Mobile learning for geography education in k-12 curriculum projects

Frequent technological changes have started the persistent changes in the evolution of human society. Unlimited access to the information is evidently the basic and foremost result of these reconstruction. The next change, not less important, happened in the transfer and the presentation of the information and the knowledge. Developments of mobile application technology for K-12 education enabled a new venture by making the learners fully mobile, demolishing the time and space limits. These devices enable the unlimited access to the information, knowledge bases, and multimedia contents and most remarkably to the communication beyond time and space. The article aims to use mobile learning through the integrated GPS tool that enables linking information with spatial patterns while using augmented reality to effectively enhance the development of Geographical competence in teaching and learning process. This paper conceptualizes to replace traditional modes of teaching which used obsolete approaches for landscape interpretation using paper maps leading to pedagogically inflexible and disconnected curriculum design. Engaging students in active learning of geospatial context using the traditional approach based on paper maps is inherently challenging and limited. The research encourages to enable adaptation of transformative learning and self-motivational learning related to the curriculum based in geospatial science with the aim to improve the active teaching and learning of geospatial context using digital content. Is today’s contemporary school prepared for the transformation influenced by the mobile technology integrated with GPS tools? How can today’s educators respond to the challenges of innovative teaching process through mobile technology in the learning curriculum?. This paper would like to portray and unveil the changes in the educational process influenced by the development of mobile technologies.