Open Access

Isabelle Muschaweck

• Digital spatial processes have been widely explored and investigated in subject-specific geographic research. So far, however, this research has not been sufficiently reflected in classrooms or teacher education, and remains unconnected to notions of geographical digital literacy. Viral constructions of space – realities shaped in everyday life that are experienced and (re-)produced by students and teachers alike through social media – present an opportunity for Geography education to adapt to the digital society. This paper attempts to connect viral constructions of space, the digital society and the knowledge teachers need to include viral constructions of space in the classroom using Mishra and Koehler’s (2006) TPACK model, a well-established means for summarizing teachers’ technological, pedagogical and content knowledge for a specific topic. The paper focuses on content knowledge, identifies five sub-types of viral constructions of space, and extracts nine descriptors of teachers’ content knowledge. By focusing on content knowledge, the paper presents a starting point for future investigations of pedagogical and technological teacher knowledge as well as their intersections. It also raises awareness of viral constructions of space as both a new essential topic in the Geography classroom and a phenomenon already shaping learning environments for spatial acquisition.