Within our fast-paced, fluid society, it is arguable that outdoor education needs to be innovative in order to play a useful role in young people’s overall educational enterprise. A critical view, however, would suggest that we must beware of accepting technological innovation for its own sake. Innovations (or improvements) in education can take the form of ideas, methods, and products. This paper discusses how outdoor educators need to recognize how some innovations may add unwanted layers of clutter that reduce direct interaction with geophysical, ecological, and sociocultural elements of the landscape, whilst lessening the quality and quantity of interaction between humans — whether with classmates or community members. It may be possible key to assess the degree to which an innovative piece of equipment or educational practice is “good” by considering its ability to elicit meaningful engagement between the learner and the ideas, physical objects, and other human beings encountered.