Browsing by Subject "Outdoor Education"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    iPaddle - Incorporating the Use of iPads ® into an Outdoor Education Curriculum
    (2016-06) Fillmore, Sheila G
    The intersection of hand-held mobile digital technology and environmental education (EE) is a relatively new and unexplored concept. Thus, there is little information on how to effectively incorporate the use of iPads ® (tablet computers) in an EE setting. The purpose of this project was to write curriculum designed to take advantage of iPad technology to enhance middle school students’ ecological and local cultural historical knowledge and their nature awareness as they studied various aspects of a local watershed. The curriculum covered a wide variety of topics such as using your senses, nature journaling, aquatic macroinvertebrates, and local cultural history. This project resulted in recommendations for including iPad applications (apps) that may strengthen portions of local watershed lessons. Techniques for more effectively incorporating this technology are suggested for teachers, in both formal and non-formal educational settings. By implementing the curriculum using iPad technology, educators will learn skills and methods to help students become more engaged in learning outdoors.
  • Thumbnail Image
    Item
    Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education
    (2017-06) Frank, Danny
    Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice, and accounting for the inextricable links between individuals, society, and ecology (Furman, & Gruenewald, 2004; Warren, Roberts, Breunig, & Alvaraz, 2014; Wattchow & Brown, 2011; Wattchow, et al., 2014). Socioecological education provides a meaningful pathway to achieving the aforementioned aims. This exploratory study utilized a survey methodology to examine the current state of post-secondary Outdoor Education faculty’s perceived knowledge, espoused beliefs, reported priorities, and reported practice related to socioecological education (North, 2006; Wattchow, et al., 2014; Young, 2011). Results indicate significant correlations between perceived knowledge, reported priorities, and reported practice of socioecological education principles, and affirm the need for further development of social justice oriented curriculum and pedagogy in the field. Findings point to potential pathways for the advancement of socially and ecologically grounded integrated practice in Outdoor Education.