Virtual Field Trips
Nicholas Cox
MEDA 5400
East Tennessee State University
Virtual Field Trips
A Virtual Field Trip (VFTs) is an emerging technology that allows teachers to conduct a field trip virtually over the Internet from the comfort of the classroom. VFTs can be delivered over the Internet using technology in either asynchronous or synchronous formats. Asynchronous VFTs are not delivered in real time, and they are generally just websites that include text, video, and audio about the topic being explored. Synchronous VFTs on the other hand are delivered in real time, and allow students in a classroom to interact with an informal educator at another location, such as a museum or historical site. To get the full effect of a synchronous VFT for a large group of students, it is best to use h.323 video conferencing technology. (Zanetis, 2010 p.21). If your school does not have video conferencing technology, you can contact vendors such as Polycom or Tandberg for potential funding sources and grant writing assistance. (Zanetis, 2010 p.21). Since video conferencing technology can be very expensive, some other alternatives to use are free Skype video conferencing services and webcams optimized for high quality video calls. Some award winning VFT content providers are; Adventures in Medicine and Science Program of Saint Louis University, Center for Puppetry Arts, Cleveland Institute of Music, Cleveland Museum of Natural History, and George Washington’s Mount Vernon Estate. (Zanetis, 2010, p.22).
There are numerous educational applications for a classroom teacher that chooses to incorporate VFTs into the curriculum. VFTs give the teacher flexibility in deciding how the students will participate in the field trip (individual, small group, whole group, Q & A, etc). Another great thing is that the teacher can let the students be involved in the actual creation of the VFT by helping collect the information that will be presented in it. VFTs allow the teacher to integrate many different content areas in an enjoyable and engaging manner. The teacher can create a concept map to help organize and provide an overview of what will be covered during the VFT. VFTs provide the opportunity to experience far more than would be possible on a regular field trip due to time constraints. (Bedell, J., Clark, K., Hosticka, A., & Schriver, M. (2002, p. 3). Most importantly, VFTs can remove the distance barriers that separate students from real experts on topics that are being studied.
Research on VFTs show that they are a very effective way to bring student-centered, hands-on, interactive, multi-media environments to groups of students engaged in cooperative learning. (Klemm, B., Tuthill, G., 2003, p.184). There is a strong need for more professional development with computer technology so teachers are both comfortable and confident in using VFTs in their classroom. Research states that VFTs that offer differentiated instruction, cover multiple intelligences, use higher order critical thinking skills, cooperative learning, and active student participation yield the best results for enhanced student learning. (Klemm, B., Tuthill, G., 2003, p.184-185).
There are many relative advantages for using VFTs in the classroom. VFTs allow students to experience places that they would likely never have the chance to take a real field trip to. Since most schools in the country are having trouble with their budgets, many of them are cutting out field trips to save money. VFTs are relatively inexpensive in comparison to real field trips. VFTs provide the opportunity for repeated visits to the destination of choice for further study. VFTs are safer than traveling with a large group of students on a real field trip. VFTs are always accessible, unlike real field trips that can be inaccessible during bad weather. (Elleven, R., Nimon, K., Wircenski, J., & Wircenski, M. 2006, p.7). Most importantly, VFTs keep the students engaged and interested in the topic being studied.
My own feelings about VFTs are that they are an excellent tool for teachers to incorporate into their classrooms. On a personal note, I work as a Special Education Assistant for a school system that decided to cut out the majority of field trips for this school year. When we told the kids that there would be no trip to Barter Theatre, Hands on Museum or Bays Mountain Park this year, they were so disappointed. So instead of going on real field trips we have started taking virtual field trips, and the kids really enjoy them. Their favorite virtual field trip so far was to the White House. None of the children had ever had the opportunity to see inside of the White House. The children truly enjoyed this experience and talked about it for many days afterwards. This is a perfect example of how a virtual field trip can prevent distance and cost from being deciding factors on the places classrooms can explore together.
References
Zanetis, J. (2010) The Beginner’s Guide to Interactive Virtual Field Trips
Elleven, R., Nimon, K., Wircenski, J., & Wircenski, M. (2006) Curriculum-Based Virtual Field Trips: Career Development Opportunities for Students with Disabilities
Bedell, J., Clark, K., Hosticka, A., & Schriver, M. (2002) Computer Based Virtual Field Trips
Klemm, B., Tuthill, G., (2003) Virtual Field Trips: Best Practices
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