ABSTRACT
Digital tools effectively support students to develop a sense of place and address challenges present within place-based fieldwork. This chapter draws on empirical research to evaluate the role digital tools play supporting students (ages 16–18 years) to learn about place in education and how the chosen approaches address the challenges experienced by students during a residential field course at Flatford Mill Field Centre, Suffolk, England. The chapter reports on research which takes a case study approach to evaluate the role of digital tools in supporting students to develop a sense of place. The student evaluations identified improvements to the digital fieldwork approaches in the areas of pedagogy, content and technology. The discussion around barriers and enablers and the implications for practice are useful for educators to identify, adapt and create their own digital tools to support students to develop senses of place within their contexts.
