Abstract
In a discussion spanning close to three decades, a variety of approaches for the use of geomedia in secondary education have been developed, roughly following technical/ workforce, spatial thinking, and spatial citizenship arguments. However, these approaches have mainly supported teaching within the subject of geography, or adjacent school subjects with a distinctly spatial outlook. Spatially Enabled Learning looks into a completely different domain, discussing how spatio-temporal contextualization might support learning processes across subjects. This contribution explores the possibilities of supporting learning processes using the example of German language education and suggests a model for support structures.
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