Journal 7: The Beginners Guide To Virtual Field Trips - NETS V

As a student I always looked forward to field trips. It was a chance to take a break from the routine of school, spend time with my classmates, and explore the concepts we were learning in class more closely. The field trips I went on were always limited by the distance from school and cost of admissions. Today we are no longer limited by distance and cost. Teachers can now organize Virtual Field Tips which allow their students to explore and see things that were previously out of their reach and budget. Virtual Field Trips (VFT) are trips that are conducted virtually over the internet and/or videoconferencing equipment. The trips can vary in form; touring a historical site, witnessing scientific experiments, watching life demonstrations on the field, attending folk festivals or other events.

There are different types of VFTs. Asynchronous VTFs are trips that are not delivered in real time. They are websites that include text, audio, or video resources about specific topics. Interactive VFTs are synchronous and are real-time experiences. Students in one location can learn from informal educators in another location such as a museum, historical castle, or organization. They take place over the Internet using h.323 videoconferencing technology.

What are the benefits of Virtual Field Trips?
Virtual Field trips allow students to explore new things that would otherwise not be available to them. Most of the desirable and ideal destinations are too far away and not feasible to reach. VFTs eliminate that barrier. There are about 300 museums, science centers, historical sites, and similar organizations that offer interactive VFTs. Students can view, hear, and interact with people who are articulate and experts on the topic the students are studying. It can empower teachers, librarians, administrators, and the IT staff to create significant opportunities for their school to focus on a world beyond their borders. The VFTs may also offer supplement work or papers to help the students. One website, http://www.efieldtrips.org/ offers four components: Trips Journal, Virtual Visit, Ask the Expert, and Live Chat. The trip journals are blank worksheets for students to fill out while attending the Virtual Visit. They help the teacher make sure the students are focused and paying attention to the information provided. The Virtual Visit is an interactive Flash movie that teaches the students about the eFieldTrip topic. Ask the Expert is available after the students completed the Virtual Visit. They can ask questions and receive answers in 1-2 days. If teachers want to schedule a live web chat, students can interact with the experts, ask their questions and have them answered in real time. We live in a media-saturated society and students will often forget that they are viewing the field trips via videoconferencing. They are able to feel a connection with the on-screen instructor and the classroom walls melt away.

How do I organize a VFT?
The first thing you need to do is make sure that you have the resources available at your school. Interactive VFTs require Internet access, videoconferencing technology, and a system that that is h.323 compatible and capable of IP-based connections. In 2009 a study was done showing that 30% of US schools have installed large-group videoconferencing equipment. Once the equipment is available the next step is to research different virtual trips for your students. To help insure that you are finding quality trips you can join the Center for Interactive Learning and Collaboration (http://www.cilc.org/). This site lets you search for content based on subject matter, grade level, cost, or content provider. You also want to look for VFTs that are led by known experts and reliable organizations that use credible primary sources. Once your resources are set up and you have found reliable sources, the places your class will travel to learn about are endless.

Zanetis (2010) THe Beginners Guide to Virtual Field Trips, Learning and Leading with Technology, 37 (6) Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D