Technological development has caused an increase in hours children and adolescents spent in front of a screen (i.e. PC, console, smartphone, etc.) in the last decades. However, technology is not always responsible for a decrease in physical movement, in fact certain applications and/or games require active physical participation (i.e. exergames, virtual reality, augmented reality).The aim of the study is to bring out the potential of the use of technologies in Outdoor Movement Education. A bibliographic research was carried out to see which technologies had been used, how they had been used and the results obtained. The conducted research included the inquiry of three databases and a combination of several keywords. The results were organized according to the type of technology used.The results showed that the possible uses of technological tools in Outdoor Movement Education are remarkable. Especially, technologies that do not require special or expensive devices are not only quite usable, but also available to everyone. The results show how the use of technology is not only limited to the activity itself but the use of technology enables more accurate data which would be closer to reality both while at school (i.e. formal environment) and after school (i.e. informal and non-formal environments). As can be seen from provided scientific evidence, aspects such as team work, motivation and involvement of children are also not to be ignored. These technologies can further be by people with disabilities providing them with greater interaction with the environment and to overcome difficulties inherent in a specific pathology.
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