The intersection of Web 2.0 technologies and reflective journals: An investigation of possibilities, potential and pitfalls. (Published 2011)) more

Journal of Outdoor Recreation, Education, and Leadership 2011, Vol. 3, No. 3, pp. 137-150 The Intersection of Web 2.0 Technologies and Reflective Journals: An Investigation of Possibilities, Potential and Pitfalls Janet E. Dyment University of Tasmania, Australia Timothy S. O’Connell Brock University, Canada Ian Boyle Scots College “Glengarry” Australia Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection. Yet the classic tattered leather journal that has for centuries had aesthetic appeal has a direct competitor that is much more alluring to many students: Web 2.0 technologies, such as Blogs and Voicethreads. The allure is particularly strong for students who have been labeled as “digital natives” and who are known for their expertise with digital technologies compared with previous generations. We speculated that it might be worth trying to engage these students with “their technology,” and in this conceptual paper we explore if and how Web 2.0 technologies can support student journal writing behaviors in outdoor education. We begin by describing the technological opportunities that can be used by educators to facilitate this approach to journal writing. We then turn to a discussion of the advantages of this form of journal writing before concluding with an examination of their limitations. KEYWORDS: reflection, journals, technology, Web 2.0, digital natives 137 DYMENT, O’CONNELL, AND BOYLE 138 Reflection is a crucial part of any learning experience for many outdoor educators. Dewey defined reflection as the “active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (1998, p. 118). For Dewey, reflection unfolds in a series of stages commonly known as the process of experiential learning. Many educators are also familiar with the work of David Kolb (1984) who expanded on the work of Kurt Lewin by suggesting a theory of experiential learning, which includes reflection as a key element. Reflection is a core component of many outdoor education programs and educators rely on a number of techniques for facilitating reflection. Group debriefing sessions, initiatives, solo experiences, formal academic papers, and dramatic productions have all been used to encourage outdoor education students to take ownership of their knowledge, and to make connections between the theory and practice of their studies. Journaling as a means of reflection is another popular technique used in outdoor education (O'Connell & Dyment, 2003). However, journal-use extends well beyond the outdoor education arena. Reflective journals have been embraced across a range of disciplines including preservice teacher training, early childhood education, medicine, nursing, business, physical therapy, literature and psychology. Irrespective of discipline, a reflective journal serves as a method of collecting information, knowledge, questions, revelations and self-awareness, and serves as a means of reflection both during and after a learning experience (Connor-Greene, 2000; Kerka, 1996). Journaling allows students to examine their beliefs, values, experiences, and assumptions (Minott, 2008). Through journals, students can begin to contextualize their experiences in terms of the relationship of these experiences to their current personal, academic, and future professional life. Additionally, and more importantly, they can move beyond the basic ability to recall facts and knowledge and move toward “connected learning,” or the skill to actively and critically analyze knowledge in different environments (Connor-Greene, 2000). Despite the potential, several problems with journal writing have been noted. These include students writing at superficial levels with little critical reflection, students feeling “journaled to death,” the use of journals as a means of attacking others, “writing for the teacher,” a general dislike of journaling, the challenges of evaluating journals, and often a lack of clear structure and purpose (Chandler, 1997; Crème, 2005; Dyment & O'Connell, 2010; Mills, 2008). In our role as outdoor educators, with over 60 years of field experience among the authors, we have noted an additional problem with reflective journaling - namely the waning enthusiasm for quality writing. The classic tattered leather journal that has maintained aesthetic appeal for centuries now has a direct competitor that is much more alluring to many students Web 2.0 technologies. The term “Web 2.0” is regularly connected with online software applications, which assist in information sharing and collaboration on the World Wide Web. In the outdoor education arena, students and teachers (and others if invited) can contribute to and modify a website’s content as opposed to the old style Web 1.0 methodologies which were passive in nature, with information flowing only one way (to the online reader). The Web 2.0 allure is particularly strong for students who have been labeled as “digital natives,” “Net-Geners,” “Gen-Xers,” and “millenials” (McLoughlin & Lee, 2008). These students are known for their