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Transmission teaching which centres around traditional lecturing discounts the variety of different learners and individual aptitudes. Physical Geography as a discipline has historically provided a range of teaching methods beyond lecturing which embrace field and laboratory activities, frequently adapting new research technologies to further student learning. While technological trends are increasing the demand for Geography graduates with GIS, modelling, or programming skills, Geography lecturers should remain open to using other technological advances as teaching tools. Using an example of low-cost environmental sensors, this paper demonstrates how technologically-focused exercises can effectively solidify a range of geographical skills through experiential learning. Using Kolb's Experiential Learning Model to identify the key learning processes, we compare low-cost environmental sensor training to the UK's current Quality Assurance Agency for Higher Education's (QAA) Geography benchmarks. We also consider the practical applications of this technology as a learning tool for Physical Geography. In comparison with a student evaluation, this paper provides an initial basis to support additional qualitative investigations into the learning outcomes of independent, technology-based learning activities. [ABSTRACT FROM AUTHOR]