Peer-reviewed research2017–2026 update
Digital technology and outdoor experiential learning
A framework for deciding whether and how to use digital technology outdoors, and for weighing the intended and unintended consequences of that choice.
What's new
Drawing on a systematic review of the literature, this paper proposes a conceptual framework for facilitators of outdoor experiential learning. The framework has three parts: pedagogical considerations, affordances of digital technology, and consequences of decisions. Facilitators can use it when planning, or afterwards to review decisions about using or not using digital technology.
Why it matters in Aotearoa
Phones, cameras and GPS devices are now common on school trips and camps. The framework gives teachers and providers a shared way to talk about when technology helps or gets in the way of the purpose of being outdoors.
Putting it into practice
Before your next trip or camp, use the three parts of the framework (pedagogy, affordances, consequences) to plan which devices will be used, when and why. Afterwards, revisit the plan in a debrief with staff.
How strong is the evidence
This is a conceptual framework built from a systematic review. The abstract does not report testing the framework in practice.
What to read
The full article, especially the section that sets out the three-part framework.