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Virtual Tours
A virtual tour is a simulation of a location that already exists. These simulations are made of videos or a number of still images. Some virtual tours incorporate the use of text, music, narration and a number of other sound effects.
This is an example of a virtual tour of the moon:
(Google, 2009)
This is an example of a virtual field trip in a class in which students have a Q&A session with Jeremy Dale, an artist.
(Dale, 2011)
Examples of virtual tours:
http://www.vatican.va/various/cappelle/sistina_vr/index.html
http://www.nasa.gov/externalflash/50th/main.html
http://www.mnh.si.edu/panoramas/#
https://www.whitehouse.gov/about/inside-white-house/interactive-tour
http://www.nps.gov/featurecontent/stli/eTour.htm
http://www.upmforestlife.com/#lang=0
Websites that contain additional virtual tours:
http://www.freetech4teachers.com/2013/04/7-good-virtual-tours-for-students.html#.VTGOZPnF98E
http://www.airpano.com/
https://www.google.com/culturalinstitute/project/world-wonders
http://www.capitol.gov/#MAP_2010061493794
http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/tour/index.htm
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Virtual Field Trips (VFT) (Kirchen, 2011)
A virtual field trip (VFT)/virtual tour is a technology based experience that permits children to take an educational excursion without physically leaving the classroom. It refers to digital alternative representations of reality (Stainfield, 2000). VFTs can be presented in a variety of ways. They can range from video presentations to PowerPoint presentations or a virtual collection of photographs, videos, audio, text, video conferencing and other internet resources (Kirchen, 2011). VFTs bring distant places into the classroom and make them accessible to our students. Virtual field trips should not be used as a substitution for actual field trips. They should be used in addition to fully, well developed lessons.
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Example: Virtual Field trips with Google+
(Google+, 2013)
Predeveloped VFTs (Kirchen, 2011)
These types of VFTs are offered on a number of websites. There is a wide range of subjects and grade levels that are offered. Although there are many options to choose from, there are some issues associated with predeveloped VFTs. Since these are already designed, they cannot be revised or modified by anyone else. Heavy graphics might make it difficult to download or might take extended periods of time. Some predeveloped VFTs might not meet the needs of some students in the classrooms and must, therefore, be thoroughly inspected by teachers.
Examples of Predeveloped virtual field trips:
http://www.virtualfieldtrips.org/
http://pbskids.org/rogers/picpic.html
http://www.sites.ext.vt.edu/virtualfarm/main.html
http://www.pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html
Link to additional Virtual Field Trips:
http://www.teach123school.com/2012/10/virtual-field-trips.html
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Teacher created VFTs (Kirchen, 2011)
Teacher created VFTs offer teachers more opportunities to incorporate appropriate material for their unique classrooms. They give teachers more control of the content and how it is portrayed or presented to students. Teachers can decide which programs to use as well (web authoring tools, video conferencing, PowerPoint, etc.)
Synchronous VFTs (Zanetis,2010)
These types of VFTs are interactive and take place in real time. Students are in one location and use VFTs to learn information through educators in different locations. These kinds of virtual field trips require the use of specific technologies such as videoconferencing technologies. These are not the same thing as videoconferencing systems. The difference is that videoconferencing systems are referring to webcams connected to a computer. The videoconferencing technology required for VFTs are necessary due to the fact that the internet is being used in order to accomplish them. According to Zanetis (2010), using a videoconferencing interface allows students to interact with real-world experts that can give them input in a field that they are studying (Zanetis, 2010).
Asynchronous VFTs ( Zanetis, 2010)
These kinds of VFTs are not demonstrated to students in real time. These would be websites that include videos, graphics, audio or text. These websites stream tours or videos of specific locations. Some of these have avatars or characters that guide you through the tour and point out and explain specific information. These types of VFTs are preferred if teachers are looking to save time creating VFTs themselves. If teachers choose this method, it is advised that VFT’s are inspected thoroughly for appropriate content that meets the needs of their classroom students.