expertise with the internet, digital technologies and other media compared with previous generations. We speculated that it might be worth trying to engage these students with their current technology, aiming at improving the quality of the reflection process to such an extent that students would be inspired by these new technological possibilities. Although some educators might problematize and even resist technology invading the outdoor education arena (Cuthbertson, Socha, & Potter, 2004), there is a mounting body of eviJournal of Outdoor Recreation, Education, and Leadership 139 WEB 2.0 TECHNOLOGIES AND REFLECTIVE JOURNALING dence pointing to the potential for technology to support journal writing. For example, Blogs, Voicethreads, Personal Digital Assistants (PDA’s), and on-line journals have been shown to support some students’ reflective behaviors (Downing & Chim, 2004; Gulwadi, 2009), especially those who resist the traditional pen and paper medium. In this paper, we explore how technology can support student journal writing behaviors in outdoor education. We begin by describing the technological opportunities that can be used by educators to facilitate this approach to journal writing. Specifically, we look at the tools of digital recording (e.g., iPods, cameras, voice recorders) and Web 2.0 applications (Blogs and Voicethreads). We then turn to a discussion of the advantages of this form of journal writing before concluding with an examination of their limitations. Tools and Applications for Capturing Reflections Tools of Digital Reflection What tools will outdoor educators need to record reflections while in the outdoors? A trip to any electronics store will have the uninitiated frustrated with the choices and, in some cases, overawed by the cost. For student use in the field, teachers should attempt to incorporate devices which their students may already have. For example, the new IPod Nano has a built in video recorder. Most phones have video, still camera, and a voice recorder. The family digital camera usually has a still and video camera capability. A digital sound recorder is an effective tool for capturing thoughts in the moment, conducting interviews and recording nature sounds. Students can benefit from some basic training in how to use their digital recording devices prior to their outdoor journey. Collaboration with the IT department to set up a training program will ensure a better quality result. Applications A number of applications on the Internet have an enormous potential to change the face of reflection in outdoor education. Outdoor educators interested in utilizing technology to aid the reflection process should “begin with the end in mind.” They must have a clear picture of how they want to present the captured reflections. There are many possibilities on the World Wide Web, such as Blogs and Voicethreads. The word "Blog" is an abbreviated version of "weblog," which is a term used to describe web sites that maintain an ongoing chronicle of information. A blog is a frequently updated, personal website featuring diary-type commentary, links to articles on other Web sites, or mash-ups, which are embedded data or functionality from other web applications that appear as a seamless inclusion on a page (Wordpress, 2010). Voicethread is a second powerful tool which allows participants to comment and interact with a variety of media that is uploaded to the Voicethread site. Students can upload photos, videos, drawings, and a voiceover to narrate their reflections of the experience shown on the screen. A group of students also has the ability to collaborate by layering individual comments about the media shown on the screen. In the Appendix at the end of this paper, there are a number of case studies that contain live links to sites that demonstrate the potential of Voicethreads and blogs to enhance the reflective journal writing opportunities. Journal of Outdoor Recreation, Education, and Leadership DYMENT, O’CONNELL, AND BOYLE 140 Opportunities There is little doubt that the world has firmly grasped the use of technology in everyday life, and there are many opportunities and benefits that technology brings to reflective journaling (regardless of form or function). In this section of this paper, we present an overview of these opportunities. Congruency It is apparent that young people today have grown up with technology in a way that is unparalleled in history (McLoughlin & Lee, 2008; Prenksy, 2001). As these children have progressed through the school system, they (and students of all ages) have also experienced increased access to technology in the classroom (Yang, 2009). Students comment on “dated” technology that many university faculties consider “cutting edge.” It is reasonable for these students, who have grown up in the digital age, to expect accessible technology regardless of context, environmental factors, or location. It is plausible to extend this rationale to reflective journaling as well. Students in contemporary society are more likely to feel comfortable with electronic forms of reflective expression such as blogs, Twitter, video, and chat rooms, rather