Abstract

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

Citation

Lai, C.H., Chen, F.C. & Yang, J.C. (2014). Exploration of Tensions in a Mobile-Technology Supported Fieldtrip: An Activity Theory Perspective. International Journal of Distance Education Technologies, 12(2), 104-117. IGI Global. Retrieved March 27, 2023 from https://www.learntechlib.org/p/156821/.

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Keywords

• academic achievement
• Conflict
• EDUCATIONAL ENVIRONMENT
• electronic learning
• Experiential learning
• Field Trips
• Foreign Countries
• Grade 5
• Guidelines
• Handheld Devices
• Learning Activities
• Measurement Equipment
• Outdoor Education
• Program Descriptions
• Program Implementation
• Technology Uses in Education