Abstract
ABSTRACT This research adopts a student as partners approach to capture student voice to support the design, development, and integration of digital preparation resources in fieldwork. Using focus groups student views on experiences of fieldwork and digital fieldwork are identified, along with the defining characteristic of digital fieldwork. Digital preparation resources are developed and tested via a second student partnership where the views and experiences of using these resources are used to redevelop them. Student feedback can be used to make technology, pedagogy and content developments to the digital preparation fieldwork resources and supports the integration of technology in fieldwork and outdoor education via the exemplification of the Technology, Pedagogy and Content Knowledge (TPACK) framework. The development of these resources supports the emergence of a blended model of fieldwork. Students identify value in the resources to develop knowledge and skills prior to embarking on fieldwork and address novelty of fieldwork.
Published Version
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