Presentation Virtual Field Trips without sound

Innovations

Debra MorrisNarration by: Debra Morris

Education Specialist DegreeWalden University

Virtual Field Trips

History of Virtual Field Trips:

Virtual field trips originated in 1995, however, they became widely used around 2000

Need or problem that gave rise to this innovation:

Economic crisisSchool budgets have cut field trips totally or limited them to in town trips

Research:

Students increase reading achievement scores.

http://www.thinkport.org/TECHNOLOGY/TOPICS/THINKPORTNEWS/researchstudyfieldtrips.tp

online field trips 

What technology does Virtual Field trips use to engage students interest?

*graphics*videos*animation*sound*some are interactive

Advantages:

Disadvantages

Teacher

Resources

Benjamin Franklin LinkWater Wheel Cyclewww.geographyjim.org/virtual.htm http://virtualtourism.blogspot.com/http://www.uen.org/tours/fieldtrips2.shtmlhttp://www.d.umn.edu/~hrallis/guides/VirtualFieldTrips.htmlThe Teacher's Guide: Virtual Tours,Internet4Classrooms: Virtual Field Trips Collection, SimpleK12: Virtual Field Trips, or evInvestor Relations

Example trips/ideas:

Artist Vik Muniz http://www2.scholastic.com/browse/article.jsp?id=3752472

OK…HOW WILL THIS WORK?

*Video conferencing systems from Tandberg or Sony

*Free Skype videoconferencing service

*Mobile web carts to move the equipment

Rogers 5 stages:KnowledgePersuasionDecisionImplementationConfirmation

(Rogers 2003)

Knowledge

Virtual field trips originated in 1995.

VFT became widely usedin 2000.

Persuasion

Decision:1. Increases student achievement on

standardized test

2. Engages students/attention increases

3. Real world connections help students understand material

4. Multiple intelligence is used and increased learning happens

5. Possibilities are endless, travel and communication become global

6. In a rural area VFT exposes students to places they are lacking (zoo, museums, historical landmarks

7. The technology used will allow students who are homebound to attend and interact with classmates

Decision Part 2

Stationary (set up in particular classrooms)

Mobile carts

ImplementationLap topWeb camHead phonesMicrophonesSkype

Teacher trainingTeacher planning aheadPermissions

Confirmation

Commercial Distribution such as Tramlinehttp://www.tramline.com/trips.htm

Testimonies:http://k12onlineconference.org/?p=279

http://www.iste.org/connect/iste-connects/blog-detail/09-02-15/The

Assistance with implementation/questions

100

75

50

25

0 Innovation Early Late Lagger Future Adopter Adopter

S-Curve for Virtual Field Trips

1995

2000

Early Adopters•School Systems searching for alternative means to off campus field trips

•School systems desiring the inclusion of homebound students in the classroom

Laggards

Strategies to help move the adoption forward:

•Trial and observing (discussed on earlier slide)•Proper Introduction • Hands on implementation•Supportive Training

• Teachers who fear the use of technology and are reluctant to use technology.

• Systems concerned about cost of implementation

Perceived Attributes

Trialability

Observability

Observe other systems using VFT

Centralized or DecentralizedDecentralizedTeachers adoptStudents gain in achievement, cultural experiences,

art exposures and global communicationOther educators follow these leaders and adoptWide sharing of power and control among the

membersTeachers need to share in the decision making

process of this implementation.Teachers are on the forefront and the ones

responsible for using these tools.

Key Agents

Teachers who are willing to try new innovations in their classrooms

Rogers (2003) explains how the expert is the resource system that joins the others to try new innovations

7 Roles of a Change Agent•  Develop a need – Cutbacks and economic crisis limits the face

to face experiences and knowledge gained through off campus field trips

Information exchange – Share successful experiences with other systems and coworkers

Diagnose problems – Need for technology tools for instruction- Increased achievement scores through instruction with use of Virtual Field Trips

Intent to change – Success of VFT increasing achievement scores in reading and students gain cultural, arts and global exposure

Intent to action – Review existing programs and trial Stabilize adoption – Provide technology trainingAchieve terminal relationship – Utilize existing technology and

use of free online Virtual Field Trips

Critical MassBegan slowly

Rate of adoption accelerates

What does the adoption bring to our school system?

Should they pay for our over spending?

You can make a difference in a student’s life!

You Make the difference!

References:

Devaney, L. (2008). Gas prices fuel rise in virtual field trips. eSchoolNews. Retrieved August 1, 2010 from: http://www.eschoolnews.com/news/topnews/index.cfm?i=54518

Hutcheson, J. (2008). Instructional Technology Tips. Electronic Field Trips. Troy University-Ft. Benning. Retrieved August 1, 2010 from: http://spectrum.troy.edu//~techtip/internet/fieldtrip.htm

Lacina, J. (2010). Designing a Virtual Field Trip. The CBS Interactive Business Network, Retrieved From: http://findarticles.com/p/articlesmi_qa3614is_200407/ai_n9454464/

Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.