Bridging Natural and Digital Domains: Attitudes,Confidence,and Interest in Using Technology to Learn Outdoors

Abstract

Background: The current study, Project EARPOD (Engaging At-Risk Populations Outdoors, Digitally), addressed two questions: First, does the use of technology in environmental education detract from students’ experiences outdoors? Second, can these technological interventions be expanded to provide access to students and schools across the socioeconomic spectrum? Purpose: EARPOD used an integrated technology program, Digital Observation Technology Skills (DOTS), to engage underserved students in experiential education meant to increase environmental literacy and provide evaluative data for pedagogical development in environmental education. Methodology/Approach: Researchers collected data on the impact of technology-integrated environmental programming on students’ knowledge and attitudes toward using technology in outdoor education. Lessons were conducted in small groups, encouraging peer mentoring with regard to tool use and observation that promoted teamwork within groups at an informal science learning (ISL) center. Findings/Conclusions: Preliminary results showed that students reported an increase in three main characteristics with regard to technology: confidence in using technologies outdoors, knowledge of available technologies, and knowledge of using different technologies. Implications: The results of the Project EARPOD study will help future educators and administrators make decisions regarding best practices and resource allocation for the use of technology within the field of environmental education.