Geospatial technologies and geography education in a changing world : geospatial practices and lessons learned
Author(s)
Bibliographic Information
Geospatial technologies and geography education in a changing world : geospatial practices and lessons learned
(Advances in geographical and environmental sciences / series editor, R.B. Singh)
Springer, c2015
- : hbk
Available at 3 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references
Description and Table of Contents
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.
Table of Contents
Geospatial technology in geography education.- Digital geography education in the 21st century: needs and opportunities.- Spatial thinking in education: concepts, development and trends.- Education for spatial citizenship.- Integrating GIS and other geospatial technologies in middle schools.- Geospatial education in high schools: curriculums, methodologies, and practices.- Applied geospatial technology in higher education.- Practice of geospatial technologies in informal education.- Web-based GIS in education.- Teaching GIS and other geospatial technologies to in-service teachers.- Professional development focusing on IBL using GIS.- The effectiveness of geospatial practice in education.- An assessment of the use of GIS in teaching.- An assessment of geospatial thinking in high schools.- Opportunities and challenges in using geospatial technologies for education.- Digital world: strategies for geospatial technology in 21st century education.- An agenda of geospatial technology in geography education for the future.
by "Nielsen BookData"