The use of mobile phones among teenagers (college and high school students) has been considerably democratized for several years. According to a TNS-Sofres survey in October 2009, almost three-quarters (73%) of adolescents aged 12-17 reported having a mobile phone (77% of girls and 70% of boys). It is the oldest, the high school students, who are the most equipped: 95% of the 16-17 year olds have a telephone, compared with 76% of the 14-15 years and 49% of the 12-13 years old.
This phenomenon of equipment massification is coupled with the arrival on the market of smartphones: true mini-computers, they also embed the functions of a personal digital assistant. Its functions are multiple: calendar, web browsing, e-mail consultation, instant messaging, GPS, etc.
If these new uses are democratized, the smartphone is used only to telephone, it is often outlawed in school; the private sphere, it is not considered a learning tool.
However, many applications related to the GPS chip could be part of geographic learning. Associated with a field trip, they can induce a different approach to the territories, linked to a new perception of the space lived or traveled. Mingling real and virtual, they participate in an “augmented geography”.
How is it possible to integrate these new tools in a geared way into the teaching of geography, without succumbing to the sirens of technological innovation?