Children’s Experiences of using Digital Technology in UK Forest Schools.

Problem Statement: Forest schools are distinctive outdoor spaces in nature whilst children are increasingly adapting to an ‘indoor’ lifestyle, including an increase in the use of digital technology in the home. Research Questions: UK Forest Schools increasing popularity is often attributed to a perceived decrease in children's outdoor play, due to a concomitant increase in children’s use
of digital technologies at home. Purpose of the Study: The Covid-19 pandemic, which impacted the UK from March 2020, increased the time children spent indoors and their use of digital devices. This study explores how digital technology can aid outdoor learning activities however little is understood about the potential of such technologies to enhance outdoor spaces. Research
Methods: Semi-structured interviews were conducted with 32 Key Stage 2 children selected from two UK primary schools. The interviews explored the experiences and opinions of the children about the role of digital devices in Forest School using Interpretive Phenomenological Analysis (IPA). Observations and informal conversations were conducted to ascertain how participants viewed their surroundings and related to learning activities. Findings: The findings suggest that Forest School spaces can accommodate new technologies because new spaces can be constructed through the accommodation of the outdoor environment and technology. Whilst digital technology can be a distraction in outdoor experiential learning experiences, it also provides opportunities to enhance learning. It is important to view digital technology as a learning tool within Forest School. Conclusions: Suggestions for future research include reflections on how technology can be meaningfully integrated into Forest School practice and encourage peer collaboration whilst considering the relative influences of space and place. It is important to view digital technology as a learning tool within Forest School, rather than it being seen only to distract children from their interaction with the outdoors.