than traditional hardcopy journals. In this sense, digital or electronic forms of journaling are more congruent with students’ everyday experiences and interests, particularly if they have not known the world without computers, video games, and the Internet (McLoughlin & Lee, 2008). In our traditional classrooms, a majority of students no longer take notes with pen and paper, but with a word processing program on a laptop computer. As Stiler and Philleo (2003) noted, the use of technology for reflective work has certain benefits as instructors are not required to discern the meaning of scribbles and often illegible handwriting. However, Gleaves, Walker, and Grey (2007) found that students who made digital entries wrote more often only to comply with the requirements of the assignment. They theorized that if these students were not so technologically savvy, the compliance rate would have been much smaller. Regardless, students in the contemporary education system are increasingly used to technology as a part of everyday life, and as such, expect technology to be available to them. Multiple Forms of Capturing the Moment Technology has afforded us with a variety of ways to capture meaningful moments in outdoor education beyond the traditional bound journal. As reflecting in a paper journal mainly serves students with an interest or aptitude in writing, technology offers an alternative for students who do not like or are not good at written reflection. Providing students with multiple forms of capturing a moment such as digital audio recordings, video, or photos will most likely appeal to students with a wide variety of learning styles other than those who are most comfortable with writing. A number of researchers including Gardner (1993) and Kolb (1984) have recognized that students learn and reflect in many different ways. Technology is one available tool that outdoor educators can use to assist student reflection in a manner, which more closely parallels their preferred way of learning. Technology also allows key components of experiences to be recorded in more than one format. Students who can see and hear what was happening at a particular time in a program through the use of technology will most likely reflect in a deeper way than by just reading an entry in a journal, or by trying to remember a particular event. Technology can effectively provide an enhanced “database” for reflection that traditional paper journals might not. This is particuJournal of Outdoor Recreation, Education, and Leadership 141 WEB 2.0 TECHNOLOGIES AND REFLECTIVE JOURNALING larly salient if outdoor educators wish their students to reflect both in action and on action as Schön (1983) suggested. Audio and video recordings, particularly those in digital format, which can be accessed through tools such as Web 2.0 technology, can serve as a foundation for reflection. Additionally, outdoor educators can encourage students to reflect before an event or activity as Boud (2001) suggested by having them watch a video or listen to audio recordings from a previous program. This may be attractive to outdoor educators who do not have access to their students directly before a program begins. For example, many outdoor education centers and programs are contracted by schools or other agencies to run programs. Outdoor educators often don’t meet students until they arrive on site for the program, and therefore don’t have the opportunity to encourage these students to reflect before the activity starts. Web 2.0 technology can assist in this process, and create a richer learning environment. Immediacy Web 2.0 technology and the Internet certainly provide immediate access to information, entertainment, and connecting with other people. This can be of great benefit to the reflective process, as students can receive support and feedback in a timely manner when an important event happens (Chretien, Goldman, & Faselis, 2008). Paper journals do not allow for this instantaneous exchange of ideas and feedback. When blogs are used as a tool for reflection, they can also provide a dynamic pathway to additional sources of information through the use of hyperlinks and connection to the broader World Wide Web. As Brownstein and Klein (2006) aptly stated, “Diaries and journals are native to paper – they can only statically refer to other information sources. Blogs, on the other hand, do more than just refer to other sources; they provide a doorway, through hyperlinks, directly to that idea” (p. 19). When coupled with students’ expertise with technology, this form of reflection has an advantage over paper journals. Other forms of technology may support reflection and learning in the same way. For example, social networking websites such as Facebook, Twitter, and LinkedIn may be used as a space for reflection to occur. Modern cell phones, when coupled with Twitter, may prove to be a useful method of reflection as students can immediately post a thought and receive feedback from most places on the globe in a matter of seconds. As the internet and technology provide a vehicle to instantly satiate one’s appetite for information and learning, many learners