Journal #1: The Beginner's Guide to Interactive VFTs

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

Summary:

This article is a brief overview of how teachers can utilize virtual technology in the classroom to provide students with more access to the outside world while remaining in the comfort of their own classrooms. Virtual field trips or VFTs are a great way of addressing the issues regarding the high cost and possible logistical improbability of traditional field trips. They allow students the opportunity to either engage in virtual tours or even interactive Q&As with experts for a fraction of the cost. Asynchronous VFTs are those that do not take place in real time. They range from websites with text and pictures to virtual tours with a podcast guiding the class through the material.

Additionally, there are interactive VFTs. These occur in real time and allow students even more access to the world they are exploring. Whole classes are able to interact with educators across the world through h.323 videoconferencing technology. This seems like it may be costly, because it requires more than is usually found in a public school classroom, but there are ways to gain access to such equipment without breaking the bank. 30% of schools do actually have videoconferencing equipment installed. The rest may seek out help from vendors, museums, and a variety of other businesses. It is also important to look into grant and assistance programs to alleviate the financial burden.

The value of VFTs lies in their ability to connect students to a real life context of what they are learning in school. By breaking up the monotony of a traditional classroom setting, field trips can be very exciting for students. Giving children meaning to what they are discovering in class better reinforces that learning and allows for a more well-rounded experience.

Q1: What are some of the advantages and disadvantages of VFTs?

After reading this article, I began to contemplate not only the advantages of VFTS, but the disadvantages as well. There is no doubt that VFTs can bring expertise and far away destinations to the classroom without spending an exorbitant amount of money, but I do think its important to note that the overall experience is vastly different than students traveling outside of their traditional work environment. Students cannot appreciate the full sensory experience of certain places such as a zoo or a botanical garden while sitting in a classroom. However, VFTs do provide visual and auditory exposure which is very valuable. Additionally, virtual technology rids field trips of the physical safety liability of leaving school grounds with a large group of students. On the other hand, there is the aspect of technological safety that a teacher must consider before incorporating any virtual programs into the classroom. I think it is important to recognize the value in using videoconferencing equipment without replacing traditional field trips altogether because students can benefit greatly from the incorporation of both into their lives.

Q2:If resources are limited, how would I keep all my students engaged?

In my subbing experience I have found that most of the classrooms I've taught in have anywhere from 6-12 computers. If there are not enough computers for each student, I would most likely create stations in my class. Using asynchronous VFTs would allow me to separate my class into groups and have them explore certain websites and virtual tours independently. The other groups can be engaged in worksheets, discussions, art projects, mini-lessons with me, etc. This approach would not only allow me to accommodate every student, but it would also allow me to make the lesson interdisciplinary and therefore even more well-rounded.