Abstract
Digital technologies like smartphones have the potential to both distract and enhance outdoor learning experiences. This chapter discusses including and excluding digital technology in outdoor education and how this decision is made. Outdoor educators typically include digital technology in the outdoor experience by recording digital media, using location data, managing information and communicating with others. Technology can also be used before and after the outdoor learning experience, and emerging applications in outdoor learning include online learning and augmented reality. Students’ personal digital technology is often excluded from the outdoor learning experience and outdoor educators are also becoming more critical of how they use their own technology on outdoor learning programs. There are many intended and unintended consequences of including and excluding digital technology for outdoor educators and students. When outdoor educators consider the inclusion and exclusion of digital technology, the key factors that can inform their decisions include: the learning outcomes, the characteristics of the students and outdoor educators, the stage of the program, and the resources available. More research is needed to explore these outcomes. We encourage outdoor educators to ensure that their decision to include or exclude technology is evidence-based, systematically implimented and critically evaluated. All decisions about technology and outdoor education should ultimately support the learning objectives and safety of the program. Outdoor educators should also remain current in emerging technologies to optimise their pedagogical decisions about the use of digital technology.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Beames, S. (2017). Innovation and outdoor education. Journal of Outdoor and Environmental Education, 20(1), 2.
Brown, M., McCormack, M., Reeves, J., Brook, D. C., Grajek, S., Alexander, B., … Weber, N. (2020). 2020 Educause Horizon report teaching and learning edition (pp. 2–58). EDUCAUSE.
Chia, J., Qi, L. Z., Al Fasha, M., Yin, L., Huay, C. H., & Leng, L. S. (2019). Using Information & Communication Technology (ICT) to enhance student engagement in Outdoor Education (OE) Lessons. 5th international conference on physical education, sport, and health (ACPES 19).
Curriculum, A. (2020). The Australian curriculum: Digital technologies. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/structure/
Cuthbertson, B., Socha, T. L., & Potter, T. G. (2004). The double-edged sword: Critical reflections on traditional and modern technology in outdoor education. Journal of Adventure Education & Outdoor Learning, 4(2), 133–144. https://doi.org/10.1080/14729670485200491
Dyment, J., Downing, J., Hill, A., & Smith, H. (2017). ‘I did think it was a bit strange taking outdoor education online’: Exploration of initial teacher education students’ online learning experiences in a tertiary outdoor education unit. Journal of Adventure Education and Outdoor Learning, 1–16.
French, G. (2016). Going pro: Point of view cameras in adventure sports research. Journal of Outdoor and Environmental Education, 19(1), 2.
Hills, D. (2019). Digital technology and outdoor learning: a framework for decision making. Horizons.
Hills, D., & Thomas, G. (2019). Digital technology and outdoor experiential learning. Journal of Adventure Education and Outdoor Learning, 1–15.
Hodges, J. (2017). Smart technology: Opportunity or distraction. Horizons, 77.
Houge Mackenzie, S., Schwab, H., Greenwood, G., & Hendricks, W. (2017). From social media to the outdoors: Exploring messages that connect with underserved urban youth. Journal of Outdoor Recreation, Education, and Leadership, 9, 137–151. https://doi.org/10.18666/JOREL-2017-V9-I2-8231
Hougham, R. J., Nutter, M., & Graham, C. (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential Education, 1053825917751203.
Puentedura, R. R. (2019). Transformation, technology, and education. Retrieved from http://hipposus.com/resources/tte/
Shepherd, D. B. C. (2017). An investigation of mobile technologies and web 2.0 tools use in outdoor education programs. Journal of Outdoor Recreation, Education, and Leadership, 9(2), 181–196.
Smith, R. P., Parrish, J., & Swirski, R. (2016). Disruptive silence: Deepening experiential learning in the absence of technology. Journal of Adventure Education and Outdoor Learning, 1–14. https://doi.org/10.1080/14729679.2016.1244646
Strong, D. (1995). Crazy mountains: Learning from wilderness to weigh technology. SUNY Press.
Thomas, G. J., & Munge, B. (2017). Innovative outdoor fieldwork pedagogies in the higher education sector: Optimising the use of technology. Journal of Outdoor and Environmental Education, 20(1), 7.
Veletsianos, G., Miller, B. G., Eitel, K. B., Eitel, J., Hougham, R. J., & Hansen, D. (2015). Lessons learned from the design and development of technology-enhanced outdoor learning experiences. TechTrends: Linking Research and Practice to Improve Learning, 59(4), 78–86.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Hills, D., Thomas, G. (2021). Digital Technology in Outdoor Education. In: Thomas, G., Dyment, J., Prince, H. (eds) Outdoor Environmental Education in Higher Education. International Explorations in Outdoor and Environmental Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-030-75980-3_13
Download citation
DOI: https://doi.org/10.1007/978-3-030-75980-3_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-75979-7
Online ISBN: 978-3-030-75980-3
eBook Packages: EducationEducation (R0)