are foregoing the traditional educational system and “teaching” themselves (Howard, Veerman, & Saunders, 2010). These “edupunks” are using technology to circumvent the traditional school system by using wikis, open-source textbooks, and blogs to learn about what they are interested in, when they are interested in learning. In terms of reflective activities, technology provides many of these attractive features as well. Supports Students as Learners As already mentioned, technology can support students as individual learners, in ways that are different from traditional pedagogy, by appealing to diverse learning styles. For example, it has been shown that some students who are introverts in traditional classroom settings exhibit more extraverted behavior in the on-line environment (Downing & Chim, 2004). It is postulated that these usually quiet students appreciate the additional time for reflection offered by the online forum, instead of having to publicly and immediately respond in a face-to-face classroom setting. Other studies have shown that internet access promotes student reading (Rodzvilla, 2002; Stiler & Philleo, 2003) and that technology has helped students document their lives (GodwinJones, 2003). Furthermore, technology creates incentives for reflective thought by allowing stuJournal of Outdoor Recreation, Education, and Leadership DYMENT, O’CONNELL, AND BOYLE 142 dents to exchange information without the confines of space and time (Yang, 2009) which caters to the individual needs of students. This is important in terms of encouraging reflection because in many instances students feel the need to reflect when it is not convenient to pull out a paper journal and write. Instead, they can quickly text, videotape, or audio record their thoughts in a number of ways using technology. Technology may also support students as learners by creating the opportunity for collaborative reflection (Chretien, et al., 2008). Group projects such as videos, websites, blogs, and wikis can be used to encourage students to reflect together, as well as learn about the technology itself. This is particularly important for distance education students who may never meet their classmates face-to-face. As distance education becomes more prevalent, educators will need to be more thoughtful in creating collaborative opportunities for students to work together. Some researchers have noted that the reflection occurring in online journals is often perceived as group reflection rather than individual reflection (Romano & Schwartz, 2005). As Brownstein and Klein (2006) noted, technologically-based reflection in which a student posts a thought, receives comments, and refines the thought, mirrors the scientific process, and may encourage deeper reflection as the writer receives feedback in a more timely fashion than they might from a traditional journal. This will certainly benefit distance education students who might not have had the opportunity for feedback before the widespread use of technology. Additionally, when used effectively, technology can enable faculty to serve a greater number of students as a role model for reflective practice (Chretien, et al., 2008). However, Killeavy and Moloney (2010) found little evidence of deep reflection in their study of blogs used as a reflective journal. They reported that blogs were used more effectively as a means of expressing emotions and feelings and personal perspectives that did not emerge in other forums. Finally, electronic forms of reflection provide an opportunity for scaffolding material, which benefits students who are new to a topic of study (Yang, 2009). Technology can help organize material in a manner that introduces students to a topic, allows them to experience it and reflect on it, and then adds new material or concepts. Technology allows students to see and hear a concept or idea in a realistic setting through the use of video or audio, and enables students to explore that topic in more detail through links to the World Wide Web. Portfolios Technology can enhance the development of student portfolios, which have increasingly moved away from paper format (Romano & Schwartz, 2005). These portfolios not only capture a student’s development, but also provide a means of reflection both in and on practice as advocated by Schön (1983). Further, online or electronic portfolios not only provide written evidence of a student’s capabilities and successes, but can show a student in action in his or her chosen profession through the use of video and audio clips. From the viewpoint of an instructor, online or electronic portfolios allow for easy access and limit the transport of boxes of hardcopy portfolios for review. It may be easier for instructors to provide formative feedback on portfolios because of this. Chretien et al., (2008) noted that internet-based portfolios and reflective journaling have “facilitated tracking, accessibility, and mentorship of reflective assignments” (p.2066). From a student’s perspective, electronic portfolios allow them to review their development as a professional through reflecting on their past performances. Enabling students to use