Digital Technology in Outdoor Education

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.