Why We Need to Discuss Geotechnologies in Schools: From an Instrumental View to the Challenges of Geospatial Teaching and Learning

Abstract

Debates surrounding the use of geotechnologies in schools have largely focused on their technical and instrumental applications. However, this paper broadens this discussion by exploring the pedagogical conditions accompanying the incorporation of these technologies into teaching and learning contexts. To this end, it investigates the potential of geotechnologies as a spatial learning language and addresses challenges related to teacher training and pedagogical practices. Furthermore, this analysis also encompasses the extrinsic obstacles to the adoption of these technologies in Basic Education and Higher Education, emphasizing the difficulties involved. In this regard, a case study on teacher training is presented, illustrating the inherent difficulties in teaching with these technological tools and reinforcing the importance of discussing formative and contextual elements in Geography and Geosciences education.

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