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RESEARCH OVERVIEW
Title of Paper: An exploration of children’s experiences of the use
of digital technology in forest schools
Authors: Angela Garden
Year of publication: 2024
Journal of publication: Journal of Adventure Education and Outdoor Learning
Article doi: https://doi.org/10.1080/14729679.2022.2111693
INTRODUCTION
In the digital age, the intersection of technology and outdoor education presents a fascinating area of exploration, particularly within the context of forest schools. As traditional educational settings grapple with the integration of digital tools, forest schools offer a unique setting to examine how such technologies can complement nature-based learning. The incorporation of iPads into these environments raises intriguing questions about the potential to enhance educational experiences outside the conventional classroom. This inquiry is not merely about embedding technology into outdoor settings but seeks to understand the impacts on children's learning processes, their engagement with the natural world, and the balance between digital interaction and physical exploration.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
How can iPads enhance outdoor learning activities in forest schools?
What are the experiences and opinions of children regarding the role of iPads in forest school spaces?
HOW WAS THE RESEARCH CONDUCTED?
The research involved semi-structured interviews with 32 Key Stage 2 children from two UK primary schools. The students participated in forest school sessions during school days for one afternoon per week prior to the introduction of iPads. Each child was interviewed for 10-15 minutes during the forest school session with open-ended questions and unplanned follow-up questions. The interviews were transcribed and later analyzed using Interpretive Phenomenological Analysis (IPA) to extract insights about the participants’ subjective experiences.
WHAT DO ALL THESE TERMS MEAN?
Key Stage 2: Four years of schooling for children aged 7 to 11.
Interpretive Phenomenological Analysis (IPA): A qualitative research approach developed within psychology, aimed at exploring how individuals make sense of their major life experiences. This methodological framework focuses on the subjective perspectives of participants, emphasizing detailed, reflective accounts of how people perceive and relate to their experiences.
WHAT DID THEY FIND?
Integrating iPads into forest school activities can enrich the learning experience. Children used digital devices to document their discoveries, conduct research, and share their experiences, thereby deepening their engagement and connection with nature.
Children expressed enthusiasm for the use of iPads in forest schools. They perceived digital devices as tools that could complement their outdoor activities, providing a novel means to explore, document, and learn from their natural surroundings.
While the integration of digital technology was generally seen positively, concerns were raised about the practicalities of using sensitive electronic devices in an outdoor settings. Issues such as the risk of damage to the devices and balancing screen time with physical interaction with the environment were noted.
The research highlighted differences in children’s experiences with digital technology, influenced by their background and access to technology at home. Children from varying socioeconomic backgrounds demonstrated different levels of familiarity and comfort with using iPads.
Utilizing digital devices like iPads in forest schools was found to have the potential to deepen children's connection with nature. By enabling instant access to information about the flora and fauna they encountered, digital devices could enhance children's curiosity and knowledge about the natural world.
WHAT DOES THIS ALL MEAN?
Using iPads in forest schools can positively impact learning by enabling children to document and research their natural surroundings.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Parents:
Foster an environment at home where technology is used as a tool for learning and exploration, mirroring the constructive use seen in forest schools.
For Educators:
Implement digital devices like iPads thoughtfully within outdoor learning settings to enrich the educational experience without diminishing the value of direct interaction with nature. Use technology to extend learning beyond the physical boundaries of the classroom, enabling students to research and document their observations, thus deepening their engagement and understanding of the natural world. Balance is key; ensure that technology serves as a bridge to nature, not a barrier.
For Policymakers:
Support the development and dissemination of guidelines for the effective integration of technology in outdoor and experiential learning settings. Recognize and address the disparities in access to technology among students from different socioeconomic backgrounds to ensure equitable learning opportunities. Foster initiatives that promote research and training for educators on the effective use of digital tools in enhancing outdoor education, ensuring that such programs are well-resourced and accessible.
WRAPPING IT UP
This research presents a largely positive experience of incorporating digital technology in outdoor education within the context of forest schools. By integrating iPads into these settings, children not only enhanced their learning experiences but also deepened their connection with nature, navigating the digital and natural worlds with unprecedented ease and enthusiasm. However, the study also brings to light practical challenges and the imperative for a balanced approach to technology use outdoors. It underscores an important insight for parents, educators, and policymakers: the thoughtful integration of digital tools in outdoor learning can enrich children's educational journeys, provided it is approached with care and a focus on complementing, rather than replacing, the hands-on exploration of the natural world.
Disclaimer:
The information on this website is for general informational purposes only and should not be considered conclusive. It is intended as supplementary information and should not be used as the sole basis for making important decisions.
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