ERIC Number: EJ1411191
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-8259
EISSN: EISSN-2169-009X
Instructor Perspectives on Mobile Technologies and Social Media in Practice: Findings from the United Kingdom's Outward Bound Trust
Journal of Experiential Education, v47 n1 p53-71 2024
Background: The use or non-use of mobile technologies and social media in residential outdoor adventurous education (OAE) remains contested and generates an often-cited for-and-against argument in both theory and practice. Purpose: This qualitative study explored instructor perceptions of mobile technologies and social media in their practice as members of instructional staff at the United Kingdom's Outward Bound Trust. Methodology/Approach: Grounded within a multiple-case study design, 20 members of instructional staff were interviewed online from three Outward Bound Trust centers across Wales, England, and Scotland. Findings/Conclusions: Two major themes are shared as statements: (1) "phone-free outdoor experiences are more impactful for young people in contemporary society;" (2) "social media is fake, outdoor adventurous education necessitates in-person and in-place interaction." These findings are presented within a postdigital conceptual lens which questions whether any residential outdoor experience can be truly "technology free." Implications: The study consolidates perspectives on mobile technologies and social media in the practices of residential OAE instructors. These perspectives are considered important in the framing and delivery of contemporary OAE practice.
Descriptors: Foreign Countries, Teacher Attitudes, Handheld Devices, Computer Oriented Programs, Social Media, Adventure Education, Physical Environment, Deception, Learner Engagement
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales); United Kingdom (England); United Kingdom (Scotland)
Grant or Contract Numbers: N/A