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In recent years, cellular phones and tablets have become increasingly more prevalent and popular. Due to their great mobility, light weight and ability to serve as a platform for various applications, these devices are ideal candidates for supporting out-of-classroom learning. Geography teachers in the twenty-first century must become familiar with these tools and must learn how to integrate them into their teaching, both in the classroom and in the field. Intelligent use of these tools can make classroom learning interesting and interactive and can transform the field trip into a stimulating and probing learning experience.
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... Cochrane et al. [23] presented a summary of the pedagogical affordances of smartphones in tertiary education, and they provided an example mobile-learning implementation plan. Medzini et al. [24] designed a course to train geography teachers to use the pedagogical capabilities Under the support of modern technologies, the process and method of fieldwork in geography education have significantly been changed [20]. Many scholars have studied geography fieldwork education, supported by mobile phones. ...
... Cochrane et al. [23] presented a summary of the pedagogical affordances of smartphones in tertiary education, and they provided an example mobile-learning implementation plan. Medzini et al. [24] designed a course to train geography teachers to use the pedagogical capabilities of mobile technologies to promote learning. Lee [25] developed an inquiry-based fieldwork project for students using mobile technologies. ...
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Fieldwork is an important aspect of geography learning in higher educational institutions. Under the support of mobile technologies, the process and method of fieldwork in geography education have significantly been changed. However, the in-depth combination of Location-Based Services (LBSs) and geography fieldwork is still in the initial exploration stage. This paper designed and implemented a professional geography fieldwork platform based on Lushan, a famous geography fieldwork education station in Jiangxi, China. The platform includes the student-side mobile application, teacher-side mobile application, and a web back-end management system. Three specific technologically-enhanced applied modes were put forward based on the platform, which contains teacher-centered, semi-supervised, and student-independent modes. Students’ views on the three applied modes and usage in the fieldwork platform were collected through a questionnaire. The result shows that the LBS fieldwork platform has significant support for geography fieldwork. It meets the needs of students and reduces the burden for teachers. The teacher-centered is the most popular mode for students. Due to the unguaranteed fieldwork safety, inconvenient dynamic adjustment, and the habit of relying on the teacher’s explanation, the student-independent mode based on the LBS platform has apparent limitations. Nevertheless, students can recognize its potential in improving their practical, cooperative, and autonomous abilities. They are willing to try independent fieldwork supported by the platform in several days.
... Among other reasons, this may be due to the sense of modernity and innovation that such an excursion offers. Apart from the fun factor, mobile technologies also offer other benefits, such as GPS functionality for simplified orientation and navigation (Medzini et al., 2015) and a broad palette of options to present learning contents (Costabile et al., 2008;Jarvis and Dickie, 2010;Schneider and Schaal, 2018), such as pictures, videos, or audio recordings. Above all, the solutions to questions and exercises can be given directly so that the students immediately know whether they solved an exercise correctly or need to revise their solution. ...
... Therefore, the descriptions and instructions given to the students need to be clear and well thought through. As mentioned earlier, smartphones provide valuable tools that can overcome (some of) these challenges, and thanks to the availability of these devices among students, these tools can be brought into the curriculum without a major logistical challenge (Medzini et al., 2015). ...
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Like many other university teachers, we were faced with an unprecedented situation in spring 2020, when we had to cancel on-site teaching and excursions due to the Covid-19 pandemic. However, we were in the fortunate position that we had already started to develop a smartphone-based self-guided excursion on the topic of “Water in the City”. We accelerated this development and used it to replace the traditional group excursion in our Bachelor level introductory course in Hydrology and Climatology. The excursion of this course is visited by around 150 students each year. Because the student feedback was overall very positive, we used the self-guided excursion again in 2021 and plan to continue to use it in the coming years. In this paper, we describe the excursion, discuss the experiences of the students and ourselves, and present recommendations and ideas that could be useful for similar excursions at other universities.
... A wide range of applications of ICTs is found, from fieldwork, to storytelling and to gaming, only to mention the most interesting experiences for our analysis (Puttilli, 2014;Chatel & Falk, 2017). Following the massive diffusion of smartphones among the population in the last decade, ICTs became part of the Geography teacher's toolbox in order to maximize the learning impact of field trips (Medzini et al., 2015;Chatel & Falk, 2017) or to be used in virtual field work. ...