technology as a means of reflection has some attractive qualities and advantages over traditional paper-based journals. This is particularly true in the modern world, which is increasingly dominated by around-the-clock access to information and communication. If carefully thought out and facilitated by educators, electronic forms of journaling Journal of Outdoor Recreation, Education, and Leadership 143 WEB 2.0 TECHNOLOGIES AND REFLECTIVE JOURNALING can enhance student learning and add to the already powerful outcomes created by meaningful reflection. Challenges While the benefits of embracing technological innovations to facilitate journal writing are unequivocal, there are, unsurprisingly, a number of challenges that must be considered as well. In this section of the paper, we explore some of these challenges. Levels of Reflection The ultimate hope is that journals (irrespective of medium) will allow students to engage in a deep and authentic manner, but it appears that this is not always the case. A recent review (Dyment & O'Connell, 2011) of 11 studies that examined the level of reflection found in journals revealed that only a limited number of student journals contained mostly deeply reflective entries. The majority of student journals contained mostly descriptive accounts of events with little to no critical reflection. We have some concerns that the technological medium might actually limit the depth of reflection found in student journals, adding to the latter larger body of research described above (Ross, 2011). Given the immediacy of the medium, we wonder if students tend to reflect more during the moment, without allowing the passage of time to consider, ponder, and reflect deeply on events. We are not arguing that reflection can only happen after the event. We agree with those (e.g., Boud, 2001) who argue that such a view puts learners in a position of being passive respondents to events. To counteract this assumption, Boud (2001) proposed three “occasions of reflection:” in anticipation of events, during events, and afterwards. We agree that all three occasions should happen, but postulate that some technological mediums might promote more reflection “during the event.” It is easy to document a moment with a video camera or IPod, and to capture someone’s feelings about an event during or immediately after it. For example, we have explored using video to record students’ feelings about their rock climb. This involved asking the students questions immediately before and after the climb, which generated immediate and reactive responses in the moment. While this is a form of reflection, we have noted that it is often shallower than reflections that can be generated after a passage of time (that seems to allow deeper reflection). Some technologies allow students to simply record their image and voice (e.g., Flip Video Camcorders). We found that this type of journal entry contains a different, and often lower level of reflection than a typical written journal. We wonder if students just say what is on their mind without giving it due consideration. Re-Takes and Edits We have some concerns regarding the fact that technology allows students multiple opportunities to document, edit, and then present their reflections. Students have told us that they often take multiple videos of themselves before and after a bushwalk to include as part of their journal, admitting that it often requires many “takes” for them to get it “right.” We have also had students report that they “edit out” some sections of the video that they simply did not like. On one hand, perhaps these re-takes and edits allow students the opportunity to refine and present their reflection at a deeper level. On the other hand, perhaps these retakes and edits also serve to cover up authentic feelings that are warranted and genuine. These re-takes and edits might also Journal of Outdoor Recreation, Education, and Leadership DYMENT, O’CONNELL, AND BOYLE 144 allow students to record what they think the teacher wants to hear, or to perform for a grade, instead of convey what they really feel (see Chandler, 1997; Crème, 2005 for a detailed discussion of these issues). It could be argued that these re-takes and edits also happen with more traditional journals. Students can rip pages out, write in pencil and erase things, or write in their journal the night before it is due. This is perhaps no more or less troubling than the re-takes and edits that can occur with on-line journaling. Can’t Find the Reflections for the Jazziness Another concern that looms large with on-line journals is that the actual web technology that facilitates the housing of the journals can readily mask the content. Students are no strangers to technology, and often there is a high degree of sophistication in their presentation. Students who are technologically adept can easily create flashy and entrancing journals, by embedding videos, creating hyperlinks across and between pages, or designing state-of-the-art journals. In light of this clever and effective presentation, it can be difficult to see the reflective content. We admit to being suitably impressed by this