Globalisation has not led to the ‘death of geography’. Intensified relations between communities in different parts of the world have only highlighted the need for understanding and managing phenomena on a variety of geographic scales. From global warming to credit crunch, and from epidemics to terrorism, causes and solutions are sought on local, regional, national as well as inter-continental levels. With the advent of Geospatial Technology, scholars, policymakers and entrepreneurs have valuable tools in hand to proceed. This book offers the first systematic account of the science behind this mental and technological revolution. Tracing the adoption and dissemination of Geospatial Technology in a range of disciplines, it examines the impact this technology has had, and is likely to have, on the explanation of spatial behaviour, phenomena and processes. At the same time, stressing innovative usage, it explores scientific contributions to technology advancement.

Globalisation has not led to the ‘death of geography’. Intensified relations between communities in different parts of the world have only highlighted the need for understanding and managing phenomena on a variety of geographic scales. From global warming to credit crunch, and from epidemics to terrorism, causes and solutions are sought on local, regional, national as well as inter-continental levels. With the advent of Geospatial Technology, scholars, policymakers and entrepreneurs have valuable tools in hand to proceed. This book offers the first systematic account of the science behind this mental and technological revolution. Tracing the adoption and dissemination of Geospatial Technology in a range of disciplines, it examines the impact this technology has had, and is likely to have, on the explanation of spatial behaviour, phenomena and processes. At the same time, stressing innovative usage, it explores scientific contributions to technology advancement.

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.

Earth Observation interacts with space, remote sensing, communication, and information technologies, and plays an increasingly significant role in Earth related scientific studies, resource management, homeland security, topographic mapping, and development of a healthy, sustainable environment and community. Geospatial Technology for Earth Observation provides an in-depth and broad collection of recent progress in Earth observation. Contributed by leading experts in this field, the book covers satellite, airborne and ground remote sensing systems and system integration, sensor orientation, remote sensing physics, image classification and analysis, information extraction, geospatial service, and various application topics, including cadastral mapping, land use change evaluation, water environment monitoring, flood mapping, and decision making support. Geospatial Technology for Earth Observation serves as a valuable training source for researchers, developers, and practitioners in geospatial science and technology industry. It is also suitable as a reference book for upper level college students and graduate students in geospatial technology, geosciences, resource management, and informatics.

The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes. The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience. In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field. This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.

This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.

This book includes the full research papers accepted by the scientific programme committee for the 22nd AGILE Conference on Geographic Information Science, held in June 2019 at Cyprus University of Technology, Limassol, Cyprus. It is intended primarily for professionals and researchers in geographic information science, as well as those in related fields in which geoinformation application plays a significant role.