Identify Current trends and issues related to the topics

Virtual fieldtrips (VFT) are journeys and adventures taken by students without leaving their
school building. These trips are usually taken online through the World Wide Web. They are
taken as a part of the curriculum to enhance an objective or learning goal. In reality, it is any
trip taken via an alternative means, and could include slides, a set of rocks appropriately placed
around the classroom, a stream table, a movie or video, a CD-ROM, or the use of the Internet
and Web Sites about a particular site. (Woerner, 1999) These field trips are created in order to
enable students to extend their growth of knowledge as they explore new locations and people.

A trip of any means is meant to enrich the lives of the learner. These trips however are limited
and do not provide the same experiences as a physical trip but it is a great compromise
otherwise. These trips allow students to become active members of their learning and help teach
things students might not otherwise learn (Woerner, 1999) VFTs are an inquiry-based manner
that give greater flexibility, no size limit, low cost, accessible at any time, portable, and easy to
update when needed. (Stainfield, Fisher, Ford, Solem 2000)

Virtual field trips are chosen for a myriad of reasons. Some of those are due to that fact that real
field trips are sometimes logistical nightmares. There are instructional constraints, lack of
administrative support, and large number of students, inclement weather, expense, liability,
safety issues, and accountability movement, which stresses performance on tests. (Klemm,
Tuthill 2003) (Garner, Gallo 2005) Therefore, a virtual filed trip can be an alternative when no
actual field trip is possible.

When a virtual field trip is initially set up it should create some connection to the real world.
(Clark, Hosticka, Schriver, Bedell 2002). In some instances trips are created by an outside entity.
However, many teachers create their own. Through teacher created virtual field trips individual
attention can be made to ones own objectives, goals, and students need. Many field trips are
created in connection with an actual field trip and are done pre/post trips. (Meridian 1999)
Teachers commented that self-created VFTs could be tailored to every age, ability range,
content, and given details. (Steele-Carlin, 2006)

The type of VFTs that I was hoping to research were ones that included tasks or activities to
locations that I would never be able to take my students too. Some reasons are financial others
are that these locations are just not reachable to visitors. Internet used VFTs allow users to
move through interactive experiences that can be designed and controlled for maximizing
learning. (Garner, Gallo 2005)

Literature suggests that VTFs are not a replacement for traditional methods, but rather an
addition, one that can enriching existing curriculum and even boost academic standing.
( Charkes 2007) A study by Garner and Gallo compared physical field trips (PFT) to VFTs.
Ecology students were taken on PFT to Indian River Lagoon where they took measurements of
dissolved oxygen and salinity, held prop roots of red mangroves, examined species of sea grass,
and measured other environmental perimeters. The round trip took a total of 3 hours. The VFT
students entered an air-conditioned, windowless computer laboratory where they viewed a video
and then were left to explore the Indian River Lagoon for 2 hours. The findings suggest that
there was little difference in mean achievement and attitude scores between students. Therefore,

teachers could chose between a physical or virtual filed trip and obtain similar achievement
scores. (Garner & Gallo, 2005)

A school district in rural northern California that used VFTs to link authors to students and
students to other students found positive behavior change in the classroom. Students behavior
improved when they participated in one the many programs created through the use of VFTs.
(Bennicoff-Nan & Schenck, 2006) Still other educators seen the value being that the World
Wide Web offers a way for students to visit places they may never get to physically visit in their
lifetime. (Steele-Carlin, 2006)

Advantages to VFTs include repeated visitations and focus on one specific aspect. Wider
varieties of experiences are possible as well as the ability to view time sensitive issues. Many
geological locations can be visited that are environmentally fragile. (Clark, Hosticka, Schriver,
& Bedell, 2002) VFTs also allow active learning to occur in a common learner-centered
location. Other merits include bridging formal and informal learning, and the ability to prepare
students for lifelong learning opportunities. Having a variety of instructional strategies
optimizes the effectiveness of teaching and learning. (Tuthill &Klemm, 2002) Still other
advantages I found included use of multiple modes of learning, teaching flexibility and
efficiency, temporal independence, ease of use, safety and practicality, control of content, and
reusability. (Tuthill & Klemm, 2002) Constructivist philosophy, like Vygotsky, also support
VFTs through the creation of learner-centered experiences and active student learning. VFTs
support this by allowing students to explore, observe, test ideas, and collaborate with their peers.
(Woerner, 1999)

As with any field trip there are also limitations. Some of these include the time needed to create
the VFT, creators knowledge of the content, availability of technology, and teachers ability to
use technology. (Clark, Hosticka, Schriver, Bedell, 2002) VFTs may also only appeal to the
visual and auditory members of a classroom. Students who arent experienced with computers
and software may also be at a disadvantage when working through a trip. (Tuthill & Klemm,
2002)

With an unlimited supply of websites and locations to visit there are unlimited VFTs to be
created. With so many limitations on teachers, students, and the time they have to actively learn
it is important for educators to make any effort in expanding the knowledge. The unlimited
access to locations allows students to explore areas of earth that are not available to most
tourists. Some of these locations include the space station or even remote locations of the
Panamanian rainforest. One program called Jason XV: Rainforests at the Crossroads allows
students to get a virtual glimpse into this rarely visited region. A convergence of networks
allows students to interact with scientists studying how technology has impacted the geography,
hydrology, and biology of Panama. Daily access is available that includes voice, video, and data
sent to a satellite that links to students around the world. (Denes, 2004)

The topics and content available is also unlimited. With teacher created and organization made
VFTs the variety of uses continues to grow. The University of Texas has created VFTs to many
remote locations found in the United States. Another collection from Leicester University in the
United Kingdom offer trips to Europe, Asia, and links to virtual libraries, historical museums,

and environmental sites. (Stainfield, Fisher, Ford, & Solem, 2000) Many of these links include
the main subjects taught throughout the American school system; history, math, art, English,
literature, languages, and science.

The future of VFTs is secure because the cost needed to create one is often extremely low. With
most school systems availability to computer programs, Internet capabilities, and content
materials the only requirement is just teacher time for creation. With access to the World Wide
Web, finding a free VFT created by someone else is also available with little to no cost.