Finding the Southern Part of Cyberspace: Using the Internet to Teach the South

Alderman, Derek H.; Fournier, Eric J.

doi:10.1080/00221349808978900

Cited by 6 publications

(3 citation statements)

References 24 publications

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“…Graham (2010, p. 433), on the other hand, has argued that virtual globes created through Web 2.0, where users can manipulate the information, have "spatialities that are always grounded in people's interpretations of place." Some studies (such as Alderman and Good 1997;Alderman and Fournier 1998;Alderman 2009) also show how representations of social and regional identities are transposed, contested, and debated in the virtual. For these reasons, Zook and Graham (2007, p. 468) argue that "cyberspace and place are intricately connected in a dynamic and mutually constitutive process."…”

Section: Virtual Spaces As Placementioning

confidence: 95%

Experiencing virtual places: insights on the geographies of sim racing

Paiva

2014

Journal of Cultural Geography

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Virtual spaces have emerged as everyday life spaces in contemporary societies. Very quickly, they have gained a cultural role in the daily life of their users, as these new territories gain their own communities, ideologies, and spatializations. However, little is known about how place is experienced in these different realms. This study seeks to understand place experience in virtual spaces, taking the sim racing virtual spaces as a case study and endeavoring to build a bridge between theory and empirics. This study uses ethnographic methods, which included a year-long participant observation period and a set of 20 in-depth interviews with users, in order to understand their narratives of the virtual geographies of two sim racing videogames: Gran Turismo and rFactor. The results of the study show that spirit of place, place ballets, and sense of place exist just as well among users of virtual spaces-despite the particularities of these new territories and their remaining tensions.

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Section: Virtual Spaces As Placementioning

confidence: 95%

Experiencing virtual places: insights on the geographies of sim racing

Paiva

2014

Journal of Cultural Geography

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“…Current conceptualizations of GIS as geographic information systems are unambiguous and widely held throughout the GeoEd community. This definition has been supported by the NCGE's formal articulation of pre-GIS activities, such as the Internet, computer-aided cartography, and descriptive statistics (such as [31][32]). In the following section, the article explores the possibility of re-conceptualizing and re-defining GIS and benefits of this approach.…”

Section: Definitional Issues: Systems or Sciencementioning

confidence: 99%

“…Their creation of a Web-based archive-which emphasizes data collection, management, and analysis-asks students to critically assess data resources and perform their own analysis within a specific geo-historical framework. In fact, Tuathail and McCormack [6] and others, such as Alderman and Fournier [31], demonstrate that appropriate technologies can be successfully implemented in a fashion that facilitates and expands an existing curriculum. In addition to Web-based modules, other formats, including spatial gaming [1], can be used to explore and manipulate "virtual" spatial data in the classroom.…”

Section: Gi Yes! Future Trajectoriesmentioning

confidence: 99%

Structural, Technical, and Definitional Issues: The Case of Geography, “GIS,” and K-12 Classrooms in the United States

Gatrell

2001

Journal of Educational Technology Systems

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This article examines the structural, technical, and definitional issues associated with linking specific technologies to K-12 content standards. It examines the case of the “Geography for Life” K-12 standards and the proliferation of Geographic Information Systems (GIS) to understand the wider implications of integrating the implementation of content standards with the introduction of highly specialized information systems. The article proposes geographic educators re-conceptualize “GIS” to engage the themes of contemporary geography, maximize the role of existing IT infrastructures, and facilitate standard implementation. While this article examines the case of geography, it demonstrates the need to assess the role, if any, for information technologies in the development and implementation of K-12 content standards in the classroom. Finally, the article examines the conceptual and practical importance of positioning information technologies within the context of both higher education and the K-12 classroom and acknowledging the inevitable tension that exists between these two distinct communities.

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Service Learning and Building Community with the World Wide Web

Longan¹

2007

Journal of Geography

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The geography education literature touts the World Wide Web (Web) as a revolutionary educational tool, yet most accounts ignore its uses for public communication and creative expression. This article argues that students can be producers of content that is of service to local audiences. Drawing inspiration from the community networking movement, the article presents two examples of "Web-raising" service learning projects in which geography students created a Web site with and for local community organizations. Evaluations suggest that the Web raisings were significant learning experiences for both students and community participants, but that logistical factors and characteristics of the students and organizations affected the degree to which this learning took place.

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Finding the Southern Part of Cyberspace: Using the Internet to Teach the South

Cited by 6 publications

References 24 publications

Experiencing virtual places: insights on the geographies of sim racing

Experiencing virtual places: insights on the geographies of sim racing

Structural, Technical, and Definitional Issues: The Case of Geography, “GIS,” and K-12 Classrooms in the United States

Service Learning and Building Community with the World Wide Web

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