Forest schools are distinctive outdoor spaces that are often regarded as an alternative to mainstream education. Their increasing popularity in the United Kingdom is often attributed to a perceived decrease in children's outdoor play, due to a concomitant increase in children's use of digital technologies in the home; further compounded by the COVID-19 pandemic. This study explores how iPads can enhance outdoor learning activities. Semi-structured interviews were conducted with 32 Key Stage 2 children selected from two UK primary schools. The interviews explored the experiences and opinions of the children about the role of iPads in the forest school space using Interpretive Phenomenological Analysis (IPA). Findings suggest that Forest School spaces can accommodate new technologies through accommodation of the outdoor environment and technology. Suggestions for future research include the meaningful integration of iPads into Forest School practice while considering the relative influences of space and place.