TeacherResources Benjamin Franklin Link Water Wheel Cycle www.geographyjim.org/virtual.htm http://virtualtourism.blogspot.com/ http://www.uen.org/tours/fieldtrips2.shtml http://www.d.umn.edu/~hrallis/guides/VirtualFieldTrips.html The 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
Decision: Increases student achievement on standardized test Engages students/attention increases Real world connections help students understand material Multiple intelligence is used and increased learning happens Possibilities are endless, travel and communication become global In a rural area VFT exposes students to places they are lacking (zoo, museums, historical landmarks 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
Implementation Lap top Web cam Head phones Microphones Skype Teacher training Teacher planning ahead Permissions
Confirmation Commercial Distribution such as Tramline http://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
S-Curve for Virtual Field Trips 100 75 50 25 0 2000 1995 Innovation Early Late Lagger Future Adopter Adopter
Perceived Attributes Trialability Observability Observe other systems using VFT
Centralized or Decentralized Decentralized Teachers adopt Students gain in achievement, cultural experiences, art exposures and global communication Other educators follow these leaders and adopt Wide sharing of power and control among the members Teachers 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
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 training Achieve terminal relationship – Utilize existing technology and use of free online Virtual Field Trips
Critical Mass Began slowly Rate of adoption accelerates
What does the adoption bring to our school system?
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.