A systematized review of the use of mobile technology in outdoor learning

ABSTRACT

This inquiry reports the findings of a systematized review of recent studies concerning the affordances associated with implementing mobile technology in outdoor learning. The emergent employment of mobile technologies in education worldwide adds new layers of complexity to the field that require a better understanding. The review aims to summarize and critically interrogate peer-reviewed studies and identify gaps in current research. Taken collectively, the 33 reviewed articles mirror the dualism that is present within the field. Whilst some studies show that the portability and accessibility of mobile devices offer new opportunities, others point at issues of complexity, safety, and loss of experiential quality. The findings highlight three principal strategies that offer meaningful ways to manage the tensions between technology and outdoor learning: mitigation, intentionality, and adaptation. The review thus offers a deeper understanding of how outdoor learning programs can effectively integrate mobile technology to overcome the nature-technology dichotomy.

KEYWORDS:

• Outdoor education
• outdoor learning
• adventure education
• mobile technology
• systematized review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Experiential quality is a somewhat vague and contested term, and one that is big too to discuss in this article. The concept is mentioned here, as it was highlighted by the cited authors.

Additional information

Notes on contributors

Imre van Kraalingen

Imre van Kraalingen is currently working on her PhD at the Norwegian School of Sport Sciences. Her research aims to develop accounts of how mobile technologies now form a part of contemporary higher outdoor (friluftsliv) education in Norway. She further seeks to explore the mediating impact of mobile technologies on teaching and learning experiences in the outdoors.