It appears that there is a gap between the information and communication society, characterized by a massive diffusion of technological tools, and school practices. In fact, the appropriation of technological tools in schools requires a reformulation in teaching and learning methodologies. This conceptual change implies the implementation of constructivist methodologies that enable the development of students' autonomy and creativity. Furthermore, spatial thinking is a crucial issue to develop active citizenship. Although WebG1S (geographic information systems available on the internet) make the development of geographic literacy possible, their integration in the teaching and learning process is long coming. The aim of this study is to analyse the contribution of teachers' continuous education to improve the use of WebG1S in schools. The analysis allows us to infer that I) WebG1S are useful tools in education; 2) teachers' education is essential to the appropriation of those tools; 3) teacher education carried out adequately seems to he efficient; and 4) the d tools still face some obstacles.
