Abstract
This study examined the use of instructional and learning technologies by nonformal environmental educators. A 40-question survey was developed to inquire about practitioner demographics, technology use in practice, and beliefs about technology. The survey consisted of multiple choice, open-ended questions, and a Likert-type scale component—the Technology Attitudes, Perception, and Support Scale (TAPS) (Cronbach's a = 0.809). TAPS examined philosophies about technology use, self-efficacy, and perceived obstacles to technology integration within environmental education contexts. Findings revealed a philosophical acceptance and willingness to use technology in environmental education instruction; however, few integrate learning technologies into their instructional venues to enhance cognition and learning and there was concern that technology might have negative consequences on student connection to the natural environment. No single factor appears to influence environmental educator decisions to incorporate technology into non-formal settings.
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