Throughout the semester, I have realized that for students to fully enjoy and connect with outdoor education, it doesn’t necessarily mean stepping completely away from technology. technology when incorporated properly can deepen the way students connect with nature and their environment. Instead of tech being a burden and a distraction, it can actually help students bridge curiosity and understanding.
I believe the most important part of this is using tools that support learners, without overshadowing the natural environment. In one of the articles we looked at, The Guidelines for Technology-Enhanced Learning emphasizes a “human centered” approach where technology is supposed to enhance learning, while keeping accessibility, safety, and student needs the top priority.
The “human centered” approach meshes perfectly with outdoor ed, as when kids are outside and invested in the world around them their learning and curiosity is at its peak. If technology is then introduced without parameters, it can pull the students away from the experience. The tech should be meeting them where they are when doing things like hiking, journalling, observing tides, or identifying species. For example, simple tools like ipads, digital field journals, or photography apps give students the chance to document what they see in real time. One of the sources I found interesting was the Field Journals lesson set from 826 digital, which guides students through becoming “naturalists for the day” by observing nature, sketching, taking measurements, and recording sensory details. I especially enjoyed that the journal structure blends perfectly with digital tools, so students can start with pencil and paper field notes and technology can extend the learning experience, through digital tablets or laptops when students return to class.
The further we progressed into EDCI 336, the more I have realized that outdoor EDtech comes with many responsibilities. The B.C. Post Secondary Ethical Education Technology Toolkit resource our class discussed in unit 4, stresses the importance digital literacy, ethical use, and respecting sovereignty, especially when working on Indigenous land or engaging with Indigenous knowledge.
This responsibility also further extends to the use of AI in outdoor learning and classrooms. AI tools are incredibly convienient in outdoor education- students can identify plants or animals in seconds, field journalling, or for visualizing measurements/data. However, I think we have a responsibility to discuss the negative impacts, “education technologies extend beyond physical waste to include electronic waste, as well as teh carbon footprint associated with manufacturing, cloud storage, and AI applications” (Government of British Columbia, 2025). When you are teaching outdoors, in spaces where the land literally shows the consequences of environmental harm, it is especially important to model responsible tech use.
Overall, the most important part of Outdoor education will always be being present in nature, but with the right digital tools and mentors, students are able to ask better questions, explore more deeply into their own interests, and walk away for a stronger appreciation for the land lasting long after the field trip.