The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoorsThis study – referred to as Project EARPOD (Engaging At-Risk Populations Outdoors, Digitally) -- implemented and assessed an experiential instructional approach which integrates mobile, digital technology into outdoor environmental education programming. The goal of this approach is to help students form deeper connections to environmental curricula through the use of technology that emphasizes inquiry and observation. The study addressed two questions: Does the use of technology in environmental education detract from students’ experiences outdoors? Can these technological interventions be expanded to provide access to students and schools across the socioeconomic spectrum?
Five different groups of students participated in this study by completing pre- and post-test surveys relating to their experiences at an informal science learning (ISL) center. The groups were selected based on the percentage of students they serve who, because of their low socioeconomic status, are considered “at risk” for low school performance. The students’ experiences at the ISL included both classic and technology-enabled observation lessons. The classic lesson engaged students in scientific observations and inquiry without the use of technological tools. For the technology-enabled lesson, students used portable sets of scientific tools consisting of a microscope, thermal imager, GPS unit, mobile weather station, infrared thermometer, digital camera, and a tablet.
The 12-item survey completed by the students before and after their outdoor observation activities included questions about the students’ feelings about technology, environmental observation, and the role of technology in the outdoors. Results showed an increase in three main technology-related characteristics: confidence in using technologies outdoors, knowledge of available technologies, and knowledge of using different technologies.
These results indicate that students’ perspectives on using technology outdoors shifted in a positive way from before to after their use of technology to observe nature. Their interest in observing nature also increased. The incorporation of digital technology in an experiential outdoor lesson, then, did not detract from students’ learning experiences. It may, instead, have contributed to their reported increase in confidence and interest in digital tool use for observing nature.
The results of this study also indicate that adding technological components to programs serving a large population of students is feasible. This feasibility was enhanced through a lending program of portable technological tools. Teachers of students participating in this study tapped into this resource at the conclusion of the study.
These results can be used by educators and administrators in helping them make decisions about the use of technology in the field of environmental education. The researchers emphasize the importance of retaining the connection to place that outdoor learning promotes and limit the use of digital tools to facilitating engagement with concepts that are inaccessible without the tools. Their overall conclusions, however, focus on the value of incorporating digital technology in science curricula as a way to enhance observation and inquiry.
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