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

Forest schools are distinctive outdoor spaces that are often regarded as an alternative to mainstream education. Their increasing popularity in the United Kingdom is often attributed to a perceived decrease in children’s outdoor play, due to a concomitant increase in children’s use of digital technologies in the home, further compounded by the COVID-19 pandemic. This study explores how iPads can enhance outdoor learning activities. Semi-structured interviews were conducted with 32 Key Stage 2 children from two UK primary schools using Interpretive Phenomenological Analysis. Findings suggest that Forest School spaces can accommodate digital technologies while maintaining the characteristics of outdoor learning. The study recommends meaningful integration of iPads into Forest School practice while recognising the influence of space and place.