Abstract

This exploratory study aimed to understand how use of digital technology, specifically iPads, impacts the learning experiences of children during outdoor environmental education programs. iPads were integrated into water quality education programs for fifth grade students from an urban area. Qualitative observations were analyzed to document students' attitudes, behaviors, and comprehension of material. The seven themes that emerged from the data--reaction to mobile devices, group interactions, nature prevails, digital natives versus digital immigrants, introduction of mobile devices, mobile devices in the hands of children, and instruments for learning--offer new insights into how children interact with nature while using digital technologies and suggest best practices for technology integration in environmental education.

Citation

Kacoroski, J., Liddicoat, K.R. & Kerlin, S. (2016). Children's Use of iPads in Outdoor Environmental Education Programs. Applied Environmental Education and Communication, 15(4), 301-311. Retrieved August 10, 2024 from https://www.learntechlib.org/p/192587/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• educational technology
• Elementary School Students
• Environmental Education
• Grade 5
• grounded theory
• Handheld Devices
• Learning Experience
• Outdoor Education
• Qualitative Research
• student attitudes
• teaching methods
• technology integration
• Urban Areas
• Water Quality