ABSTRACT
The Delors Report of 1996 to UNESCO shared a holistic and integrated vision of education, which included the four pillars of learning to know, learning to do, learning to be and learning to live together. This vision encapsulates the aspirations of geographical education for the 21st century, as outlined in the 2016 International Charter on Geographical Education. Teaching about the real world and its environmental challenges without taking students into the real world appears to run counter to these aspirations. With rapid developments in technological affordances, children are also increasingly distracted from ‘learning to be’ in the real world by mobile devices. This chapter argues how and why the use of mobile technologies and learning in the field needs to be developed in tandem, and considers the implications for future research and practice, including cross-fertilisation of ideas between school and academic geography.