Advantages of using Virtual Tours and VFTs
- VFTs and virtual tours engage students
- VFTs offer interactivity
- Students are capable of experiencing any place in the world and use this information to make connections to their learning
- VFTs make it possible to interact with knowledgeable people and resources that are far away
- They are much cheaper than actual field trips (have a lower cost of production) (Harlow, 2011)
- After using VFTs and virtual tours, students develop new ideas about a topic/subject
- They promote virtual inquiry experiences (Harlow, 2011)
- They give students the ability to collect observational data (Mulvey, 2012)
- Health, safety, time, consent and staff issues are not a barrier, as they are with actual field trips (Kravcik, 2004)
- VFTs and tours can be used as an extension of an actual field trip activity to reinforce concepts (Petersen, 2001)
- Teacher created VFTs are easy to update
- VFTs are accessible internationally
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Examples of Virtual Field Trip Materials (Stainfield, 2000):
Disadvantages of using Virtual Tours and VFTs
- VFTs and tours do not offer the same field trip experience of learning in the field
- Subject matter can be conveyed successfully, but students cannot experience the smells, sights, sounds, etc.
- Predeveloped VFTs cannot be enhanced or edited
- Predeveloped VFTs might take too long to download, belong to a website that changed address, etc. (Kirchen, 2011)
- It is difficult to find predeveloped VFTs that meet the needs of all students in a classroom
- Some schools might not have the technologies necessary
Virtual field trips and tours are created, according to Kravcik, based upon Piagetian and Vygotskian concepts which include the following (Kravcik, 2004):
Collaborative learning: Peers work together in the classroom as well as with students from other countries or schools on a common theme.
Cooperative learning: Members contribute to solve tasks and achieve common goals.
Situated learning: Problems are solved in a genuine learning setting.
Peer-assisted learning: Two students help each other and work together.
Vicarious learning: Students learn by observing other groups.
Conclusion
There are important notions to consider. Students find VFTs and tours to be exciting, fun, and engaging, but they feel that these should not be substituted for real field trips (Spicer, 2001). However, VFT’s are primarily seen as a tool that can enhance learning in addition to actual field trips. They can be used before going on excursions and after the excursion in order to emphasize concepts and ideas. If teachers decide to use VFTs, they have a number of options. Teachers can make their own VFT’s or use some that are already available through the internet. Teachers must make sure to review the content on the predeveloped VFTs to make sure they align with standards, student interests and student learning levels. Virtual tours allow students to feel as if they are actually present at a distant location and allow them to explore that location from the comfort of their home or school. Nothing will ever beat actually being present at a location, but VFTs and virtual tours make it possible to expose students to information and locations that would otherwise be impossible to experience.
References
Dale, Jeremy (2011, March 7). Students take a virtual field trip and chat with jeremy dale. [Video File]. Retrieved from https://www.youtube.com/watch?v=lPsweYTR0vc
Google (2009, July). Moon in google earth [Video File]. Retrieved from https://www.youtube.com/watch?v=zHJ77RsnFXI.
Google+ (2013, June). Virtual field trips-google+ [Video File] Retrieved from https://www.youtube.com/watch?v=GDwEjqkgwyI.
Harlow, D., & Nilsen, K. (2011). Virtual inquiry experiences. Science And Children, 49(4), 42-45.
Kirchen, D. J. (2011). Making and taking virtual field trips in pre-k and the primary grades. Young Children, 66(6), 22-26.
Mulvey, B., & Bell, R. (2012). A virtual tour of plate tectonics: Using google earth for inquiry investigations. Science Teacher, 79(6), 52-58.
Patron, L., Ellis, R. A., & Barrett, B. D. (2008). University professor approaches to case studies: Virtual field trips. Prospects: Quarterly Review Of Comparative Education, 38(4), 527-539.
Spicer, J. I., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal Of Computer Assisted Learning, 17(4), 345-54
Stainfield, J., Fisher, P., Ford, B., & Solem, M. (2000). International virtual field trips: A new direction?. Journal Of Geography In Higher Education, 24(2), 255-62.
Zanetis, J. (2010). The beginner's guide to interactive virtual field trips. Learning & Leading With Technology, 37(6), 20-23.
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