An agenda of GST in geography education for the future

Abstract

Recent advances in geospatial technologies (GST), wide availability of geospatial data, and a growing interest in the use of GST in education call for a comprehensive model for teaching and learning with GST. We propose a curricular model that can serve as a guide for integral geography education with GST, where spatial abilities and geospatial integrative skills constitute the two key pillars. Learning opportunities for students to acquire spatial concepts knowledge and to practice higher-level cognitive processes with GST must be critical components of this new approach. Instructional and assessment practices using GST should be designed in a way that can facilitate spatial thinking and geographic inquiry. Focusing on students' understanding of concepts, ability to utilize a variety of tools of representations, and practice of problem solving through spatial analysis and reasoning in an authentic context can be an effective strategy. A challenge is preparing teachers who are capable of designing and implementing GST-supported inquiry-based instruction and authentic assessment. More research that focus on knowledge, skills, and dispositions related to teaching with GST should shed light on this matter.