ABSTRACT
Throughout many chapters within this book is the notion of teachers’ curriculum making, whereby the geography curriculum experienced by students draws on the three sources of energy: school geography, student experiences, and teacher choices (Lambert and Biddulph, 2015). This approach ultimately places ‘ownership of the “local” curriculum in the hands of each geography teacher’ (Brooks, 2016, p.77), and yet, in an ever-evolving digital world, these sources of energy are in perpetual motion. With this in mind, this chapter explores the way that the digital world shapes student, teacher and school subject within the context of the discipline of geography; this includes how teachers ought to be empowered as professionals to navigate this digital world in their curriculum making, as well as how they might help students navigate this digital world themselves. The chapter then goes on to question how geography education might need to prepare for the post-digital world in which the digital is inextricably integrated within teachers’ and students’ everyday lives.
