presentation virtual field trips without sound
DESCRIPTION
This is my presentation for my Walden Course. My name is Debra MorrisTRANSCRIPT
Innovations
Debra MorrisNarration by: Debra Morris
Education Specialist DegreeWalden University
Virtual Field Trips
History of Virtual Field Trips:
Virtual field trips originated in 1995, however, they became widely used around 2000
Need or problem that gave rise to this innovation:
Economic crisisSchool budgets have cut field trips totally or limited them to in town trips
Research:
Students increase reading achievement scores.
http://www.thinkport.org/TECHNOLOGY/TOPICS/THINKPORTNEWS/researchstudyfieldtrips.tp
online field trips
What technology does Virtual Field trips use to engage students interest?
*graphics*videos*animation*sound*some are interactive
Advantages:
Disadvantages
Teacher
Resources
Benjamin Franklin LinkWater Wheel Cyclewww.geographyjim.org/virtual.htm http://virtualtourism.blogspot.com/http://www.uen.org/tours/fieldtrips2.shtmlhttp://www.d.umn.edu/~hrallis/guides/VirtualFieldTrips.htmlThe 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
Rogers 5 stages:KnowledgePersuasionDecisionImplementationConfirmation
(Rogers 2003)
Knowledge
Virtual field trips originated in 1995.
VFT became widely usedin 2000.
Persuasion
Decision:1. Increases student achievement on
standardized test
2. Engages students/attention increases
3. Real world connections help students understand material
4. Multiple intelligence is used and increased learning happens
5. Possibilities are endless, travel and communication become global
6. In a rural area VFT exposes students to places they are lacking (zoo, museums, historical landmarks
7. 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
ImplementationLap topWeb camHead phonesMicrophonesSkype
Teacher trainingTeacher planning aheadPermissions
Confirmation
Commercial Distribution such as Tramlinehttp://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
100
75
50
25
0 Innovation Early Late Lagger Future Adopter Adopter
S-Curve for Virtual Field Trips
1995
2000
Early Adopters•School Systems searching for alternative means to off campus field trips
•School systems desiring the inclusion of homebound students in the classroom
Laggards
Strategies to help move the adoption forward:
•Trial and observing (discussed on earlier slide)•Proper Introduction • Hands on implementation•Supportive Training
• Teachers who fear the use of technology and are reluctant to use technology.
• Systems concerned about cost of implementation
Perceived Attributes
Trialability
Observability
Observe other systems using VFT
Centralized or DecentralizedDecentralizedTeachers adoptStudents gain in achievement, cultural experiences,
art exposures and global communicationOther educators follow these leaders and adoptWide sharing of power and control among the
membersTeachers 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
7 Roles of a Change Agent• 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 trainingAchieve terminal relationship – Utilize existing technology and
use of free online Virtual Field Trips
Critical MassBegan slowly
Rate of adoption accelerates
What does the adoption bring to our school system?
Should they pay for our over spending?
You can make a difference in a student’s life!
You Make the difference!
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.