Digital Earth covered here include: Digital Earth platforms, remote sensing and navigation satellites, processing and visualizing geospatial information, geospatial information infrastructures, big data and cloud computing, transformation and zooming, artificial intelligence, Internet of Things, and social media. Moreover, the book covers in detail the multi-layered/multi-faceted roles of Digital Earth in response to sustainable development goals, climate changes, and mitigating disasters, the applications of Digital Earth (such as digital city and digital heritage), the citizen science in support of Digital Earth, the economic value of Digital Earth, and so on. This book also reviews the regional and national development of Digital Earth around the world, and discusses the role and effect of education and ethics. Lastly, it concludes with a summary of the challenges and forecasts the future trends of Digital Earth. By sharing case studies and a broad range of general and scientific insights into the science and technology of Digital Earth, this book offers an essential introduction for an ever-growing international audience.
Author: Ali Demirci
Publisher: Springer
ISBN: 3319772163
Category : Social Science
Languages : en
Pages : 249
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Book Description
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.
Author: Rafael de Miguel González
Publisher: Springer
ISBN: 9783030177829
Category : Science
Languages : en
Pages : 0
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Book Description
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: A. W Bates
Publisher:
ISBN: 9780995269231
Category :
Languages : en
Pages :
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Book Description
Author: S. Craig Watkins
Publisher: NYU Press
ISBN: 1479849855
Category : Social Science
Languages : en
Pages : 310
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Book Description
How black and Latino youth learn, create, and collaborate online The Digital Edge examines how the digital and social-media lives of low-income youth, especially youth of color, have evolved amidst rapid social and technological change. While notions of the digital divide between the “technology rich” and the “technology poor” have largely focused on access to new media technologies, the contours of the digital divide have grown increasingly complex. Analyzing data from a year‐long ethnographic study at Freeway High School, the authors investigate how the digital media ecologies and practices of black and Latino youth have adapted as a result of the wider diffusion of the internet all around us--in homes, at school, and in the palm of our hands. Their eager adoption of different technologies forge new possibilities for learning and creating that recognize the collective power of youth: peer networks, inventive uses of technology, and impassioned interests that are remaking the digital world. Relying on nearly three hundred in-depth interviews with students, teachers, and parents, and hundreds of hours of observation in technology classes and after school programs, The Digital Edge carefully documents some of the emergent challenges for creating a more equitable digital and educational future. Focusing on the complex interactions between race, class, gender, geography and social inequality, the book explores the educational perils and possibilities of the expansion of digital media into the lives and learning environments of low-income youth. Ultimately, the book addresses how schools can support the ability of students to develop the social, technological, and educational skills required to navigate twenty-first century life.
Author: Marco Painho
Publisher: Springer Science & Business Media
ISBN: 3642123260
Category : Science
Languages : en
Pages : 427
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Book Description
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: Julian Fraillon
Publisher: Springer
ISBN: 9783030387808
Category : Education
Languages : en
Pages : 297
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Book Description
This Open Access book summarizes the key findings from the second cycle of IEA’s International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students’ computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students’ computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students’ CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.
