Postdigital Outdoor and Environmental Education

• Published in: Postdigital science and education Vol. 6; no. 2; pp. 416 - 424
• Main Author: Reed, Jack
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.06.2024; Springer Nature B.V
• Subjects: Commentaries; Digital technology; Education; Educational Philosophy; Educational Technology; Environmental education; Learning Activities; Nature; Neocolonialism; Outdoor education; Portable computers; Racial Differences; Students; Teaching Methods; Technology and Digital Education; Young Adults; Anthropocene; Nature–technology binary; Digital–non-digital binary; Postdigital; Environmental education; Outdoor education; Postdigital assemblages
• ISSN: 2524-485X; 2524-4868
• DOI: 10.1007/s42438-022-00323-2

For Taylor (2017), this development demands a paradigm shift and requires OEE to recognise that outdoor learning activities are enmeshed within what I describe as an assemblage of people, places, technological architectures, and rapidly degrading more-than-human ecologies. Montgomery (2015) extends this, demonstrating how networked spaces have unpicked what were formerly stable social boundaries in the lives of young people. (2018) pick up on this and position engagement with technology in outdoor learning as a critical factor that threatens relationships between students and which limit connections to the natural world. Walter (2013) also suggests that the so-called net-generation needs to be ‘greened’ (e.g. they need to reconnect to nature), but at the same time shows how digital technology could be employed to extend the OEE experience through photographs or blog posts.