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Virtual Field Trips Debra Morris Walden


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Virtual Field Trips Debra Morris Walden

  1. 1. Innovations<br />Debra Morris<br />Narration by: Debra Morris <br />Education Specialist Degree<br />Walden University<br />
  2. 2. Virtual Field Trips<br />
  3. 3. History of Virtual Field Trips:<br />Virtual field trips originated in 1995, however, they became widely used around 2000<br />
  4. 4. Need or problem that gave rise to this innovation:<br />Economic crisis<br />School budgets have cut field trips totally or limited them to in town trips<br />
  5. 5. Research:<br />Students increase reading achievement scores.<br /><br />online field trips <br />
  6. 6. What technology does Virtual Field trips use to engage students interest?<br />*graphics<br />*videos<br />*animation<br />*sound<br />*some are interactive<br />
  7. 7. Advantages:<br />
  8. 8. Disadvantages<br />
  9. 9. TeacherResources<br />Benjamin Franklin Link<br />Water Wheel Cycle<br /><br /><br /><br />The Teacher's Guide: Virtual Tours,Internet4Classrooms: Virtual Field Trips Collection, SimpleK12: Virtual Field Trips, or evInvestor Relations<br />
  10. 10. Example trips/ideas:<br />Artist Vik Muniz<br />
  11. 11. OK…How will this work?<br />*Video conferencing systems from Tandberg or Sony<br />*Free Skype videoconferencing service<br />*Mobile web carts to move the equipment<br />
  12. 12. Rogers 5 stages:<br />Knowledge<br />Persuasion<br />Decision<br />Implementation<br />Confirmation<br />(Rogers 2003)<br />
  13. 13. Knowledge<br />Virtual field trips originated in 1995.<br />VFT became widely used<br />in 2000.<br />
  14. 14. Persuasion<br />
  15. 15. Decision:<br />Increases student achievement on standardized test<br />Engages students/attention increases<br />Real world connections help students understand material<br />Multiple intelligence is used and increased learning happens<br />Possibilities are endless, travel and communication become global<br />In a rural area VFT exposes students to places they are lacking (zoo, museums, historical landmarks<br />The technology used will allow students who are homebound to attend and interact with classmates<br />
  16. 16. Decision Part 2<br />Stationary (set up in particular classrooms)<br />Mobile carts<br />
  17. 17. Implementation<br />Lap top<br />Web cam<br />Head phones<br />Microphones<br />Skype<br />Teacher training<br />Teacher planning ahead<br />Permissions<br />
  18. 18. Confirmation<br />Commercial Distribution such as Tramline<br /><br />Testimonies:<br /><br /><br />Assistance with implementation/questions<br />
  19. 19. S-Curve for Virtual Field Trips<br />100<br /> 75<br /> 50<br /> 25<br /> 0<br /> 2000<br /> 1995<br /> Innovation Early Late Lagger Future <br /> Adopter Adopter<br />
  20. 20. Early Adopters<br /><ul><li>School Systems searching for alternative means to off campus field trips
  21. 21. School systems desiring the inclusion of homebound students in the classroom</li></li></ul><li>Laggards<br /><ul><li>Teachers who fear the use of technology and are reluctant to use technology.
  22. 22. Systems concerned about cost of implementation</li></ul>Strategies to help move the adoption forward:<br /><ul><li>Trial and observing (discussed on earlier slide)
  23. 23. Proper Introduction
  24. 24. Hands on implementation
  25. 25. Supportive Training</li></li></ul><li>Perceived Attributes<br />Trialability<br />Observability<br />Observe other systems<br />using VFT<br />Experience the VFT<br />before adopting<br />
  26. 26. Centralized or Decentralized<br />Decentralized<br />Teachers adopt<br />Students gain in achievement, cultural experiences, art exposures and global communication<br />Other educators follow these leaders and adopt<br />Wide sharing of power and control among the members<br />Teachers need to share in the decision making process of this implementation.<br />Teachers are on the forefront and the ones responsible for using these tools.<br />
  27. 27. Key Agents<br />Teachers who are willing to try new innovations in their classrooms<br />Rogers (2003) explains how the expert is the resource system that joins the others to try new innovations<br />
  28. 28.
  29. 29. 7 Roles of a Change Agent<br /><ul><li> Develop a need – Cutbacks and economic crisis limits the face to face experiences and knowledge gained through off campus field trips </li></ul>Information exchange – Share successful experiences with other systems and coworkers<br />Diagnose problems – Need for technology tools for instruction- Increased achievement scores through instruction with use of Virtual Field Trips<br />Intent to change – Success of VFT increasing achievement scores in reading and students gain cultural, arts and global exposure<br />Intent to action – Review existing programs and trial <br />Stabilize adoption – Provide technology training<br />Achieve terminal relationship – Utilize existing technology and use of free online Virtual Field Trips<br />
  30. 30. Critical Mass<br />Began slowly<br />Rate of adoption accelerates<br />
  31. 31. What does the adoption bring to our school system?<br />
  32. 32. Should they pay for our over spending?<br />
  33. 33. You can make a difference in a student’s life!<br />
  34. 34. You Make the difference!<br />
  35. 35. References:<br />Devaney, L. (2008). Gas prices fuel rise in virtual field trips. eSchoolNews. Retrieved August 1, 2010 from:<br />Hutcheson, J. (2008). Instructional Technology Tips. Electronic Field Trips. Troy University-Ft. Benning. Retrieved August 1, 2010 from:<br />Lacina, J. (2010). Designing a Virtual Field Trip. The CBS Interactive Business Network, Retrieved From:<br />Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.<br />