Zanetis, J. (2010). The beginner's guide to interactive virtual field trips. Learning & 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 doi: ISSN 1082-5754
This article discusses the integration of Virtual Field Trips (VFTs) into the classroom. Virtual field trips involve the use of Internet or videoconferencing equipment to take students to museums, historic sites, festivals, or exotic places far away from their own classroom. They also allow students to see demonstrations and scientific experiments. Two types of VFTs exist—asynchronous and synchronous. Asynchronous VFTs are presentations that are not interactive. These can include audio, video, or text. Synchronous VFTs are interactive trips in real time that allow students to learn from educators in different locations.
Interestingly, 30% of schools in the United States have access to the videoconferencing materials necessary to conduct synchronous VFTs, and 300 museums and other organizations work with schools to use interactive VFTs. The individuals who provide instruction for these VFTs are generally experts who are trained to teach students of varying grade levels. The benefits of these field trips are that they often meet national standards, they engage students, and they build connections between students and far away people/experiences. Though these programs can be expensive, grants and assistance programs are often offered to cover the expenses, and taking a real-life field trip is often equally as costly.
1) Who trains these experts about how to adapt their lessons per grade level?
I think the people who work with VFTs probably have a desire to teach students about their content area and, therefore, have taken the time to learn about grade level content in regard to their programs. I also think that their organizations and/or the schools that they work with might provide courses that prepare them to work with students.
2) How do these field trips mesh with No Child Left Behind and teaching to the test?
I believe that hands-on demonstrations, projects, and trips often help students understand concepts that would otherwise be difficult to conceptualize. Therefore, if these programs are based on national standards, maybe they are pictorial representations or labs that reinforce the standardized concepts that will be addressed during state or national testing.
This article discusses the integration of Virtual Field Trips (VFTs) into the classroom. Virtual field trips involve the use of Internet or videoconferencing equipment to take students to museums, historic sites, festivals, or exotic places far away from their own classroom. They also allow students to see demonstrations and scientific experiments. Two types of VFTs exist—asynchronous and synchronous. Asynchronous VFTs are presentations that are not interactive. These can include audio, video, or text. Synchronous VFTs are interactive trips in real time that allow students to learn from educators in different locations.
Interestingly, 30% of schools in the United States have access to the videoconferencing materials necessary to conduct synchronous VFTs, and 300 museums and other organizations work with schools to use interactive VFTs. The individuals who provide instruction for these VFTs are generally experts who are trained to teach students of varying grade levels. The benefits of these field trips are that they often meet national standards, they engage students, and they build connections between students and far away people/experiences. Though these programs can be expensive, grants and assistance programs are often offered to cover the expenses, and taking a real-life field trip is often equally as costly.
1) Who trains these experts about how to adapt their lessons per grade level?
I think the people who work with VFTs probably have a desire to teach students about their content area and, therefore, have taken the time to learn about grade level content in regard to their programs. I also think that their organizations and/or the schools that they work with might provide courses that prepare them to work with students.
2) How do these field trips mesh with No Child Left Behind and teaching to the test?
I believe that hands-on demonstrations, projects, and trips often help students understand concepts that would otherwise be difficult to conceptualize. Therefore, if these programs are based on national standards, maybe they are pictorial representations or labs that reinforce the standardized concepts that will be addressed during state or national testing.
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