Creating Virtual Field Trips to Support Student-Centered Learning

Introduction

Elementary preservice teachers must leave universities prepared to use best practices in literacy instruction that are appropriate for 21^st century learners. Much attention has been brought to light about combining traditional literacy practices with new literacies to enrich learning. National literacy organizations, such as the International Reading Association (IRA) and the National Council for Teachers of English (NCTE), suggest that future/current literacy teachers must be able to incorporate multiple forms of literacy that include technological literacy (IRA, 2009; NCTE, 2008). Davies (2011) defined technological literacy as “the ability to effectively use technology to accomplish required learning tasks” (p. 47). Teachers should facilitate students’ understanding as they help scaffold them to learn ways to accomplish learning objectives while making intelligent decisions about the use of technology.

In this chapter, the authors first situate best practices in elementary literacy education within a new literacies framework. Literature involving the social constructivist theory of learning and global citizenship is also discussed. The researchers then describe the themes that emerged as elementary preservice teachers designed and implemented cross-curricular, digital “field trips” (virtual field trips) for a targeted age group of learners. The authors examine the process of creating and implementing virtual field trips (VFTs) from the perceptions of the preservice teachers. In addition, the authors suggest implications for integrating cross-curricular, new literacies projects, such as the virtual field trip project, into teacher education programs.