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The increasing interest in the educational potential of digital geomedia has heightened the need for a better understanding of how the integration of this technology can be enhanced. Previous research has generated a great discussion about the reasons for the low levels of digital geomedia integration in educational contexts, despite its recognized pedagogical interest by teachers. Being teacher training largely mentioned as an essential tool to help improving digital geomedia pedagogical integration, after the training course is over, the question arises: Are teachers integrating this technology in their teaching practice? How? The most widely accepted conceptual framework for assessing the level of pedagogical technology integration is TIM (Technology Integration Matrix). As result from an exchange initiative between previous research from CIDTFF (University of Aveiro) and the Institute of Geoinformatics (University of Munster), a questionnaire is conceived, based on TIM´s levels, and applied to several case studies of German teachers who attended different kinds of teacher training courses related to digital geomedia. First results show a rather high level of technology integration und positive correlations with the number of attended trainings.

What Happens when Teacher Training in Digital Geomedia is over? Case Studies Analyzing Levels of Pedagogical Integration