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Creating Virtual Field Trips to Support Student-Centered Learning

Creating Virtual Field Trips to Support Student-Centered Learning

Stacy Delacruz, Maria Shaheen
Copyright: © 2014 |Pages: 16
ISBN13: 9781466649248|ISBN10: 1466649240|EISBN13: 9781466649255
DOI: 10.4018/978-1-4666-4924-8.ch006
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MLA

Delacruz, Stacy, and Maria Shaheen. "Creating Virtual Field Trips to Support Student-Centered Learning." Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, edited by Jared Keengwe, et al., IGI Global, 2014, pp. 91-106. https://doi.org/10.4018/978-1-4666-4924-8.ch006

APA

Delacruz, S. & Shaheen, M. (2014). Creating Virtual Field Trips to Support Student-Centered Learning. In J. Keengwe, G. Onchwari, & D. Hucks (Eds.), Literacy Enrichment and Technology Integration in Pre-Service Teacher Education (pp. 91-106). IGI Global. https://doi.org/10.4018/978-1-4666-4924-8.ch006

Chicago

Delacruz, Stacy, and Maria Shaheen. "Creating Virtual Field Trips to Support Student-Centered Learning." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, edited by Jared Keengwe, Grace Onchwari, and Darrell Hucks, 91-106. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4924-8.ch006

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Abstract

Using a case study approach, elementary preservice teachers created Virtual Field Trips (VFTs) based around the Common Core Standards, state content standards, and cross-disciplinary content integration. The following semester, these virtual field trips were used in their student teaching placements. The researchers interviewed the preservice teachers to determine the benefits and challenges of creating VFTs and using VFTs in the elementary classroom. The data revealed that preservice teachers perceived the following benefits of virtual field trips: VFTs emphasized multiple perspectives on a topic, extended and integrated learning, allowed students to virtually experience places they may not normally have an opportunity to visit, and are more cost-effective than traditional field trips. Challenges include: Limited technology skills (of preservice teachers) and availability of technology while implementing VFTs; schools and classrooms with limited technology decreases the ability for all students to take the virtual field trip; and user-friendliness for younger students. The concept of global awareness was emphasized as preservice teachers presented virtual field trips internationally to other professionals and schools.

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