Recent advances in geo-visualization technologies, such as Google Earth, have the potential to enhance spatial thinking. Google Earth is especially suited to teaching landforms and geomorphological processes in traditional, online, or hybrid college classroom settings. The excitement for the technology as a learning tool, however, must be tempered by the need to develop sound and supportive pedagogies. A fundamental gap in the geoscience education literature exists because learning experiences with Google Earth, from the perspective of the student, are not completely understood. This dissertation analyzes three case studies in college introductory physical geography (Chapters 2 and 4) and teacher education (Chapter 3) courses at Arizona State University where students completed an online (Chapter 2 and 3) laboratory that used Google Earth as the main tool for landform identification and interpretation, and a hardcopy laboratory and in-field exercise (Chapter 4) that compared Google Earth oblique with traditional stereopair air photo and planimetric perspectives. Gauging student performance in these tasks, along with their formative and summative opinions for `what it was like to learn this way', provide information as part of a feedback loop to develop and improve instructional scaffolding and best practices so that the focus remains on the content-to-be-learned and not the tool. These case studies show that, in general, prior use of Google Earth is usually not a limiting factor; multiple perspectives and supplemental visualizations of landforms with Google Earth's may enhance the learning experience; the hands-on nature of structured Google Earth exploration in these labs are virtual field trips that increase enjoyment and fit within a learner-centered curriculum; scaffolding landform-learning exercises for aspiring elementary school teachers linked to children's literature assists the development of content knowledge for teaching physical geography and spatial thinking; and, finally, despite a virtual globe's high-quality visualizations and promising potential for learning, there is still a role for stereopair images in the geomorphology classroom.