This paper draws on a webinar on digital technology and networked spaces in outdoor education, where three researchers presented their work through responses to two discussion statements: First, 'the use of digital technology in outdoor education is fundamentally contrary to all its values.' Second, 'if we accept that digital technology is embedded in outdoor education, what do we know about its potential? And what are key areas to explore more deeply?.' Despite there being no advance planning to produce a research output from the webinar, the organisers' basic analysis of the webinar's frontchannel and backchannel revealed areas of the conversation that may merit targeted empirical attention. Three principal themes emerged from participants' responses during the webinar: the need to move beyond binary thinking; the importance of considering digital technology in regard to specific learning objectives and contexts; and to inform oneself about the affordances of digital technology, while thinking critically about its applications.