The use of geotechnologies in secondary education: digital storytelling with mapseducation: digital storytelling with maps
DOI:
https://doi.org/10.3989/estgeogr.2025.1200Keywords:
story maps, secondary education, online maps, BIO-MAPS, thematic mapsAbstract
The main objective of this article is to present how research aimed at providing a general idea of the introduction and use of geotechnologies in secondary education was developed and illustrated with a specific example developed since the obtained theoretical results. These results were applied to two specific areas of knowledge (literature and history), conveying the accumulated experiences and formulating guidelines for their use by teachers with no previous experience in these activities. After the Introduction a definition of geotechnology is given, which is needed to understand how it can be used in secondary education. Next, a brief history of the use of geotechnologies in primary and secondary education is outlined, including some of the European experiences in this field starting from the 1990s. Authors highlighted the three results reached in the research: The first is the difference between the use of geoinformatics as an effective tool to complete the knowledge taught in the classroom and as study material to develop the competences determined by the national curriculum. The second result had a pragmatic character and described in more detail the creation of story maps on the life and work of European writers and poets, which were included in an online library developed in the BIO-MAPS project funded by the Erasmus+ programme. The third result consisted in the making of an auxiliary material on maps and their use in storytelling, conceived mainly for teachers with no previous experience in works related to cartography or geoinformatics (GIS). This is followed by a short analysis of the results achieved during the project and ideas for its continuation in the future.
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Funding data
Erasmus+
Grant numbers 2020-1-ES01-KA201-082590