and have, at times, felt we have given a higher grade than perhaps was warranted. Some form of evaluative criteria that stipulates the desired outcomes can be very helpful in teasing out the reflective content from the presentation mechanics. When assessing on-line journals, we use rubrics that place much greater emphasis on the substantive content of the journal than the presentation style and mechanics. Having this established makes our jobs easier and ensures that we are not distracted by fancy presentations. Time and Resource Allocation Time is an important factor that must be considered if this approach to journal writing is to be successful. Before the journal is written, many teachers and some students will need training to become competent with the Web 2.0 technologies. Collaboration with the IT department can be helpful and we know of some innovative partnerships that have formed in this regard. Time is also needed upon return from a field experience to allow opportunities for students to download their material (e.g., cameras, IPods, video recorders), and to actually write and create their journals. Making this time can be difficult in an educational era noted for a crowded curriculum, and teaching towards standardized testing. Outdoor education and field experiences are still seen by many to be on the margins. Demanding more time can be challenging when more traditional subjects (e.g., mathematics, literacy, history) are often favored in terms of time and resource allocation (Comishan, Dyment, Potter, & Russell, 2004; Fisher, 2001; Nundy, 2001). Educators wishing to use on-line journals must also consider issues that emerge in relation to the provision of the recording equipment. Are students responsible for providing their own cameras and video recorders? Can students use their IPhones and mobile phones for recording? Issues of equity must be considered to ensure a level playing field in terms of access, and the assumption must not be made that all students have this technology. Feedback The benefits of thoughtful feedback and responses in journals, irrespective of medium, are well documented in the literature (Elbow, 1997; Hodges, 1997; Thorpe, 2004). A teacher who responds and assesses a journal contribution in an equitable and transparent way opens up Journal of Outdoor Recreation, Education, and Leadership 145 WEB 2.0 TECHNOLOGIES AND REFLECTIVE JOURNALING the possibility for students to improve and enhance subsequent journal entries (English, 2001; Williams & Sundelin, 2000). In traditional pen and paper journals, feedback is often written alongside the journal entry. These responses serve to affirm students’ writing, provide motivation, inspire further critical reflection, and create an opportunity for a meaningful exchange of ideas. A response that actively contributes to the dialogue can help students solve problems, create connections, extend ideas, and discover and validate perceptions about themselves. Ultimately, such responses can help students become more critical and reflective journal writers (Stewart & Richardson, 2000). Likewise, comments in electronic journals can be made using Web 2.0 technologies, such as blogs, that allow for comments to be made by writers other than the owner. However, as multiple comments are posted, the feedback of the instructor may be lost in the larger scope of other posts. Of course it is also possible to make comments on a piece of paper and give that to the students, but we wonder if some of the connections might be lost in this disjointed approach. When the comments are written in close proximity to the text, direct connections can be made between the student’s writing and the responses of others. Public vs. Private Traditional journals are usually exchanged between the student and the teacher, and as such, a student can be assured that their journal will remain confidential. Given this exchange happens only between a student and an educator, a key element to a successful journal writing experience is trust (Dyment & O’Connell, 2003). Other research has supported these claims, revealing that students might choose to keep writing superficial if they have reason to believe that the reader does not create a safe space for their deep thoughts, ideas, and reflections (Epp, 2008). The situation can look quite different with Web 2.0 technologies as on-line journals enter a potentially far more public domain. We wonder, as others have (Ross, 2011), if and how this might influence students’ writing experience. They may start writing more for their peers than for the teacher or for themselves. They might actively censor their content if they know their peers are going to read their journal. They might not be so open about interpersonal dynamics, instances of conflict resolution, or other students who they found difficult. In light of these concerns, educators need to think very carefully about who has access to on-line journals as content, depth, and reflection all stand to be influenced by the prospective audience. As the ultimate controller of the Web 2.0 technology, teachers must duly consider and potentially limit who has access to the