Geospatial Technology in Geography Education

Abstract

The book is presented as an important starting point for new research in Geography Education (GE) related to the use and application of geospatial technologies (GSTs). For this purpose, the selection of topics was based on central ideas to GE in its relationship with GSTs. The process of geospatial practices (GPs) as the way to learn about GST and with GST marks the central ideas. The sequential presentation of chapters starts with a theoretical approach, followed by the use of GST at different levels in formal education. Teacher education represents an important third topic that analyzes professional development when learning about GST and using GST. The fourth topic focuses on the effectiveness of GST as a tool for teaching and learning in order to assess geospatial thinking in different educational settings. The exploration of trends and recommendations for future development are the final topic of this book. In one sentence, the book touches upon the most important issues on the use of GST in education and includes the most up to date information and discussions related to GST. Although GE is not in the front line of the Information and Communication Technology (ICT) revolution it cannot stay behind as modern education uses technology to prepare better citizens. The importance of this book relies on this basic and fundamental fact.

The Effectiveness of SIHyL (Spatial Inquiry Hybrid Learning) Model in Improving Students’ Spatial Citizenship in Geographic Learning

“…The concept of spatial citizenship has characteristics related to space, namely: a) capable to be conveyed in daily actions; b) having mobility in society; c) spatially related to regionalization; d) relying on rules enforced through the form of symbols in space; e) deeply embedded; and f) the existence of a sense of belonging and identification of groups that have symbolic, spatial, and ideological meanings. This means that the concept of spatial citizenship is very useful for students to recognize their role in social space which is indicated by sensitivity and concern for analyzing problems that occur in society [18].…”

“…Spatial citizenship skills have five components, namely: a) map reading, orientation and navigation; b) analyzing certain functions by asking simple questions, to develop hypotheses from the representation of space; c) selecting data and presenting it in a visual form; d) Producing own data and ideas; and e) using social networks [18]. To facilitate understanding in implementation, the components used as indicators of spatial citizenship can be summarized as: a) reading maps; b) asking simple questions; c) selecting and visualizing data; d) producing data and ideas; and e) using social networks.…”

“…Spatial citizenship skills have competencies that train active communication and participation strategies, namely: a) Expression, namely finding ways to communicate by utilizing geographic information; b) Communication, namely sharing ideas and meanings that are carried out online and offline; c) Negotiation, which is directly involved in interactive discussions, with process that is not linear, and capability to achieve the appropriate meaning [18]. The concept of spatial citizenship encourages students to maximize the use of geospatial information technology to develop creative ideas in studying and finding solutions to problems raised in learning activities.…”

“…The test instrument was in the form of an essay to measure the ability of spatial citizenship. Indicators of spatial citizenship were 1) map reading, orientation and navigation to describe an opinion; 2) analysis of certain functions to answer simple questions in developing hypotheses from the representation of space; 3) selecting data and presenting it in the form of visualization; 4) producing their own data and ideas from an event/phenomenon; and 5) using social networks/internet to access data or present data results [18] with modifications.…”

The Use of Technology in Geography Education Research: A Bibliometric Analysis

“…Another aspect of geography education is the implementation of geospatial technologies [7]. According to Solari et al, [9] geospatial technologies casued a digital revolution in geography education and enabled students to better understand the world and find solutions to geographical problems by improving their 21 century skills. Geospatial technologies include Geographic Information Systems (GIS), Global Positioning System (GPS), remote sensing technologies, and digital spheres such as Google Earth [7,10,11].…”