Effects of Computer Games
Introduction
Geography’s study area is ‘‘the world and all that is in it” (Fitzpatrick, 1993, p. 156). Economical, political, scientific, and military impacts of geography have become crucial in our daily lives as the world has become a global village in the 21st century. Interpreting ordinary issues in this era requires a solid understanding of geographic issues ranging from economy such as the argument between the USA and China over their trade deficits to politics such as the involvement of NATO in the European missile defense system, and from science such as the discovery of new animal species around the world to military such as conflicts in the Middle East. Interest in teaching and learning about geography is declining on the contrary, and as a result the society encompasses a large number of geographically illiterate citizens (McNail, 1987).
Related literature
In response to the decreasing interest towards geography, instructors, academicians, and practitioners have investigated about how students should learn about this subject matter. Castleford and Robinson (1998) observed the lecture as being the principal mode of teaching by geography instructors. On the other hand, many studies have pointed to the changing student characteristics in the new era, and indicated the need for a shift to a new pedagogy (Fitzpatrick, 1993; Hill & Solem, 1999; McNail, 1987). In these learning contexts the characteristics of the new pedagogy are articulated though authenticity. This authenticity sees learners deal with issues of local and global significance, using real-world data, and building on personal interests, while taking responsibility for their own learning, and the instructors’ roles shift to one of facilitation (Castleford & Robinson, 1998; Lemberg & Stoltman, 1999; McNail, 1987). Although, the employment of
Information and Communication Technology (ICT) rich learning environments in geography can support the implementation of new ped-
Geography’s study area is ‘‘the world and all that is in it” (Fitzpatrick, 1993, p. 156). Economical, political, scientific, and military impacts of geography have become crucial in our daily lives as the world has become a global village in the 21st century. Interpreting ordinary issues in this era requires a solid understanding of geographic issues ranging from economy such as the argument between the USA and China over their trade deficits to politics such as the involvement of NATO in the European missile defense system, and from science such as the discovery of new animal species around the world to military such as conflicts in the Middle East. Interest in teaching and learning about geography is declining on the contrary, and as a result the society encompasses a large number of geographically illiterate citizens (McNail, 1987).
Related literature
In response to the decreasing interest towards geography, instructors, academicians, and practitioners have investigated about how students should learn about this subject matter. Castleford and Robinson (1998) observed the lecture as being the principal mode of teaching by geography instructors. On the other hand, many studies have pointed to the changing student characteristics in the new era, and indicated the need for a shift to a new pedagogy (Fitzpatrick, 1993; Hill & Solem, 1999; McNail, 1987). In these learning contexts the characteristics of the new pedagogy are articulated though authenticity. This authenticity sees learners deal with issues of local and global significance, using real-world data, and building on personal interests, while taking responsibility for their own learning, and the instructors’ roles shift to one of facilitation (Castleford & Robinson, 1998; Lemberg & Stoltman, 1999; McNail, 1987). Although, the employment of
Information and Communication Technology (ICT) rich learning environments in geography can support the implementation of new ped-