Call for papers: Annual Meeting of the Association of American Geographers, 
Washington, D.C., April 3-7, 2019

Session title: Critical Geographies of Education: Why bother with Educational 
Technologies?

Organizers: Siobhán McPhee (University of British Columbia) and Nina Hewitt 
(University of British Columbia)

What are the pedagogical dos and don’ts in geographical education when it comes 
to technology? How should pedagogical framing influence our use of educational 
technologies? This session will explore these and related questions. The 
growing deployment of emerging educational technologies among higher education 
institutions, and within geography departments, raises many questions. The 
interdisciplinarity and geospatial nature of the discipline of Geography may 
position it well to lead in these endeavours, but this must be done 
reflectively and through active engaged learning.

We are in the age of ubiquitous computing where information and communication 
technologies have become firmly embedded in everyday life (Mehigan and Pitt, 
2010) and with this comes an expectancy for researchers and educators to keep 
up with the pace of technology advancement (Traxler and Wishart 2011). Indeed, 
students have access to laptops, handheld or mobile technologies that are more 
powerful and better connected than conventional desktop computers (Guy, 2010). 
When used in teaching and learning, digital technologies are a powerful 
pedagogical framing for engaging students in place, across near and distant 
spaces, and through time - key concepts in geographical education. Millington 
(2015) emphasises the need for active engaged learning which requires the 
student to be at the centre of their learning, and which can be facilitated 
through the use of educational technologies. Teachers, students, technology and 
the learning environment are in effect supporting pillars and players to 
facilitate active learning, which will enable and empower the learner. When 
attempting to incorporate educational technologies into the geography classroom 
the use needs to be more directed, working towards a particular pedagogical 
goal as technology for the sake of technology may act as a confounding agent 
towards student learning.

One to two paper sessions are planned to address these pedagogical issues. We 
encourage papers that focus on instructor experiences with technology and 
critically reflect on the associated challenges as well as benefits of 
technology use. Questions might include, but are not limited to:

  *   Does technology enhance student engagement in learning and the learning 
community or does it contribute to alienation and separation?
  *   Do mobile technologies have something special to offer geography 
education? Does Geography have something to offer mobile technology?
  *   Do new educational technologies reinforce or challenge conventional 
inequalities in the classroom, for example, related to gender or ethnicity?

Please send abstracts of 250 words or less to 
siobhan.mcp...@ubc.ca<mailto:siobhan.mcp...@ubc.ca> or 
nina.hew...@ubc.ca<mailto:nina.hew...@ubc.ca> by October 10th.

References

Guy, R. 2010 Mobile learning defined. In: Guy, R. (ed.) Mobile learning: pilot 
projects and initiatives, 1-7. Santa Rosa, California: Informing Science Press.

Healey, M., Pawson, E. and Solem, M., 2013. Active learning and student 
engagement: International perspectives and practices in geography in higher 
education. Routledge.

Mehigan T. J. and Pitt I. 2010 Towards an ubiquitous future: modeling existing 
mobile learning system research. In: Guy,R. (ed.) Mobile learning: pilot 
projects and initiatives, 273-290. Santa Rosa, California: Informing Science 
Press.

Scheyvens, R., Griffin, A.L., Jocoy, C.L., Liu, Y. and Bradford, M., 2008. 
Experimenting with active learning in geography: Dispelling the myths that 
perpetuate resistance. Journal of Geography in Higher Education, 32(1), 
pp.51-69.
Traxler J, Wishart J (eds) 2011 Making mobile learning work: case studies of 
practice. ESCalate HEA Subject Centre for Education, Bristol





____________________________
"Real education must ultimately be limited to men (and women) who insist on 
knowing. The rest is mere sheep herding." Ezra Pound

Dr. Siobhán Rachel McPhee  BA, MPhil, MSc, PhD
Senior Instructor (Associate Professor of Teaching)
Arts | Department of Geography and Vantage One Program
The University of British Columbia | Vancouver Campus
1984 West Mall Room 124 | Vancouver BC | V6T1Z2 Canada
Phone 604 827 2078
siobhan.mcp...@ubc.ca<mailto:siobhan.mcp...@ubc.ca>
http://www.geog.ubc.ca/persons/siobhan-mcphee/ | 
http://www.pluralityspeak.com<http://www.pluralityspeak.com/>
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