A Systematized Review of the Use of Mobile Technology in Outdoor Learning

Autor/in	van Kraalingen, Imre
Titel	A Systematized Review of the Use of Mobile Technology in Outdoor Learning
Quelle	In: Journal of Adventure Education and Outdoor Learning, 23 (2023) 3, S.203-221 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Kraalingen, Imre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2021.1984963
Schlagwörter	Literature Reviews; Handheld Devices; Technology Uses in Education; Outdoor Education; Adventure Education; Affordances; Barriers; Elementary School Students; Secondary School Students; College Students + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Freiluftunterricht; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Sekundarschüler; Collegestudent
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01