Students´ Perceptions of Using Story Maps in Geography Teaching and Learning

Introduction

Spatial thinking is related with the mobilization of reasoning about spatial representations. It represents one of the core skills for the geographically learning to achieve competent citizens to answer current and future challenges of a world in constant transformation. The stimulation of spatial thinking and the development of geographic skills, are essential in determining sustainable solutions to environmental, social, and economic challenges, involves a rich and meaningful Geographical Education (GE). Indeed, digitalization challenges are increasing very fast in education contexts. Internet is still shaping society by changing everyday life. Technology developments are contributing to many education reforms, mainly in relation to the use of web-based maps in Geography teaching and learning. Geographic Information Systems (GIS) on the web has been growing very fast in last years, becoming a more powerful technology to Geography teaching and learning and to promote interdisciplinary. Leading with Spatial representation Web Based interactive maps is in line with “Digital Natives” requirements by learning with Virtual Globes, Interactive maps, Applications, Crowdsource, Volunteer GIS Mapping or Remote Sensing. The use of online interactive map has become ubiquitous. Internet and mobile devices developments requires the regularly use of mapping services. Nowadays to analyse, develop, and communicate geographic information is possible by non-cartographic specialists. Everyone is producing geocoded information and share geographic information in several ways, social media, blogs, internet pages or story maps. If society is involved with this way of communicating geographic information, one can ask why schools are very faraway of integrating Geographic Information Technologies as a fundamental tool to teach and learn. Effectively, interdisciplinarity can be efficiently promoted, spatial thinking is enhanced, and geographic skills are developed. Teachers can use Story Maps to enhance students geocabilities by exploring and analysing spatial data via digital storytelling to their students. Since it is a very accessible tools and can combine the potential of 2d and 3d mapping and multimedia data, particularly by include image, video, and audio. It is designed to be used in multiple dispositive.

This chapter has the objective of understand students’ perception about

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  precedent knowledge on using Story map applications;

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  the usability of story map;

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  difficulty in developing the application;

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  the potential of Story maps in the process of teaching and learning;

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  future use in their classes;

It is also a contribution to fill the lack of empirical research on using Story Maps in classes.

Background

The usage of web-based maps is one of several educational innovations being driven by technological improvements. But teacher preparation and practice have not kept pace with these remarkable changes. It fails to close the gap between students who are “digital natives” and those who use traditional resources. In the meantime, 21st century workforce for education is based on developing critical thinking, inquiry, and reasoning. Europe Digital Education Action Plan (2021-2027) (https://education.ec.europa.eu/focus-topics/digital-education/action-plan) “aims to support the adaptation of the education and training systems of Member States to the digital age” and to face digital challenges on training community (teachers and students). Geotechnologies and particularly story maps can contribute to achieve digital education goals.