Digital educational space is visualised as a network of space, connecting digital data stores (educational universities) which are accessed and made interactive via a computer network (Parihar,2006), ala cyberspace elaborated in science fiction Neuromancer (Gibson,1983). Today, it is described as the third revolution in the dissemination of knowledge with the first revolution being the invention of written language and the second, the development of movable type and books (The ICT in Education Tool Kit for Policy Makers, Planners and practitioners, UNESCO, Bangkok).
Globally it is recognised that information and communication technologies can breakdown some of the barriers that lead to underachievement, student dissatisfaction and educational exclusion (Swarts,P., 2006). They can empower communities and unlock social development (Iluekna.A., 2006). Bridging this digital divide is rightly treated as probotunity, meaning to look at a problem as an opportunity(www.brainstorming.co.uk) but is it happening in geospatial learning environment? Rapid advances in information technology in recent years have revolutionised the way spatial information is collected, stored and presented. But do students, professionals and decision-makers, who actually need to understand the use of spatial digital tools, get enough opportunities to learn about them? Do we have user-friendly geospatial systems, which can be readily used by the institutes of higher education across various disciplines?

Added value: e-learning way
GIS as a subject though, has reached the portals of not only geography, geology, planning and related departments but also other departments where spatial decision-making is required. GIS curriculum in many universities is largely theoretical and the teaching methods inadequate to generate skilled workforce. Its presence in the digital learning environment is negligible and its impact minimal.

Courses offered by UNIGIS, ESRI virtual campus and a few universities in the US and western Europe are far too few to meet the growing demand and need for GIS learning, particularly in developing countries. The course to be offered by IIRS, India is a positive step given the fact that most of the teaching centres in the developing countries continue to be locked in a traditional mindset. Under these circumstances, it is imperative to design and develop a digital global spatial educational infrastructure (GSEI) for sustaining global manpower development (Parihar, 2006). For this, it is necessary to create a stimulating learning environment for learners by integrating knowledge with creativity using appropriate preparation technologies.
In the traditional lecture, the learner is a quasi-passive observer as knowledge is transmitted through the teacher whereas in the digital learning space, the learner himself is a new centre of the learning process. Teaching is made demonstrative, interactive, measurable and practical. This article explores the relevant preparation technologies for geospatial teaching and learning which can be readily adopted by the existing teachers in their own environment and appropriately adapted by different learning management systems (black board, web CT, etc), indigenously evolved learning management systems (KMC, IYC world, DU, 24X7, etc.) and open ware available learning management systems. This article discusses technologies that can be readily used for preparing text, graphics, animations and video in preparing geospatial courseware.