Journal #1 :The Beginners Guide to Interactive Virtual Field Trips

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 doi:
ISSN 1082-5754

In the article "The Beginner's Guide to Interactive Virtual Field Trips," by Jan Zanetis, she discusses the importance of allowing students to experience virtual field trips and the positive benifits they will recieve form these virtual experiences. Virtual Field Trips (VFT's) are conducted through the internet so that students can virtually visit and tour different places, without leaving the classroom. Jan Zanetis believes, that VFT's are similar to traditional field, in a sense that these different trips can take student on tours of historical sites, they are able to view different science experiments and process at museums or other organizations, student may even attend a folk festival, the opportunities are endless.

According to Jan Zanetis there are two types of virtual field trips: Asynchronous VFT's and Interactive VFT's. Asynchronous VFT's are not delivered in real-time, they are generally pre-taped websites that include audio, text and video about specific topics to guide individuals through the trip. Some sites even offer a streamlined video tour with a guided host to aide individuals though the whole virtual experience. Jan Zanetis, believes that VFT's may vary in educational relevance and quality so she listed a few websites that provide reputable VFT's for use of grades K-12.

Interactive VFT's, are real-time field trips that take place over the Internet where students in one location are able to learn from informal educators in another location, using the h.323 videoconferencing technology. The h.323 allows students to interact directly with the educators and hosts from places they are virtually visiting, like NASA. By using the video conferencing interface, students are able to interact with the experts and receive a real-world angle on the topic they are studying. The experts are usually trained to adjust their presentations and discussions to students' comprehension levels. Jan believes that that VFT's benefit students of all ages, connecting them with real-life adventures that they can apply to their studies. VFT's link students to places they may never have a chance to experience, creating a greater knowledge of the the world as a whole.

Question #1: Are virtual field trips a good resolution, when traditional field trips are not a possibility?

I don't feel that a VFT can replace the same stimulus as a traditional trip. However, I feel they are a great educational tools, allowing students to visually sense the topic they are studying rather than just having to read about it and imagine what it is like. The best part about a field trip is that it removes students from the classroom, and takes them to a place of interaction. Although the destinations are greater via the internet, students are still confined to the classroom, therefor not completely serving their purpose.

Questions #2: How can I use VFTs as an educational tool in my future classroom?

I feel VFTs are a great tool to visually see the topic, and comprehend what it is exactly the students are studying. For example a geography class is studying Europe and the different European cultures, rather than just read about it, they are able to take a VFT and experience the culture firsthand. As a student I don't retain information if I just have to read and write about a topic, but if I am able to visualise it and apply what I am reading to the real-life form it makes the experience much more memorable.