Children’s Attitudes, Behaviors, and Comprehension While Using iPads in Outdoor Environmental Education Programs
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Date
2015-05Author
Kacoroski, Joy
Publisher
University of Wisconsin-Stevens Point, College of Natural Resources
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In today’s digital age children have developed to think and process information differently due to their constant exposure to digital technologies. Educators in the classroom are finding digital technologies, such as mobile devices, to be an appropriate and effective means to present information. Little research has been conducted on impacts that these digital technologies might have in the outdoor classroom. This exploratory study aimed to understand how the emerging uses of digital technology, specifically iPads, impact the learning experiences of children during outdoor environmental education programs. iPads were integrated into nature-based water quality programs based on a theory of social constructivism. Collected qualitative observational data were analyzed through grounded theory coding techniques exploring the attitudes, behaviors and comprehension of fifth grade students while using iPads in nature-based programs. Emergent themes showed student reactions to mobile devices highlighting the “newness” of the devices to many of the students. Themes documented appropriate introduction techniques displaying a clear difference between the comfort level and use of mobile devices by digital immigrants and digital natives. Themes also revealed how students chose to use mobile devices when given the opportunity and how these devices were used specifically for learning. The data revealed few negative impacts of digital technology integration based on the children’s attitudes, behaviors, and perceived comprehension. This study offers new insights into how children interact with nature while using digital technology, specifically iPads, in environmental education programs and makes recommendations for best practices for digital technology integration.