Web 2.0 application where the journals are stored (e.g., individual student, expedition group, an entire class, or general public). Storage and Review Having grown up in an era of traditional journals, we relish in the knowledge that the journals from our early years are kept safely in boxes. Although they can be cumbersome, and bulky, to store and move, we do enjoy pulling them out and reminiscing through them occasionally. The touch of the paper, the smell of the old tattered books, and the extra add-ins (e.g., crumpled leaves, faded maps, and pictures) that we have added to our journal are powerful and evocative reminders of time gone by. It is impossible to add these sensory and tactile items to an electronic journal. In our opinion, this is serious flaw with Web 2.0 technologies. On-line journal storage should be an easier prospect; simply save a URL, a username and a password and in theory, access to an on-line journal is readily possible. But, is this necessarily the case? What happens when Web 2.0 technologies change? Will Voicethread or Blogger be Journal of Outdoor Recreation, Education, and Leadership DYMENT, O’CONNELL, AND BOYLE 146 around in a decade? If not, what happens to the journals that are stored there? Can students download their journals? Will students dutifully keep track of their countless links, usernames and passwords for each of their journals? Due to these concerns, we fear that on-line journals might be more quickly forgotten and lost in the on-line space. We also wonder if they might be revisited less. Tensions with Purpose of Outdoor Education Perhaps the biggest concern we have surrounding the use of technology to facilitate journal writing stems from the inherent tensions that present in terms of if, and how, these technologies distract from the main intent of outdoor education (Cuthbertson, et al., 2004). While there are many purposes to outdoor education (including interpersonal development, skill acquisition, safety and risk management), it has been argued that the defining feature that makes outdoor education unique from other disciplines is the opportunity for people to connect with the natural environment (Martin, 2004). This is especially important in light of the growing separation noted between young people and the “more than human world” (Louv, 2008). Yet, the technology required for students to capture data to be included later in the online journal can present a direct threat to achieving this purpose. Students can have their experiences mediated by their picture or video recording devices in so many other ways. For example, instead of listening to the loons at night, students can plug in their IPods and listen to music brought from home. Instead of watching a sunset, students can look at pictures of last weekend’s party on their digital cameras. Instead of playing a group game under a tarp on a rainy day, students can play video games on their IPod or mobile phone. In an ideal world, the devices would not have other capabilities that would allow students to text their friends at home instead of interact with others in their group, or interact with the natural environment. They would not allow students to look at old pictures and videos, play video games or listen to music. Obviously, educators will need to establish some control measures to manage the use of this technology in an appropriate manner. Conclusion Reflective journals have a long history in outdoor education, and continue to be a mainstay in many programs around the world. While the traditional paper journal has served as a trusted form of recording thoughts and impressions that inform student learning, recent technological innovations have caused us to reconsider the value of electronic forms of reflection. This is particularly true as most students of traditional school age have grown up in a technologically dominated era. Additionally, many of these students are more comfortable using technology than outdoor educators themselves. This technology takes many forms, ranging from computer programs and applications, to hardware such as digital audio and video recorders. Web 2.0 technology adds to this list of possible ways that technology can enhance reflective practice in outdoor education. As noted in this article, many outdoor educators are beginning to embrace technology as they enhance students’ ability to deeply and critically reflect both in and on their experiences. When carefully planned and facilitated, electronic reflection can have the same effects as traditional paper-based journal writing. Additionally, benefits such as creating congruency with other parts of life, providing multiple forms of capturing an experience, the immediacy of the reflective process, supporting student-centered learning, and enhancing professional portfolios are above and beyond those provided by traditional journals. Journal of Outdoor Recreation, Education, and Leadership 147 WEB 2.0 TECHNOLOGIES AND REFLECTIVE JOURNALING However, there are potential downsides as well, including the ability to “edit” reflection, getting distracted by the bells and whistles of technology, time and resources required