Lisa+Hansen-resources

[|Kirchen, D. J. (2011). Making and taking virtual field trips in pre-k and the primary grades. //NAEYC Young Children//, //66//(6), 22-26.]
 * Resource 1:**

This article outlines the contents of a virtual field trip (VFT), reasons on why they should be implemented, and a procedure on how to build your own VFT. Virtual field trips are favored to traditional field trips when the traditional trips are not logistically or economically possible. VFT’s can be pre-developed or teacher created. The teacher created virtual field trips provide a way for the teacher to ensure that the information is accurate and relevant, suitable for their grade level, and contains content and images that have been screened by the teacher. The boundaries of traditional field trips are not a factor when planning and creating a virtual field trip. Benefits of virtual field trips include: alternative options, geographical autonomy, control, accessibility, and accountability (all of which are outlined in this article). While virtual field trips feature many benefits, they should be integrated into a unit that is currently under study. Other drawbacks of virtual field trips include: improper use, lack of technology accessibility, and lack of teacher and student technology skills.

Kirchen was a big help in helping me to understand what a virtual field trip was. I had heard about them, but did not know how to go about compling one of my own. I had tried a few pre-developed ones before (Scholastic), but several of the sites listed did not work. It was also helpful for them to point out the draw backs of virtual field trips, as they are very real. Overall, I believe this is a good "stepping stone" for learning about virtual field trips.

[|Zanetis, J. (2010). the beginner's guide to interactive virtual field trips. //Learning & Leading with Technology//, //37//(6), 20-23.]
 * Resource 2:**

This article begins by highlighting how virtual field trips can come in two different forms, asynchronous and interactive synchronous. Asynchronous field trips are ones that are not conducted in “real time”. These would include websites with virtual tours, videos, and audio. A list of host sites is given for this type of virtual field trip. Interactive synchronous virtual field trips are presented in real time, with a group of students learning from a presenter in a different location. Special technology is needed to conduct these. This experience allows students to actively engage and lead a discussion with the presenter at hand. It again emphasizes how virtual field trips are engaging and fascinating to students, while also being one of the only ways to immerse students in studies that many be focused on the other side of the world. This piece also puts prominence on the interactive virtual field trips. The downside to these interactive trips is that many schools do not have video conferencing equipment, and many of the trips have a fee.

Until reading this article, I did not know that there are 2 different types of virtual field trips. For my school, I see the asynchronous trips working much better. Since we do not have video conferencing equipment (or the money to get it), it is the only plausible option. Several links are included for using virtual field trips in the classroom, and they serve as great "jumping off points." One thing that I wish they would have hit on more is how to develop pre- and post trip activities. It mentioned their importance, but did not give ideas on what the activities could be (at least for my grade level).

[|Mandel, S. (n.d.). Why use virtual field trips?. Retrieved from http://www.phschool.com/eteach/professional_development/virtual_field_trips/essay.html] The last article I chose begins as a case study on how to implement virtual field trips for a project about human adaptability in regards to the climate that they live in. It describes how the virtual field trip was completed in pairs, and that the teacher had created a per-arranged field trip that was loaded onto the school's computer network. Students reported that they had a better understanding of adaptability after completing the assignment. An emphasis is put on spending time in the creation of the virtual field trip. Treat it like a "real" field trip that has academic merit, and you will have much better results. When selecting a pre-made ("packaged") virtual field trip, it can fall into one of three categories: commercial, informational, or educational.Though these pre-made sites are handy, they still lack the diversification that is needed for the student population, and they may contain content that does not align with the standards or what is being taught. In my opinion, this essay was helpful in that it gave a case study on how virtual field trips can be used with partner groups to create a project. I always imagined the field trips being individualized (with one student choosing their own explorations) or class made. This project would be great for the older grades, but again, I didn't make much of a connection with it to my younger students. In my opinion, this essay also had a lackluster conclusion. Instead of reviewing the information from the story, it just gave a website and told you to try making your own field trip.
 * Resource 3:**