Geocaching Never Went Away

Truth be told, I have not heard of geocaching in over twenty years. I remember it was quite popular with those with interest in technology, the outdoors, and adventures. At the time, GPS devices were just beginning to enter the consumer market and early adopters were installing them in their vehicles replacing paper maps. Handheld versions were standard equipment for extreme hikers who venture towards the unknown. 

Apparently, geocaching enthusiasts have maintained its popularity since its inception. Originally called, “geostashing”,  geocaching traces it origin in the forests of Oregon, where Dave Ulmer described the activity in an online forum where GPS coordinates of hidden repositories or caches may be shared online, enabling other individuals to navigate to these repositories and acquire various items (Telaar et al., 2014). Much has happened since geocaching’s early days and the activity has now made its presence beyond recreation to other sectors including  education. This modern day equivalent of treasure hunting is supported by a global community of participants who utilize the provided geographic information to locate over three million geocaches that have been strategically placed by enthusiasts across the globe.

The increased accessibility of geocaching can be attributed to the advancements in GPS technology and the widespread use of mobile devices. The prevalence of smartphones has led to a decline in the utilization of dedicated and expensive GPS portable devices. When incorporated as part of an instructional practice, Instructional Geocaching (IGG) refers to the application of the fundamental ideas of recreational geocaching, which involves the use of technology to include geocaching into the educational curriculum and promote student engagement with the learning experience (Adanali et al., 2019). In social studies, lesson designs might include students honing research skills identifying historical or culturally significant sites within their city or region and then developing geocaches to facilitate the visitation and educational exploration of those locations by others. In support of mathematical concepts, learning intentions could include students figuring out coordinates, analyzing maps, solving intriguing riddles, and using mathematical principles such as geometry or statistics.

As with any instructional initiatives, instructors interested in geocaching for the classroom would do well to remember the following: establish clear learning objectives that align with curricular standards and skills for students to acquire; assess locations for safety and appropriateness; discuss the importance of following legal regulations, demonstrating respect for the environment, accurate reporting, and refraining from damaging caches; accessibility for those with special needs, and having a contingency plan in cases of unforeseen circumstances, such as the disappearance of a geocache or difficulties experienced by students.

References

Adanali, R., & Mete, A. L. I. M. (2019). The students’ behaviours at the instructional geocaching applied in problem-based environmental education. Review of International Geographical Education Online, 9(1), 122-148.

Telaar, D., Krüger, A., & Schöning, J. (2014). A large-scale quantitative survey of the German geocaching community in 2007. Advances in Human-Computer Interaction, 2014, 7-7.