Application of digital technologies in the geography teaching process from the teachers’ perspective

Karolčík, Štefan; Čipková, Elena; Mázorová, Henrieta

doi:10.1080/10382046.2016.1207992

Cited by 12 publications

(10 citation statements)

References 11 publications

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“…According to the results presented in the Table 1, it can be stated that although all virtual world tools are free to access for education, and not less than "average" level of quality, still all of them lack personalization and some of them are too complex to be applicable in the classroom environment for different ages of students. Some of the systems, like KDE Edu project, ArcGIS Explorer from ESRI and Google Earth tools have been applied for learning and teaching Geography (Karolčík et al, 2016), but as (Jung, 2017) reveals that "Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience.…”

Section: Review Of E-learning Environments For Geographymentioning

confidence: 99%

“…Despite the undisputable and often also scientific research-verified impact of GST use on thinking, knowledge and information gained by students (Jadallah et al 2017;Karolčík et al, 2016;Zhu et al, 2016;Bodzin, 2011;Nielsen et al, 2011;Bodzin and Cirucci, 2009;Stahley, 2006), its implementation into a teaching process faces several obstacles in the practice. There are two realities that contribute to the perpetuation of a lack of meaningful technology integration within K-12 social studies settings: a) the lack of professional development programs addressing the needs and challenges of effective e-learning environment integration (Zhao, 2007), and b) the lack of exposure to existing curricular and pedagogical models teachers can use to guide meaningful integration of technology into the curriculum (Doering et al, 2009).…”

Section: Review Of E-learning Environments For Geographymentioning

confidence: 99%

“…According to findings (Karolčík et al, 2016;van Merriënboer and Kirschner, 2018) design of educational resources is going to be based on four components: Preparation, Presentation, Practice and Performance (Fig. 2).…”

Section: Designing Educational Resourcesmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of e-Learning Environment for Geography: Opportunities for Personalized Active Learning

Karolčík¹,

Žilinskienė²,

Slotkienė³

et al. 2019

BJMC

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The rapid changes in technologies for representing learning content impact the modern concept of e-learning. They enable the implementation of personalized learning, development of a friendly, flexible and simulation-based learning environment. In this paper, the e-learning environment for Geography was analysed. In order to implement personalized active learning in Geography teaching and learning, the requirements of an adaptive tool for Geography teaching and learning are discussed and the theoretical framework for personalized e-learning environment is proposed. Based on previous experimental pedagogical research (carried out in Slovakia between 2008-2013 within the national project "Modernisation of the Educational Process in Elementary and Secondary Schools"), a new geospatial technological approach and theoretical framework for active learning process is discussed, and the prototype of a new Mapker for Geography teaching and learning is presented.

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Section: Review Of E-learning Environments For Geographymentioning

confidence: 99%

Section: Review Of E-learning Environments For Geographymentioning

confidence: 99%

See 1 more Smart Citation

Analysis of e-Learning Environment for Geography: Opportunities for Personalized Active Learning

Karolčík¹,

Žilinskienė²,

Slotkienė³

et al. 2019

BJMC

Self Cite

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“…There is a precondition for greater use of various educational technologies in the subject of geography, which is extremely suitable for such an implementation. One of the goals of ŠVP geography innovations was to support the individual preferences of teachers in the introduction of progressive teaching methods with the support of digital technologies (Karolčík et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Interactive Textbook and Its Didactic Use in Obtaining and Processing Geographical Information

Škodová¹,

Mračník²

2021

Journal of Technology and Information Education

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The development and creation of interactive textbooks require special conditions and the fulfillment of specific requirements. The paper presents a teaching aidan interactive textbook that has the potential to involve students in discovering and using online information about their region. Using its example, we identify the essential requirements for interactive textbooks and several aspects of their creation. In addition to the technical features of the textbook, a high standard of information processing is especially important in terms of content and learning needs. The results of our experience in developing and evaluating an interactive textbook can be useful for potential authors of other interactive textbooks.

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“…Teaching geography with the support of GIS is an internationally rich topic of research and discussions; and the literature advocates for the use of geospatial technology in geography education (Demirci, 2015, p. 146). In Slovakia, there is only one survey about how GIS is practiced at schools from teachers´ perspective (Karolčík, Čipková, Mázorová, 2016). For the successful implementation of GIS in geography education, not only should the school should be fully equipped with the appropriate technologies, the school management and professional teachers should also be convinced about its use (Král & Řezníčková, 2013, p. 278).…”

mentioning

confidence: 99%

Using WebGIS Platforms and Inquiry-based Activities to Teach about World Political Map and World Population

Csachová

2020

Review of International Geographical Education Online

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In Slovakia, a national project IT Academy-the education for the 21st century-was launched to promote student interest in science, mathematics and informatics across secondary education; and to also prepare students for the digital age. Geography education has an opportunity to undergo a process of reconceptualization and change in response to an increased use of technology. Recent trends in geography education which are occurring as a result of technological developments have resulted in the map, a primary tool of a geographer, becoming substituted by digital technologies such as Geographic Information Systems (GIS). However, digital advancements have not been reflected in the teaching and learning of geography. Therefore, based on such an assumption, the aim of the current study is to encourage Geography students to acquire knowledge and develop skills through the purposeful use and implementation of geospatial technologies. The paper presents learning activities about World Political Map and World Population for secondary school students who are studying Geography, which are designed to make Geography lessons more inquiry-based with real-life application. The activities were piloted and evaluated by Geography teachers all over Slovakia. In conclusion, the statements from teachers confirm the project is relevant for gradual reform of geography education in our country.

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Application of digital technologies in the geography teaching process from the teachers’ perspective

Cited by 12 publications

References 11 publications

Analysis of e-Learning Environment for Geography: Opportunities for Personalized Active Learning

Analysis of e-Learning Environment for Geography: Opportunities for Personalized Active Learning

Interactive Textbook and Its Didactic Use in Obtaining and Processing Geographical Information

Using WebGIS Platforms and Inquiry-based Activities to Teach about World Political Map and World Population

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