This volume celebrates the 100th anniversary of the Association of American Geographers. It recognizes the importance of technologies in the production of geographical knowledge. The original chapters presented here examine technologies that have affected geography as a discipline. Among the technologies discussed are cartography, the camera, aerial photography, computers, and other computer-related tools. The contributors address the impact of such technologies on geography and society, disciplinary inquiries into the social/technological interfaces, high-tech as well low-tech societies, and applications of technologies to the public and private sectors. Geography and Technology can be used as a textbook in geography courses and seminars investigating specific technologies and the impacts of technologies on society and policy. It will also be useful for those in the humanities, social, policy and engineering sciences, planning and development fields where technology questions are becoming of increased importance. Geography clearly has much to learn from other disciplines and fields about geography/technology linkages; others can likewise learn much from us.

A study of the technological limitations of maritime traffic in the Mediterranean, seen in conjunction with the geographical conditions within which it operated.

The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.

It is particularly appropriate that the AAG's Centennial Celebration should prompt the publication of a volume devoted to Geography and Technology. New technologies have always been important in advancing geographic understanding, but never have they been so thoroughly and rapidly transformative of the discipline as at this stage in geography's evolution. Just as new technologies have profoundly expanded both research possibilities and the knowledge base of other disciplines, such as biology, physics or medicine, so too are the revolutionary new geographic technologies developed during the past few decades extending frontiers in geographic research, education and applications. They are also creating new and resurgent roles for geography in both society and in the university. This trend is still accelerating, as the integration of geographic technologies, such as the global positioning system and geographic information systems (GPS/GIS), is creating an explosion of new "real-time, real-world" applications and research capabilities. The resultant dynamic space/time interactive research and management environments created by interactive GPS/GIS, among other technologies, places geography squarely at the forefront of advanced multidisciplinary research and modeling programs, and has created core organization management tools (geographic management systems) which will dramatically change the way governments and businesses work in the decades ahead. While these and other important geographic technologies, including remote sensing, location-based services, and many others addressed in this book, are forging new opportunities for geography and geographers, they also pose challenges.

Clearly structured in five thematic sections this fascinating and readable book, from best-selling author David Morley, presents a set of interlinked essays which discuss and examine the key debates in the fields of media and cultural studies.

Geography Today provides a thoughtful and thorough introduction to the study of geography—from maps and technology to the study of different cultures, political systems, and economies, and an investigation of plate tectonics and climate systems. Geography Today: An Encyclopedia of Concepts, Issues, and Technology approaches the study of geography by concept, in contrast to most other works, which are organized by world region. Geography curriculums have been moving away from teaching the topic on a regional basis and toward teaching it through broader concepts. This is modeled by the National Geography Standards, the National Council for Geographic Education's Roadmap for 21st Century Geography Education, Texas Essential Knowledge and Skills Resource System, and ABC-CLIO's own geography advisory board, comprised of high school geography teachers from across the United States. By introducing geography concepts, Geography Today sets the foundation for readers to understand why certain geographies may be the way they are. It further helps high school geography students to apply concepts to different contexts with 101 geography terms, themes, and concepts for quick-reference research and study.

Focusing on aspects of the functioning of technology, and by looking at instruments and at instrumental performance, this book addresses the epistemological questions arising from examining the technological bases to geographical exploration and knowledge claims. Questions of geography and exploration and technology are addressed in historical and contemporary context and in different geographical locations and intellectual cultures. The collection brings together scholars in the history of geographical exploration, historians of science, historians of technology and, importantly, experts with curatorial responsibilities for, and museological expertise in, major instrument collections. Ranging in their focus from studies of astronomical practice to seismography, meteorological instruments and rockets, from radar to the hand-held barometer, the chapters of this book examine the ways in which instruments and questions of technology - too often overlooked hitherto - offer insight into the connections between geography and exploration.

This book addresses new pedagogies focusing on the use of geospatial technologies and geomedia in the classroom. Today, geospatial technologies are substantially influencing geography teaching and learning, particularly in secondary education. Web-GIS, virtual globes, storytelling, maps and apps for mobile devices are transforming the nature and design of geography curricula, instructional processes, didactics, resources and assessments. Undoubtedly, geography is among those school subjects that have benefited most from the implementation of new technologies in the classroom. Geospatial technologies can be used to develop inquiry-based learning or project-based learning pedagogies and help students to acquire spatial reasoning and spatial citizenship skills in the context of education for sustainable development. This book highlights a range of initiatives, projects and educational practices – from several European countries and settings – related to geospatial challenges in geography education. Given its scope, it will be equally appealing to scientists, students and teachers of geography and other fields using geospatial technologies and geomedia.

Geography Education in the Digital World draws on theory and practice to provide a critical exploration of the role and practice of geography education within the digital world. It considers how living within a digital world influences teacher identity and professionalism and is changing young people’s lives. The book moves beyond the applied perspective of educational technology to engage with wider social and ethical issues of technology implementation and use of digital data within geography education. Situated at the intersection between research and practice, chapters draw on a wide range of theory to consider the role, adoption and potential challenges of a range of digital technologies in furthering geographical education for future generations. Bringing together academics from the fields of geography, geography education and teacher education, the book engages with four key themes within the digital world: Professional practice and personal identities. Geographical sources and connections. Geospatial technologies. Geographical fieldwork. This is a crucial read for geographers, geography educators and geography teacher educators, as well as those engaging with existing and new technologies to support geographical learning in the dynamic context of the digital world. It will also be of interest to any students, academics and policymakers wanting to better understand the impact of digital media on education.

In 1431 the Portuguese navigator Velho set sail into the Atlantic, establishing a trade route to the Azores and marking the beginning of commerce with the West as we know it today. Equipped with reliable maps and instruments for open-ocean navigation and highly sea-worthy, three-masted, cannon-armed ships, Portugal soon dominated the Atlantic trade routes - until the diffusion of Portuguese technologies to wealthier polities made Holland the eventual successor, owing to its geographic position and its immense commercial fleet.