Reflection, Argumentation, and Participation through Geomedia: A Model of Emancipatory Use for Teacher Training

Abstract

This paper discusses the changing needs for geomedia education in primary and secondary schools and, consequently, in teacher training. It provides a wide definition of geomedia, including digital and web geomedia, and their everyday uses. It also identifies dimensions of a competence model, based on an advanced concept of spatial citizenship education, that takes into account changing geomedia use with respect to the social realm and societal changes in a culture of digitality. We propose a structure beyond the technological domain of geomedia, centered on reflexivity, argumentation, and participation, discuss these dimensions’ interrelations, and provide suggestions on how to implement these ideas in teacher training.

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