The use of the newest mobile devices, especially by young people and children, is constantly growing in many countries. The youngest generations consider the use of smartphones and tablets as a ''natural tool'' to help them in their daily activities. The wider use of these devices is determined by the increasing presence of location-based services and Web 2.0-based applications. Most map-based applications developed for smartphones are location-based services intended to help the users orient themselves or seek thematic (e.g., tourist) information in a given environment. This study presents the possibilities of using smartphones in school cartography, specifically for displaying school atlases. After a brief background on the use of smartphones by children and young people in different countries, a short introduction on digital atlases in general is given, followed by our recommendations for the adoption of school atlases for these devices. We describe the two initial aspects of the process of adaptation of these atlases for smartphones: the adaptation of content and of (carto)graphic solutions. Finally, we discuss whether the mobile device-based school atlases can be improved by combining solutions used in digital atlases with new solutions developed for mobile devices, such as improved location-based service technology or 3D technology-based representations. RÉSUMÉL'utilisation des appareils mobiles les plus récents, particulièrement chez les jeunes et les enfants, prend constamment de l'ampleur dans beaucoup de pays. Les jeunes générations considèrent l'utilisation des téléphones intelligents et des tablettes comme un « moyen naturel » qui les aide dans leurs activités quotidiennes. L'usage le plus répandu de ces appareils est déterminé par la présence croissante de services géodépendants et basés sur des applications Web 2.0. La plupart des applications géodépendantes mises au point pour les téléphones intelligents sont des services géodépendants qui visent à aider les usagers à s'orienter ou à chercher de l'information thématique (p. ex., touristique) dans un environnement donné. Cette étude décrit les possibilités d'utilisation des téléphones intelligents en cartographie scolaire, en particulier pour afficher des atlas scolaires. Après un bref historique de l'utilisation des téléphones intelligents chez les enfants et les jeunes dans différents pays, une brève introduction sur les atlas numériques en général est suivie de nos recommandations sur l'adoption d'atlas scolaires pour ces appareils. Nous décrivons deux aspects initiaux du processus d'adaptation de ces atlas pour les téléphones intelligents : l'adaptation de contenu et de solutions (carto)graphiques. Enfin, nous discutons de la possibilité d'améliorer les atlas scolaires basés sur des appareils mobiles en combinant les solutions utilisées dans les atlas numériques à de nouvelles solutions mises au point pour les appareils mobiles, comme la technologie des services géodépendants améliorés ou des représentations à base de technologie tridimensionnel...
The first part of this article is dedicated to the history of Hungarian school atlases to the end of the 1st World War. Although the first maps included in a Hungarian textbook were probably made in 1751, the publication of atlases for schools is dated almost 50 years later, when professor Ézsáiás Budai created his “New School Atlas for elementary pupils” in 1800. This was followed by a long period of 90 years, when the school atlases were mostly translations and adaptations of foreign atlases, the majority of which were made in German-speaking countries. In those years, a school atlas made by a Hungarian astronomer, Antal Vállas, should be highlighted as a prominent independent piece of work. In 1890, a talented cartographer, Manó Kogutowicz founded the Hungarian Geographical Institute, which was the institution responsible for producing school atlases for the different types of schools in Hungary. The professional quality of the school atlases published by his institute was also recognized beyond the Hungarian borders by prizes won in international exhibitions. Kogutowicz laid the foundations of the current Hungarian school cartography: this statement is confirmed in the second part of this article, when three of his school atlases are presented in more detail to give examples of how the pupils were introduced to the basic cartographic and astronomic concepts as well as how different innovative solutions were used on the maps.
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