Geographers mostly from the US and Britain, but also Australia and continental Europe report on the current theory and practice of teaching spatial technology in college, and suggest directions hence. They look at geographical information systems and technology in the academic curriculum, issues in curriculum and course design, perspectives on teaching the technology, digital worlds, and distance and electronic learning. Among the topics are making the case for spatial technology in higher education, active pedagogy leading to deeper learning, a decade of experience in the University of Minnesota's master of geographic information science, program, teaching spatial literacy and spatial technology in digital humanities, from location-based services to location-based learning, and media and communications systems in cartographic education. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)
Geographic Information Science (GISc&T) has been at the forefront of education innovation in geography and allied sciences for two decades.
Teaching Geographic Information Science and Technology in Higher Education is an invaluable reference for educators and researchers working in GISc and Technology providing coverage of the latest innovations in the field and discussion of what the future holds for GI Science education in the years to come.
Stemming initially from the challenges and opportunities of integrating advanced GISc&T technologies into existing college and university programs, GISc&T scientists were soon leading the way in the development of web-based instructional materials, distance education, professional training and certification. This book clearly documents these innovations and takes stock of lessons learned. The content will be of interest to both educators and researchers working in GISc&T as well as educators in other disciplines. More importantly, this book also anticipates some of the opportunities and challenges in GISc&T education in the next decade. As such it will be of interest to chairs, deans, administrators, faculty in other subfields, and educators in general.
The book is edited by arguably the top people in the field who bring a wealth of experience through their own teaching and research in the subject. There is simply no other book on the market and as a result of the Editors standing in the field, they are able to invite contributions from a broad range of academics in a range of institutional settings from an international perspective at all levels of higher education.
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