| Abstract: | The use of information technology in conjunction with school visits to a local wildlife area offers a new way of thinking about such places and a richer learning experience. By comparing pupils who were encouraged to plot storyboarded sequences for computer use during their visits to other pupils who produced wall displays, this article suggests that the mediating process of planning storyboards led to a more social and collaborative learning experience. In addition, pupils from storyboarding groups displayed a deeper understanding of the wildlife site and showed greater inclination towards taking part in management decisions than the conventional classes. Such use of information technology in terms of learning processes linked to the generation of electronic sequences by pupils for pupils about humble, local wildlife sites for future use could offer an important contribution to the notion of environmental literacy and citizenship. |
