Theorizing technological mediation in the outdoor classroom

Abstract

Situated within the context of the changing nature of teaching and learning in a postdigital context, this paper aims to theorize the mediating impacts of mobile technologies on outdoor learning experiences. Technological mediation is arguably a vital, yet often neglected, aspect of pedagogical practices. Today, the increasing employment of mobile technologies is not only changing the practices of outdoor education, but also challenging the traditional values of the field. This paper calls the predominant view that technology places a barrier between learners and the environment into question and offers a novel theoretical perspective. Inspired by postphenomenological mediation theory, the paper proposes a tri-polar technological mediation and outdoor learning framework. The framework offers a deeper understanding of the different dimensions of the mediating impacts of mobile devices on the relations between learners, their peers, and the natural environment in the outdoor classroom.