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The article suggests an alternative teaching material to adapt to the current Covid-19 pandemic that impedes outdoor activities such as fieldwork or external visits in the university. The authors explore web documentary (hereinafter webdoc) as an option for asynchronous online teaching methods, an alternative to enable learning experiences. The result presents the students’ response to a survey with close- and open-ended questions based on their experience of two different webdocs (Montelab and Trozos Urbanos). The results demonstrate great potential for webdocs in online teaching due to game element, emotional engagement and entertainment. Students felt empowered by the interactiveness of the webdoc which led to an overall positive evaluation. Moreover, the experience was well received when it was in line with course materials with potential to communicate geographical knowledge around interdisciplinary urban challenges. Therefore, teachers should dedicate efforts for identifying appropriate webdocs to provide students with beneficial geographical learning experience that fits the course aim. On the other hand, minor negative feedback was observed based on personal interest and the general cyber fatigue from the pandemic. We suggest teachers to explore webdocs based on their needs and conclude by providing a list of recommendations and useful references.
... Also, utilizing smartphone apps for vocabulary learning encourages self-directed learning and plays a significant role in improving and enhancing vocabulary knowledge (Wang & Shih, 2015). Teachers can employ smartphones "to create a new and exciting learning experience in the classroom" (Medzini, Meishar-Tal, & Sneh, 2015). ...
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This study surveyed teachers’ perceptions of the efficiency of utilizing smartphones as a tool for helping EFL students ameliorate their English vocabulary learning. A 27-item questionnaire was administered to 120 teachers working at various state and private secondary schools in Saudi Arabia. Findings revealed that the great majority of teachers (84%) considered smartphones an effective tool for teaching vocabulary. The current study also showed that teaching experience had statistically significant effects on teachers’ perceptions in favour of teachers with a moderate number of years of experience (more than 5 and less than 10 years). However, there were no statistically significant differences on teachers’ perceptions yielded by the gender variable. Furthermore, the current study showed that ease of use, the ability to engage students anywhere and anytime, learning through game applications, and offering a great deal of exposure to foreign language received the highest rate of agreement. Additionally, teachers believed that several drawbacks might impact the integration of smartphones into the classroom, including low quality of existing apps, lack of training on smartphones for academic purposes and the disruption and distraction they cause.
... Story mapping involves a form which is more than visual through a combination of mobile device platforms, multimedia content and maps as the basis for stories. Mobile devices are frequently used to support geographical field trips (Medzini et al., 2015). ...
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The article presents the authors’ experiences in designing a storytelling map guide for the botanical gardens of Palacký University, Czech Republic, from a pedagogical point of view. The authors introduce a three-pillared original concept. The overall educational contribution is a combination of educational, thematic and technological knowledge which supports successful engagement in the storytelling process. In the Storytelling Map Guide for the Botanical Gardens and Greenhouse Collections, the first pillar represents the educational aspect. Botanical knowledge and familiarity with the study area, i.e. the Palacký University Botanical Gardens, represent the thematic pillar. The technological pillar is covered by knowledge of software, cartography and application design skills, including an overview of contemporary storytelling applications. Finally, the educational impact and benefits to students of geoinformatics are discussed.
... Over the last decade, GIS has evolved rapidly due to advances in global positioning systems (GPS); Internet, wireless, and mobile technologies; the Internet of Things (IoT); and handheld devices (e.g., smartphones and low-cost sensors) (Gao & Mai, 2016). However, despite the increasing use of these emerging technologies in health-related research (e.g., Birenboim et al. 2019;Gaskins, A. J. and J. E. Hart, 2019;Ma et al., 2020) and GIS/ geography education in general (e.g., Medzini et al., 2015;Pánek, J. and M. Glass, 2018;Schlossberg & Wyss, 2007), little research has examined their potential as educational tools for health/medical geography and the effectiveness for student learning. ...
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Geographic technologies and perspectives are important for understanding health issues because places and locations influence human health and diseases. Despite the increasing use of a geographic information system (GIS) in health research, and the explosion of new and emerging technologies, little is known about their potential as educational tools for health geography and the effectiveness for student learning. Focusing on air-sensing and web GIS technologies, this article presents an innovative pedagogical strategy to integrate these technologies as tools for field-based learning in health geography and discusses the effectiveness and challenges of this teaching method. A class project, undertaken in a university health geography course, was developed to offer students hands-on training and real-world experience with state-of-the-art technologies. It consisted of (1) a lecture and pre-fieldwork training; (2) field data collection using a low-cost, GPS-enabled portable air-pollution sensor; (3) data visualization using web GIS; and (4) sharing the findings through a web-based story map application. The successful implementation of the teaching method, as indicated by students’ positive comments, demonstrated that such class projects can reinforce students’ knowledge of air pollution and health risks; improve their technical, critical thinking, and research skills; and prepare students for entering a technology-driven society.
... Missions permit online students to take a break from trudging through hours of recorded lectures, online forums, and URL links. Equipped with mobile devices, students engage with familiar places in unfamiliar ways through m-learning, or "e-learning on the move" (Jarvis and Dickie 2010;Medzini, Meishar-Tal, and Sneh 2015). Open-ended missions provide space for learners to be creative and unconventional with how they engage with the field. ...
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