Place-based learning (Smith, 2002) has been developing along with the evolving technologies that are leveraged to education. Integrating technologies with the place enhances the entanglement between learner and the place, which constitutes of dynamic networks of cultures and identities (Jocson, 2016), and thus creating an enriched conceptualization of place-based learning.
The development of technologies provides new opportunities of learning through the place. Researchers have recognized the impact of emerging technology on place-based learning. Recent research focuses on the role of technology in building relations. Mobile augmented reality technologies connected diverse learners and help to build deeper, more meaningful relationships with their local environments (Litts & Whitney, 2018).
To better understand the recent trend of using technologies in place-based learning, it is needed to delineate the trajectory of technologies used and identify their related roles. The purpose of this study is to conduct a systematic review of studies on place-based learning with technology so as to understand what research has been conducted regarding technology in place-based learning and what insight could be drawn from the current practice.
Findings of the research are based on the theme emerged from the coding of each article. Specifically, we identified three different roles of mobile technologies in terms of place-based learning:1) Technologies helps to create the identity of the explorer of the place, 2) technologies increase the interactivity with the place, 3) technologies explain the leaners' embodied experience.
