Liiber, Ü., Roosaare, J. Computer Based Technologies for Teaching Geography in Estonia. – In: Houtsonen, L. & Tammilehto, M. (Eds.) Innovative Practices in Geographic Education. Proceedings of IGU-CGE Helsinki Symposium, 2001, pp.145–148 [ISBN 952-10-0089-9]. COMPUTER BASED TECHNOLOGIES FOR TEACHING GEOGRAPHY IN ESTONIA Ülle Liiber and Jüri Roosaare INTRODUCTION The ability to use information is a prerequisite for success in contemporary society. A computer has changed into a workday implement not only in offices but also at many homes, and become the main “toy” for more and more children. That reality cannot be ignored by educators. The transition to new paradigm in education presupposes a different learning environment: appropriate curriculum, study aids and the opportunities to use them, teaching arrangements at school, teaching methods and an overall monitoring system. New communication technologies have to be integrated into the school curriculum and learning process. Computer application makes it possible to vary the teaching process significantly and to increase the importance of active teaching methods. Computer based technologies will have a special importance for teaching and learning geography by providing the tools, which are more and more adequate to the subject. Multimedia, hyperimages and information systems make it possible to create hundreds of different virtual worlds to be observed, examined and conceived. THE ESTONIAN TIGER LEAP INTO THE 21 ST CENTURY The title originates from the UNDP report (http://www.undp.ee/tigerleap ), which describes the Tiger Leap National Program initiated in 1996 for the modernisation of the Estonian educational system, for the formation of an open learning environment and better adaptation to the demands of the information society. To finance this program, including money from the Estimates, the T iger L eap F oundation (TLF) was founded. The Program consisted of activities in many domains. During 1996-2000 64% of schoolteachers participated in basic computer courses and 15% in advanced courses. Almost all schools have Internet connection (75% - direct connection). On the average there are 25 pupils per computer in the schools (15 in district Hiiumaa ... 48 in capital Tallinn). It has been one of the priority directions for the Program to help schools by introducing the necessary software. The first problem was that the widely-used software was mostly illegal. Considerable progress is made but the problem still remains. The second problem is the need for study software of good quality. The expectations that software programs developed elsewhere can be used within the framework of Estonian curricula were too high. Analysis showed that approx. 90% of the foreign teaching software evaluated by the experts is not compatible with our curriculum (Eesti tiigrihüpe…, 1999). Among the software purchased for all schools by the TLF were also two packages for geography: the worldwide famous Encarta World Atlas and the Road Atlas of Estonia produced by Regio Ltd. To cover the need for tutorial software in native language the TLF is supporting appropriate projects selected on the basis of competition. The electronic textbook on Estonian geography, which was issued in the beginning of 2001, has been one of the biggest projects financed by TLF. TLF works in close co-operation with the Open Estonia Foundation and with several European projects, the biggest being the Phare ISE (I nformation S ystems in E ducation). BaltNet, European School Project, I'EARN and Globe are another examples. Also two special portals for teaching and learning resources: the Teachers' Portal (Õpetaja Võrguvärav -