Making and Taking Virtual Field Trips in Pre-K and the Primary Grades

     Kirchen, Dennis J.  (2011, November).  “Making and taking virtual field trips in pre-k and the primary  grades.”  YC Young Children, 66, 22-26.

     The article “Making and Taking Virtual Field Trips in Pre-K and the Primary Grades” by Dennis Kirchen discusses virtual field trips in the classroom setting along with their benefits and limitations.  “A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom.  These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners” (Kirchen, 2011).  Children are able to learn about and explore places that may not be possible to visit due to cost, time, transportation, safety, and/or feasibility.  

  

     The article explains the two types of virtual field trips- predeveloped VFTs and teacher made VFTs.  Predeveloped VFTs can be found through various websites on the internet.  Predeveloped VFT are already created and set up, but the limitation is that they cannot be modified.  It is important teachers preview the VFT to see if it is age and content appropriate for their students.   Teacher created VFTs take a lot of time for teachers to put together and prepare, but it allows the teacher the ability to customize a field trip that is age and content appropriate while incorporating features specific to his/her students’ interests.

     Virtual field trips have several benefits that Kirchen describes in this article.  When a traditional field trip is not possible, VFTs give teachers an alternative tool to provide their students with knowledge and experience.  Teachers can take their students anywhere using VFTs- out of state or outer space.  Virtual field trips give teachers control of the learning experience.  They can be sure the field trip is meeting the intended standards and/or learning objectives.  In the article Kirchen discussed a time a teacher took her class to the zoo, because they were learning about lions.  When they got to the zoo, the lions were not on display that day.  Using VFTs teachers are sure their field trip is giving their students the intended experience that aligns with their learning objectives.

     Limitations of VFTs include improper use and accessibility.  Kirchen says teachers should not use VFTs to replace a traditional field trip or just to use technology.  It should be incorporated into a unit of study that involves a variety of activities and experiences.  Another limitation is accessibility.  VFTs require the use of technology that may not be accessible to some teachers.  The teacher must also have technological skills to facilitate and/or make a VFT. 

     VFTs can benefit and enhance student learning in ways that would not otherwise have been possible.  When facilitating a VFT in your classroom, it is important to prepare for the trip just as you would a traditional field trip.  Students should be exposed to pre and post activities to enhance and optimize their experience. 

     This article stood out to me, because my district recently limited the number of field trips a class could take to one per school year.  Some schools/classes in the district would take 2-3 field trips per year, while other schools/classes only had the means to afford one.   The district did this to create fairness and consistency across the district.  Working in low income school, I have a lot of students who have not yet been given the opportunity to explore outside their neighborhood.  A lot of my students have never been to the city, visited a farm, swam at beach, or saw animals at the zoo.  Not having these experiences, they lack background knowledge and understanding of these places.  Background knowledge effects students’ comprehension of a text.  I think virtual field trips would be a great way to build students’ background knowledge and give them the opportunity to learn about and explore places they have never been.  For example, our reading program has a reading unit that is based around life in a big city.  Incorporating a VFT to Chicago would be a fun, engaging way to build students’ knowledge of city life prior to reading.  My school did a school-wide Under the Sea unit to prepare for an “Under the Sea Literacy Extravaganza” family night.  A VFT accessed online, made by the teacher, or through the use of Google Expedition would have been a great culminating activity to conclude our under the sea unit.