TY  - GEN
N2  - 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.
DO  - 10.1007/978-4-431-55519-3
DO  - doi
AB  - 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.
T1  - Geospatial technologies and geography education in a changing worldgeospatial practices and lessons learned /
AU  - Solari, Osvaldo Muñiz,
AU  - Demirci, Ali,
AU  - Schee, J. A. van der,
CN  - G70.217.G46
ID  - 733829
KW  - Geospatial data
KW  - Geographic information systems.
KW  - Geography
SN  - 9784431555193
SN  - 4431555196
TI  - Geospatial technologies and geography education in a changing worldgeospatial practices and lessons learned /
LK  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-4-431-55519-3
UR  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-4-431-55519-3
ER  -