ABSTRACT
This chapter addresses current concerns and debates between the proliferation of digital technologies in children’s lives and their developing relations with nature. It suggests that rather than viewing digital technologies and media as the simple cause of children’s perceived ‘nature deficit disorder’ there is a need for a critical and adaptive approach in education that considers the affordances and constraints of digital technologies in children’s environmental engagement and learning. To overcome unnecessary dichotomous binaries, the chapter discusses the potential of relational ontology to generate novel understandings of the co-emergent role of digital technologies in environmental education that can enhance our understanding of the relations between children, nature, and digital technologies.
