Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

Abstract

In this study, we focus on teachers’ attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude Index (MTAI) for remedy. An exploratory factor analysis helped to identify three distinguishable dimensions that depict areas of intimidation (INT), loss of control (LOC), and benefits and easement (BAE), with or through modern technology. The scales were then applied to German university students (n = 357). As a result, the pre-service geography teachers (n = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with intimidation and positively with the perceived benefits and easements of modern technology, while the perceived loss of control showed no significant correlation. This allows for the conclusion that the subject’s technology-related interest has an influence on cognitive and behavioral attitudes, while this is not the case for affective ones. Further, there are indications that the much-discussed gender gap in technology topics might particularly be related to people’s affective attitudes, while cognitive and behavioral dimensions seem not to be affected. Differing results in other studies on whether the gender gap still exists or not could be due to the fact that, in addition to growing social awareness and a generational change, the measuring tools used may have not yet been able to depict a sufficiently diverse range of attitudes.

Enhancing Environmental Education Through Location-Based Games (LBGs) in Biology Education

“…Location-based games provide an interactive platform that deeply engages students in environmental education. The immersive nature of these games helps students understand complex ecological processes by placing them in the context of real-world scenarios (Bengel & Peter, 2021;Mayer, 2009). For instance, games like EcoMOBILE and GeoGames allow students to simulate environmental changes and see the immediate consequences of their actions, fostering a better understanding of sustainability and biodiversity (Kamarainen et al, 2013;Squire & Klopfer, 2007).…”

“…Not all students have equal access to the technologies required for LBGs. Schools and educators must address this disparity to ensure that all students can benefit from these innovative learning experiences (Bengel & Peter, 2021;Barab et al, 2007).…”

“…Among these innovations, location-based games (LBGs) have gained significant attention for their potential to enhance learning outcomes and engage students in active learning processes, especially in biology education (Schaal et al, 2018;Dunlap et al, 2000). These games, which utilize geographic information systems (GIS) and global positioning systems (GPS), enable interactive experiences that are grounded in real-world environments, thereby fostering a deeper understanding of ecological and biological concepts (Bengel & Peter, 2021).…”

“…Despite the promising benefits of LBGs, their integration into biology education requires careful consideration of various factors including curriculum alignment, technological accessibility, teacher training, and the development of appropriate content that reflects both educational standards and environmental priorities (Squire & Klopfer, 2007;Mayer, 2009). Teachers play a pivotal role in this integration, as they need to facilitate these games effectively and integrate them into existing curricula while ensuring that the technology enhances rather than overshadows the learning objectives (Bengel & Peter, 2021;Barab et al, 2007). In conclusion, location-based games represent a significant leap forward in the quest to enhance biology education through immersive, interactive, and impactful learning experiences.…”

“…However, the successful integration of LBGs into biology education requires careful consideration of curriculum goals, student readiness, and the availability of technological resources (Squire & Klopfer, 2007). It also necessitates training educators to effectively facilitate these games and integrate them into their teaching practices (Bengel & Peter, 2021).…”