Virtual Field Trip: Difference between revisions
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==Definitions and background== | ==Definitions and background== | ||
Virtual field trips (VFTs) are a collection of technology-based resources used together to give students the learning experiences gained from an actual field trip (Arrowsmith, Counihan & McGreevy, 2005). VFTs are used both as a supplement to field trips, as well as to provide an alternative when an actual field experience is not possible (Tuthill & Klemm, 2002). Virtual field trips may be comprised of images, animations, simulations, audio and video (Banister, Reinhart & Ross, 2010). They may also include live broadcasts from scientists or field-trip locations, webisodes and a variety of student interactive learning materials (Cassady, Kozlowski & Kornmann, 2008). Typically a VFT includes a variety of these materials used collectively to imitate the learning experiences that take place during a real field trip (Rasmasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). They allow a teacher to provide students with the sight and sound of a new environment without ever leaving the classroom. VFTs can be either teacher created or pre-made and purchased for classroom use (Tuthill & Klemm, 2002). There are currently very few of these virtual field trips created and available for school use (Poland, Baggot la Velle & Nichol, 2003), however, VFTs are already part of some schooling programs and their popularity is expected to grow (Spicer & Stratford, 2001). | |||
==Affordances== | ==Affordances== | ||
Revision as of 00:13, 6 October 2014
Virtual Field Trip
Erin Shea, Memorial University of Newfoundland
Definitions and background
Virtual field trips (VFTs) are a collection of technology-based resources used together to give students the learning experiences gained from an actual field trip (Arrowsmith, Counihan & McGreevy, 2005). VFTs are used both as a supplement to field trips, as well as to provide an alternative when an actual field experience is not possible (Tuthill & Klemm, 2002). Virtual field trips may be comprised of images, animations, simulations, audio and video (Banister, Reinhart & Ross, 2010). They may also include live broadcasts from scientists or field-trip locations, webisodes and a variety of student interactive learning materials (Cassady, Kozlowski & Kornmann, 2008). Typically a VFT includes a variety of these materials used collectively to imitate the learning experiences that take place during a real field trip (Rasmasundaram, Grunwald, Mangeot, Comerford & Bliss, 2005). They allow a teacher to provide students with the sight and sound of a new environment without ever leaving the classroom. VFTs can be either teacher created or pre-made and purchased for classroom use (Tuthill & Klemm, 2002). There are currently very few of these virtual field trips created and available for school use (Poland, Baggot la Velle & Nichol, 2003), however, VFTs are already part of some schooling programs and their popularity is expected to grow (Spicer & Stratford, 2001).