Digital technology and outdoor experiential learning

ABSTRACT

Any  use or non-use of digital technology in outdoor experiential learning requires critical examination. Digital technology can undermine the aim of being outdoors, but it can also create opportunities to enhance outdoor learning experiences. This paper presents a conceptual framework, based on a systematic review of the literature, that facilitators can use to think critically about their use (or non-use), of digital technology in outdoor experiential learning. The three key parts of the framework are pedagogical considerations, affordances of digital technology and consequences of decisions. The framework is designed to help facilitators of outdoor experiential learning make informed decisions or retrospectively review the decisions they made about the use (or non-use) of digital technology. The strength of the framework is that it encourages facilitators to engage in the critical evaluation of the intended and unintended consequences of digital technology use (or non-use) in outdoor experiential learning.

KEYWORDS:

• Technology
• digital technology
• outdoor learning
• outdoor experiential learning
• outdoor education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

David Hills

David Hills is teacher of Outdoor Education at Brisbane Grammar School and is currently completing his PhD at the University of the Sunshine Coast, Australia. Dave qualified in North Wales, UK before lecturing and researching outdoor education at the University of the Highlands and Islands, Scotland. Dave has worked in Outdoor Education in the UAE, Canada, America, New Zealand and Greece and his specialist area of research is outdoor education and digital technology. Dave’s research aims to ensure that the inclusion or exclusion of digital technology in outdoor education as critically evaluated, evidenced based and enhances the outdoor learning experience.

Glyn Thomas

Glyn Thomas is the program co-ordinator for an undergraduate program for Health and Physical Education teachers at the University of the Sunshine Coast. The primary focus of his research has been on outdoor experiential education theory and practice. Glyn has specifically focused his research on three areas: the theory and practice of facilitation and facilitator education, higher education teaching and learning, and the curriculum and pedagogies used in outdoor environmental education.