Journal #1 KM - The Beginner's Guide to Interactive Virtual Field Trips - NETS-T 5c for all journals - NETS-T 2b (article focus)

Zanetis, J. (2010). The Beginners guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg22

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T - 2b - DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

This article focused on the NETS-2b standard because in the article students experience field trips virtually using technology. They are able to pursue their individual curiosities via these technologically inspired field trips.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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The author gave some benefits of having virtual field trips. They include; the ability of virtual field trips to take students to far away destinations that would normally be inaccessible to them, the medium excites students because it is novel and new, and the relative low cost involved with virtual field trips. With our state's current troubling economic situation, even local field trips are becoming less common due to the rise in travel costs, so virtual field trips could be the way of providing the field trip experience in the future. Ms. Zanetis also discussed both asynchronous verses synchronous (interactive) virtual field trips. Asynchronous virtual field trips involve web pages about a designated topic, a video tour, and a podcast of someone who guides students through photographs pertaining to the topic. Websites were provided for this type of field trip. Interactive virtual field trips were discussed at length. This is where students learn from someone who is in another location such as a museum or NASA. This is done through videoconferencing systems, which approximately 30 percent of schools currently possess. The on site hosts give students interactive lessons and focus on a topic that is standards' based. For example, a host may perform an experiment for the students. Students are able to interact with the presenter, who adjusts his/her presentation to the academic level of the students. There are hundreds of museums, science centers and the like that offer these interactive virtual field trips.

I think this is an exciting way to utilize technology in the classroom. It would be fantastic to be able to virtually take a group of students to Washington, D.C. and showcase our nation's treasures. Many students will never have the opportunity to visit our nation's capital or most of the multitude of museums that exists around the world. Virtual field trips offer a wonderful way to help make history, science and art come alive for students. They would be an asset to any classroom considering the current budget crisis and and the huge leap in technology we are experiencing in education.

Question #1: How can I provide virtual field trips to my future students?
I will investigate to see if my school district has videoconferencing equipment. If so, I will organize to use the equipment once I've selected a virtual program that accentuates a current topic of study. I will also collaborate with other teachers at my grade level to see if they want to interact jointly with the virtual field trip program. For interactive programs we could have fundraisers like read-a-thons or solicit donations from the PTA. If our school district does not have the necessary equipment, I will seek companies that will provide the funds necessary to establish a virtual field trip program, and get help writing any necessary grants.

Question #2: Do virtual field trips really provide a suitable substitute for experiencing a field trip first hand?
While virtual field trips will most likely be the wave of the future, there is no real substitute for actually experiencing a field trip first hand. For example, a teacher could perhaps take a class to the La Brea Tar Pits in Los Angeles virtually. However, they would not be able to physically pull on the levers present at the Tar Pits that demonstrate what it feels like to be stuck in tar. One can virtually visit an aquarium, but there is no substitute for physically going to the aquarium's children's touch tank and being able to physically feel a slimy sea cucumber.