User-Generated Content in Education/Virtual Field Trips

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User-Generated Content in Education

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Contents


Virtual Field Trips [edit]

Virtual field trips provide opportunities for teachers and students to make personalized connections with the curriculum through an online learning environment. Through the use of technology students can be motivated and gain interest in new content areas. The internet provides a wealth of virtual field trips all over the world for all grade levels, providing experiences that would otherwise not be available to many students. Many virtual field trips come with a price tag and many teaching resources, however several free or open source virtual field trips are available on the web. [1] Thousands of virtual field trips can be accessed via the web that have been created by students, teachers, and parents. Virtual field trips offer a variety from photo tours of locations too far or too expensive for teachers to take their students to highly interactive video and audio field trips. [2]

File:Fieldtrip2 1 .jpg

Advantages of Virtual Field Trips [edit]

• Shows images from different view points

• Flexibility for time constraints

• Several styles of accessibility: internet & CD ROM

• Able to differentiate between grades and learning abilities

• Interactive[3]

Disadvantages of Virtual Field Trips [edit]

• Do not meet all senses. (smell, etc.)

• Lack three-dimensional nature

• Accessing the internet and computers for CD ROMs provide a variety of obstacles

• Not all websites are controlled

• Students may lack time management while “on” the field trip [4]

Examples of Virtual Field Trips [edit]

White House


Science Trips

Solar System - Nine Planets

4-H Virtual Farms

Think Port - a wide variety of tours that can be used for math, science & social studies

Franklin Institute - The Virtual Heart


Virtual Dissection of a Frog

References [edit]

  1. ↑ Beal, C, & Mason, C. (1999). Virtual fieldtripping: no permission notes needed creating a middle school classroom without walls. Meridian, 2(1), Retrieved from http://www.ncsu.edu/meridian/jan99/vfieldtrip/index.html
  2. ↑ Steele-Carlin, S. (2006). Virtual field trips allows students to get outta the class without leaving thier seats. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech071.shtml
  3. ↑ Qiu, W, & Hubble, T. (2002). The advantages and disadvantages of virtual field trips in geoscience education. The China Papers, Retrieved from http://sydney.edu.au/science/uniserve_science/pubs/china/vol1/weili.pdf
  4. ↑ Qiu, W, & Hubble, T. (2002). The advantages and disadvantages of virtual field trips in geoscience education. The China Papers, Retrieved from http://sydney.edu.au/science/uniserve_science/pubs/china/vol1/weili.pdf

1. Beal, C, & Mason, C. (1999). Virtual fieldtripping: no permission notes needed creating a middle school classroom without walls. Meridian, 2(1), Retrieved from http://www.ncsu.edu/meridian/jan99/vfieldtrip/index.html
2. Steele-Carlin, S. (2006). Get outta class with virtual field trips. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech071.shtml
3. Qiu, W, & Hubble, T. (2002). The advantages and disadvantages of virtual field trips in geoscience education. The China Papers, Retrieved from http://sydney.edu.au/science/uniserve_science/pubs/china/vol1/weili.pdf

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