The Article
The article The Beginner's Guide to Interactive Virtual Field Trips by Jan Zanetis aims to demystify interactive virtual field trips and convince the reader to consider them as a viable learning tool to incorporate into classroom instruction. Zanetis begins by explaining what constitutes an interactive virtual field trip, and how that differs from a simple, virtual field trip. She writes that virtual field trips are asynchronous, not carried out in real time, while interactive virtual field trips (IVF's) are. IVF's require special videoconferencing equipment that some schools may not have readily available, which the author rationalizes as a worthy purchase anyways because the cost of an IVF is still less than that of a real field trip. By teaming up with museums, organizations like NASA, or other educational locations and people, IVF's make use of experts in the fields and puts students in direct contact with them. The format itself, of students talking to a screen, can become simple to get used to and the benefits from students interacting with experts and informal educators are impressive.
I think that Zanetis is successful in conveying her enthusiasm for IVF's. She takes into consideration the students and the teachers, and addresses common worries. For example, she includes a multitude of web links and organizations for both virtual field trips and IVF's to help a teacher that might be interested get started. She approaches the money issue by citing a study in which it was found that about 30% U.S. schools already have the necessary equipment, and that grants and special pricing might be available to those who do not. Additionally, Zanetis stresses the benefits IVF's. They require no geographical limitations and some virtual field trips come with downloadable material that will ensure and facilitate a connection to classroom material. She finishes off the article by listing tips for teachers who may want to get started and encouraging them to look into virtual field trips as a real opportunity for students to learn and become engaged.
Personal Response & NETS
I remember that field trips were the most exciting part of my schooling. Learning in a classroom is great, but being able to see something in person or meet someone who works in what you are learning about is invaluable. For whatever school subject, field trips are essential for students to make the connection between the classroom material and the real world. I would love to try virtual field trips in a future classroom. However, my main concern would be the technical aspects of this. I would like to make sure the videos or videoconferencing (if an IVF) runs smoothly and appropriately. My question is, however, how to incorporate virtual field trips into the classroom if the necessary equipment is not all there? Is there a way to make use of some of the features if schools do not have the newest technology? What is the effectiveness of a virtual field trip (not an interactive one) if students work on it in small groups on one computer in a computer lab setting? From a classroom preojector? I think that working with what you have readily available is important, and it is up to us (as future educators) to really evaluate the benefits and methods to ensure students' success.
The idea of IVF's is a fascinating one though. My goal is to become an English/Language Arts teacher, and I definitely see ways IVF's could benefit students. For example, in studying famous writers, field trips to museums or libraries that display literary artifacts, or can tell us about a certain author would be fantastic. Another way to use them would be to visit famous places referenced in literary texts, or to interact with writers in interviews, or even sit in seminars that are student-friendly. In terms of NETS standards, virtual field trips would support standards: #2- Communication and Collaboration in that it would encourage student collaboration with experts using a variety of media, #3-Research and Information Fluency and #6-Technology Operations and Concepts. The concept of virtual field trips is one that is very interesting, and becomes increasingly fascinating when the field trips become interactive in real time. Students probably enjoy it to the fullest, and learn about the benefits of using technology for learning purposes. As Zanetis writes, "It may seem a little strange at first... but once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear" (p. 22).
Source:
Zanetis, J. (2010, March/April). The beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 10-23. ISTE: Eugene, OR.
Karina,
ReplyDeleteIVF's seem like such an awesome opportunity for students and something that I would definitely like to incorporate into my classroom. Although I think that regular field trips are always a special learning opportunity for students, IVF's allow students to "go" to places that they otherwise may never see, like The Smithsonian or somewhere in another country. I agree 100% with you that field trips are an excellent way to help students make the connection from their classroom material to its application in the real world. I hope to teach middle school or high school math, and I can think of some great applications for an IVF, perhaps to a manufacturing facility, a bank or behind the scenes of a large retailer, like Target.
IVF's are also a safer and more affordable way for schools to provide a field trip experience. Technology is often times intimidating, and it would be crucial to be sure that all technical aspects are addressed to ensure a smooth IVF. But, I think that any tech issues can be easily addressed with a little practice, and I'm sure it probably gets easier and easier the more a teacher uses the equipment.
-Tracy T.
Hello Karina,
ReplyDeleteIVF's can definitely create an engaging and interactive learning environment that is fun for students! I can see why Zanetis would be enthusiastic about promoting IVF's in the classroom. Although I believe that there should be a healthy balance between interactive virtual field trips and real life field trips, because those connections are also vital to student understanding. Nonetheless, IVF's seem to provide connections that would otherwise be non-existent. For instance, like Tracy mentioned, students can virtually travel to Brazil or another country from the comfort of their classroom. They can explore the jungles or swim in the vastness of the Amazon River. I imagine this experience being like an IMAX theater experience with ten times the impact and would definitely serve the student's capacity for learning retention.
This is a great resource that as a future educator I would want to look into and possibly write grants to receive funding to acquire the necessary technology and devices. The possibilities broaden with access to a tool like IVF's. I can picture parents and community members actively participating in these interactive field trips as well, where students take charge as tour guides and techs, and the teacher supports this collaborative learning.
Diana Orozco