3,724
Views
4
CrossRef citations to date
0
Altmetric
Research Article

An exploration of children’s experiences of the use of digital technology in forest schools

ORCID Icon

References

  • Barrable, A., & Arvanitis, A. (2019). Flourishing in the forest: looking at forest school through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1), 39–55.
  • BERA. (2018). Ethical Guidelines for Educational Research. Accessed 9 July 2022. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
  • Bergen, D. (2017). Technology and outdoor play. In E. Ä.-H. T.Waller, E. B. H. Sandseter, L. Lee-Hammond, K. Lekies, & Wyver (Eds.), Handbook of outdoor play and learning, 55–68. London, UK: Sage.
  • Bolliger, D. U., & Shepherd, C. E. (2017). An investigation of mobile technologies and Web 2.0 tools use in outdoor education programs. Journal of Outdoor Recreation, Education, and Leadership, 9(2), 181–196.
  • Bruner, J. S. (1983). Child’s talk: Learning to use language. New York: Norton.
  • Children & Nature Network. (2021). Learning while playing: Children’s forest school experiences in the UK. Children & Nature Network. Accessed 9 July 2022. https://research.childrenandnature.org/research/the-blending-of-forest-school-with-formal-education-can-promote-skills-not-typically-addressed-in-a-classroom-only-setting/
  • Coates, J. K., & Pimlott-Wilson, H. (2018). Learning while playing: Children’s forest school experiences in the UK. British Educational Research Journal, 45(1), February 2019, 21–40.
  • Coyle, K. J. (2017). Digital technology’s role in connecting children and adults to nature and the outdoors. Virginia, USA: National Wildlife Federation. Accessed 1 July 2022. https://www.nwf.org/~/media/PDFs/Kids-and-Nature/NWF_Role-of-Technology-in-Connecting-Kids-to-Nature_6-30_lsh.ashx
  • Cudworth, D., & Lumber, R. (2021). The importance of forest school and the pathways to nature connection. Journal of Outdoor and Environmental Education, Volume, 24(1), 71–85.
  • Dabaja, Z. F. (2021). The forest school impact on children: Reviewing two decades of research. Education 3-13. International Journal of Primary, Elementary and Early Years Education, 2021. doi:10.1080/03004279.2021.1889013
  • Data Protection Act. (1998). HM Government. Acccessed 1 June 2022. http://www.legislation.gov.uk/ukpga/1998/29/pdfs/ukpga_19980029_en.pdf
  • Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge handbook of intelligence (pp. 485–503). New York, NY: Cambridge University Press.
  • DfES. (2006). Learning outside the classroom manifesto. Nottingham, UK: Department for Education and Skills.
  • Dickinson, E. (2013). The misdiagnosis: Rethinking “nature-deficit disorder.” Environmental Communication: A Journal of Nature and Culture, 7(3), 315–335.
  • Dyment, J. E., O’Connell, T. S., & Boyle, I. (2011). The intersection of web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. Journal of Outdoor Recreation, Education, and Leadership, 3(3), 137–150.
  • Forest School Association. (2021). Accessed 9 July 2022. https://forestschoolassociation.org
  • French, G. (2016). Going pro: point of view cameras in adventure sports research. Journal of Outdoor and Environmental Education, 19(1), 2–9.
  • Fuster, D. (2019). Qualitative research: hermeneutical phenomenological method. Propósitos y Representaciones, 7(1), 201–229.
  • Garden, A. (2022). The case for space in the co-construction of risk in UK forest school. Education 3-13. International Journal of Primary, Elementary and Early Years Education. doi:10.1080/03004279.2022.2066148
  • Garden, A., & Downes, G. (2021). A systematic review of forest schools literature in England. Education 3-13. International Journal of Primary, Elementary and Early Years Education, Published online 25 Aug 2021, doi:10.1080/03004279.2021.1971275
  • Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing (pp. 67–82). Hillsdale, NJ: Erlbaum.
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods. 3(1), 42–55. March 1, 2004 10.11772F160940690400300104
  • Harris, F. (2017). The nature of learning at forest school: Practitioners’ perspectives. Education 3-13, 45(45), 272–291.
  • Hills, D., & Thomas, G. (2019). Digital technology and outdoor experiential learning. Journal of Adventure Learning and Outdoor Education 20(2), 13 April 2019, 155–169.
  • Holloway, P., & Mahan, C. (2012, July). Enhance nature exploration with technology. Science Scope, 35, 9.
  • Knight, S. (2016). Forest school in practice for all ages. London: Sage.
  • Louv, R. (2005). Last child in the woods: saving our children from nature deficit disorder. London: Atlantic Books.
  • Neubauer, E. B., Witkop, T. C., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97.
  • Palmer. (2006). Toxic childhood: How the modern world is damaging our children and what we can do about it. London, UK: Orion Publishing.
  • Palmer. (2007). Detoxifying childhood detoxing childhood: What parents need to know to raise happy, successful children. London, UK: Orion Publishing.
  • Pietkiewicz, I., & Smith, A. J. (2012). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 18(2), 361–369.
  • Rajasinghe, D. (2020). Interpretative Phenomenological Analysis (IPA) as a coaching research methodology. An International Journal of Theory, Research, and Practice, 13(2), 176–190.
  • Rogers, M. (2019). Playing with technology outdoors. Early Learning in the Digital Age, 46, 46–60.
  • Scannell, L., & Gifford, R. (2014). The psychology of place attachment. Accessed 4 June 2022. https://www.researchgate.net/publication/279718543
  • Smith, M. A., Dunhill, A., & Scott, G. W. (2018). Fostering children’s relationship with nature exploring the potential of forest school. Education 3-13, 46(5), 525–534.
  • Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British Journal of Pain, 9(1), 41–42.
  • Thomas, G. J., & Munge, B.; Thomas and Munge. (2017). Innovative outdoor fieldwork pedagogies in the higher education sector: Optimising the use of technology. Journal of Outdoor and Environmental Education, 20(1), 7–13.
  • Turnbull, W. F. (2019). Enhancing the learning of technology in early childhood settings. Australasian Journal of Early Childhood, 44(1). Accessed 9 July 2022. 10.11772F1836939119841457
  • Turtle, C., Convery, I., & Convery, K. (2015). Forest schools and environmental attitudes: A case study of children aged 8–11 years. Cogent Education, 2(1), 1100103.
  • Van Kraalingen, I. (2021). A systematized review of the use of mobile technology in outdoor learning. Journal of Adventure Education and Outdoor Learning, 1–19. doi:10.1080/14729679.2021.1984963
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Williams-Siegfredsen, J. (2017). Understanding the Danish forest school approach: early years education in practice. London, UK: David Fulton Books.