Drawing the line with Google Earth: the place of digital mapping outside of geography

Preparing Educators for Culturally Responsive Teaching Through Technical Cultural Representations

“…Increasingly educators are employing digital mapping tools as a pedagogical approach for researching and representing social justice themes that might otherwise be invisible or abstract to students such as: the prevalence of colonial monuments relative to markers about indigenous people (Mercier & Rata, 2017): the connection between pineapples with ties to slavery in the West Indies and the American south (Dawson & Mitchell, 2017): the aerial comparison of settlements in South Africa highlighting the consequences of apartheid (Schoeman 2018); the study of political maps and changing borders to understand impacts of genocide (Fitchett & Good, 2012); and the study of access to economic institutions such as banks versus pawn shops, variable by neighborhood income level (Rubel et al, 2017). Customized maps can honor students' cultural heritage as recommended in CRT (Gay, 2000), since included placemarks may not be found in more traditional forms (e.g., monuments, books).…”

How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning?

“…The use of learning technologies to facilitate interaction between peers and teachers was presented as beneficial, helping to shape both learning communities and discursive practices (Coleman 2018;Harris 2017;Hicks et al 2017;Mercier and Rata 2017;Swinnerton et al 2017;Yang and Chang 2012). In this context, technology is viewed not simply as a unimodal means to develop understanding among individual learners, but rather as a site in which social interaction can lead potentially towards greater (affective) engagement (Harris 2017;Gallegos and Nakashima 2018;Jones and Healing 2010;Stephens et al 2007;Swinnerton et al 2017;Yang and Chang 2012).…”

“…Whilst online learning technologies led to positive attitudes (emotional engagement), and peer interaction was deemed valuable for enhancing engagement, students tend not to value peer comments (Hicks et al 2017), leading often to a reluctance to contribute to online discussions (Shriam 2014; Stephens et al 2007). This lack of meaningful interaction with peers online was one of the barriers to developing collaborative communities of online learners, and with it the opportunity to enhance affective engagement, with most students preferring face-to-face learning (Harris 2017;Lu and Churchill 2014;Mercier and Rata 2017;Montgomery et al 2015).…”

“…Barry 2013;Gallegos and Nakashima, 2018;Johnston et al 2018;Mercier and Rata 2017;Shraim 2014;Swinnerton et al 2017). Indeed, many of the papers under review presented examples of learning technologies simply duplicating elements of existing practice (a concern noted byVaughan and Cloutier 2017: 1177) without necessarily providing any obviously tangible benefits.…”