Geography Education in the Digital World : Linking Theory and Practice book cover
1st Edition

Geography Education in the Digital World
Linking Theory and Practice

ISBN 9780367224479
Published October 8, 2020 by Routledge
212 Pages

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Book Description

Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education.

Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world:

  • Professional practice and personal identities.
  • Geographical sources and connections.
  • Geospatial technologies.
  • Geographical fieldwork.

This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.

Table of Contents

List of Illustrations


David Lambert


List of Contributors

1. Introduction: navigating the digital world as geographers and geography educators

Nicola Walshe and Grace Healy

Part I: Professional practice and personal identities in the digital world

2. Teacher identity, professional practice and online social spaces

Clare Brooks

3. Digital technologies and their roles in knowledge recontextualisation and curriculum making

Steve Puttick

4. Navigating the theory-practice divide: developing trainee teacher pedagogical content knowledge through 360-degree immersive experiences

Nicola Walshe, Paul Driver and Mandy-Jane Keenoy

5. Children, childhood and children’s geographies: evolving through technology

Lauren Hammond

Part II: Geographical sources and connections in the digital world

6. Geographical sources in the digital world: disinformation, representation and reliability

Margaret Roberts

7. ‘Connecting the Classroom’: teaching geographies of development via digital interactive spaces

Rory Padfield

8. Social media as a tool for geographers and geography educators

Francesca Fearnley

Part III: Geospatial technologies in the digital world

9. Insights from professional discourse on GIS: a case for recognising geography teachers’ repertoire of experience

Grace Healy

10. Empowering geography teachers and students with geographical knowledge: epistemic access through GIS

Mary Fargher and Grace Healy

11.GIS for young people’s participatory geography

Susan Pike

Part IV: Geographical fieldwork in the digital world

12. Using mobile virtual reality to enhance fieldwork experiences in school geography

Rebecca Kitchen

13. Teaching and learning geography with mobile technologies and fieldwork

Chew-Hung Chang

14. Augmented reality: opportunities and challenges

Gary Priestnall

15. Location-based games for geography and environmental education

Steffen Schaal

Part V: Conclusion

16. From the digital world to the post-digital world: the future generation of geographers

Grace Healy and Nicola Walshe

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Nicola Walshe is Head of the School of Education and Social Care at Anglia Ruskin University.

Grace Healy is the Curriculum Director at David Ross Education Trust.


"In this book Nicola Walshe and Grace Healy have successfully brought together research that critically examines the future of geography education in the digital, and post-digital, worlds. The chapters provide support and guidance for geographers, geography educators, researchers and teacher educators in their efforts to navigate the complexities of the digital world. Particular reference is made to teaching, learning and professional development across all phases of geography education." - Graham Butt, Emeritus Professor of Education, School of Education, Oxford Brookes University.

"Geography Education in the Digital World is timely, thoughtful and wide-ranging. Optimistic in stance, it extends the geospatial into ways in which digital environments influence, reconstruct and normalise how young people and educators do and can construct and use knowledge and act in the world, and especially, why and to what end through schools and higher education. It does not shy away from current and likely challenges but engages with, examines and suggests positive directions from children's everyday contexts to specialist needs in geography teaching and learning. It is a stimulating, forward-looking and provocative book encouraging curriculum thinking and indicating where our (post) digital age is taking geography education." - Simon Catling, Emeritus Professor of Primary Education, School of Education, Oxford Brookes University.

"Geography Education in a Digital World is a must-read for geography educators at all levels who are navigating the digital world as part of their teaching. This book takes readers through the wider issues related to the role of technology in geography education recognising that engaging with digital data requires an understanding of the social relations, cultures, politics and economics of education. This is an important text which moves beyond the applied technicalities of teaching geography through digital data and considers the broader social science concerns of engaging with these digital worlds in geography education contexts." - Ruth Healey, Associate Professor in Pedagogy in Higher Education, Department of Geography and International Development, University of Chester.