In today's world full of digital technology, teachers have to increasingly adapt to new educational trends and methods. The methods that attracted the attention of pupils in the last century are no longer enough. If we want to prevent non-interesting or overexposed educational practices, we should include more learning through experience, own activity and experience in the context of the real world activities in the teaching process. Especially in teaching geography, the teacher can use various forms of experiential teaching. One such form can be the use of postcrossing. Postcrossing is a web platform that allows you to send and receive postcards from all over the world, while also providing statistical data on individual postcards, such as the distance traveled, delivery time, map with the place of sending marked, and so on, which represent important data in the geography education. From postcards, pupils can learn about culture, traditions, natural and cultural monuments from countries all over the world. When using postcrossing in the educational process, interdisciplinary relationships are also used, such as history, English language, cultural studies, ethical education, or environmental studies. In this paper, we discuss specific proposals and examples of the use of postcrossing, as a form of experiential geography teaching in primary schools, with geography students of teacher training program in Slovakia. We conducted a guided interview with future geography teachers (67 students of geography teacher training program in the 4th year of master study), while we investigated their attitudes towards the usefulness of postcrossing in their future pedagogical practice, as well as their opinions on the three provided suggestions for activities for primary schools using experiential teaching. Using the guided interview, we found that up to 90% of students would use postcrossing in their pedagogical practice, 6% of students answered that they might use postcrossing, and 4% answered that they did not yet know whether they would use it. Through a guided interview, we further found that future geography teachers were overall satisfied with the proposed activities provided, but 93% would not use the activity using web geographic information systems (webGIS) for creating a map with the acquired data from postcrossing because they considered it difficult. Our aim in this article is to analyze the possibilities of using postcrossing as a form of experiential teaching in geography at primary schools.

Keywords: Experiential teaching, postcrossing, geography, education, primary school, opinions of future geography teachers, Slovakia.