for implementation, opportunity for meaningful feedback, privacy issues, and storage and access concerns. Perhaps the most notable downfall is that some research (Killeavy & Moloney, 2010) has found little evidence to support the superiority of electronic reflection over paper journals. While this was defined as level or depth of meaningful reflection, it is of note as critical reflection is the primary purpose of journaling, regardless of the format. Finally, as many children have become increasingly disconnected from the outdoors and nature due to technology and other factors (Louv, 2008), electronic reflection may be in direct conflict with the purpose of many outdoor education experiences. While there are many benefits and challenges of technology, we encourage outdoor educators to consider their stance on the overall importance of reflection in the student learning process. If an outdoor educator believes that encouraging students to reflect in a meaningful way is important, that the use of technology can enhance the level of reflection, and that technology can be used without compromising the essence of outdoor experiences, then the potential seems limitless. If an outdoor educator feels uncomfortable with technology, that it detracts from reflection, or that it is at odds with outdoor education, then electronic reflection might not be appropriate. We encourage you to consider what is right for you and your program. References Boud, D. (2001). Using journal writing to enhance reflective practice. In L. M. English & M. A. Gillen (Eds.), New directions for adult and continuing education: Promoting journal writing in adult education (pp. 9-17). 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For Ian’s students, caving is by far the most powerful learning experience in which they participate in the outdoors. As a facilitator there are often intense moments where the opportunity for major learning occurs. Ian keeps his video recorder handy to capture these learning lessons as they transpire. Key video and photos from a caving trip were uploaded to Voicethread and students were asked to comment about specific aspects of their learning. The website http://voicethread.com/#u132978.b1136071.i6098032 highlights some of these moments. Voicethread Case Study #2. Other Possibilities. We have uploaded several ideas to give examples of some exciting ways to use technology to promote reflection in the outdoors (http://voicethread.com/#u132978.b823418.i6106575 ). Highlighted in this second Voicethread case study are the following clips: • A student’s pre-post reflections about her two-day bush walk. • Students commenting on a 25 minute solo carried out during their bush walk. • A creative way of using technology to capture learning when it occurs is called “Action Replay” (Greenaway, 2010). During an activity, one of the participants is designated a reporter and given a microphone and a remote DVD controller linked to a video camera. At any time, the reporter can point the remote at people and ask any of the following: o Push Freeze: Everybody stops what they are doing; the reporter then interviews key people to uncover their thinking about observed actions or comments. o Push Slow Motion: Everyone must slow down. o Rewind and play again: Asks the group to go back and try a different approach to the problem. Blog Case Study #1. Mitchell’s Three-Day Solo Blog. Mitchell created a blog that documented his experience on a three-day solo (http://mitchellseljanovski.blogspot.com/). Be sure to click “older posts” at the bottom of the blog to see all posts). Note the richness of the emotions, body language, and voice tone which his video journaling displayed. To obtain this same vividness requires talented writing skills which many students do not have the patience to pursue when using a written journal in the field. In addition, there were some great shots of key learning moments occurring where he had the ability to grab his video recorder and just start shooting, capturing significant moments in his solo experience. Blog Case Study #2. Melanie’s Bush Walking Blog. Mel was a postgraduate student taking an outdoor education course as part of her physical education degree. Visit http://voicethread.com/#e823418 and view the videos on slides 2 & 3 that were extracted from her blog. Mel used before and after video interviews of herself. Here she compares, contrasts and analyses her pre-trip thoughts and emotions with what actually occurred on the trip. The rich descriptions of how Mel had drawn from her overnight bushwalking experience and was transferring this learning to other areas of her life is a measure of the success of any outdoor program. Blog Case Study #3. Catherine’s Apple Tree Flat Reflections. Catherine demonstrated in her blog the ability to collect a variety of material from a weekend bush walk and collate it into a reflective journal piece, but also a comprehensive portfolio of her learning journey (http://catherinej01.blogspot.com/?zx=e44167a5523a3b1c ). Compare the richness of this material with what is possible in a written journal. Journal of Outdoor Recreation, Education, and Leadership