![]() ![]() ![]() International virtual field trips: a new direction? Journal of Geography in Higher Education, 24(2), 255-262. Stainfield, J., Fisher, P., Ford, B., & Solem, M. Journal of Computer Assisted Learning, 17, 345-354. Student perceptions of a virtual field trip to replace a real field trip. Journal of Interactive Learning Research, 10(2), 195-215. “Thick” authenticity: New media and authentic learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. “Timber for president”: Adventure learning and motivation. Riedel, E., Doering, A., Scharber, C., & Ernst, D. ![]() Journal of Education in Museums, 15, 16-18. Learning in museums: Situated cognition in practice. Theory and Research in Social Education, 34(3), 553-568. Making history field trips meaningful: Teachers’ and site educators’ perspectives on teaching materials. Five standards for authentic instruction. Authentic instruction and assessment: Common standards for rigor and relevance in Journal of Curriculum Studies, 32(1), 25-43. School field trips and the curriculum of public spaces. Technological pedagogical content knowledge: A framework for teacher knowledge. Doing history: Investigating with children in elementary and middle schools (3rd ed.). Survey data of Colonial Williamsburg electronic field trip subscribers. Williamsburg, VA: Colonial Williamsburg Office of Educational Outreach. Educators’ use of Colonial Williamsburg electronic field trips and related Web resources. Contemporary Issues in Technology and Teacher Education, 9(2). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Moving from task oriented to learning oriented strategies on school excursions to museums. The discovery of grounded theory: Strategies for qualitative research. Innovate-Journal of Online Education, 3(6). Adventure learning: Situating learning in an authentic context. Adventure learning: Transformative hybrid online education. Theory and Research in Social Education, 36(1), 591-620.ĭoering, A. Promise and problems in two divergent pathways: Preparing social studies teachers for the middle school level. Field trips worth the effort: Open your students’ eyes and show them the world firsthand. Journal of Interactive Learning Research, 19(3), 439-454.Ĭonfar, P. Electronic field trips as interactive learning events: Promoting student learning at a distance. Computers in Human Behavior, 23, 192-219.Ĭassady, J., Kozlowski, A., & Kornmann, M. Providing remote accessible field trips (RAFT): An evaluation study. Molnar, T., Baumgartner, R., Mitchell, S., Korper, S., Curley, A., & Rottman, J. Actual and virtual reality: Making the most of field trips. References View References & Citations Mapīellan, J., & Scheurman, G. © 2009 Society for Information Technology & Teacher Education Keywords Waynesville, NC USA: Society for Information Technology & Teacher Education. Contemporary Issues in Technology and Teacher Education, 9(4), 412-438. Toward a Virtual Field Trip Model for the Social Studies. The case study revealed a number of key issues that arise in the development and execution of VFT programs, and the ensuing VFT model should be helpful for teachers and VFT developers. A model for future social studies VFTs and ways to integrate these VFTs into authentic social studies instruction are developed. This article describes research on field trips, hybrid distance learning models, and virtual field trips in the social studies and other areas, as well as a critical case study of one of the most prominent and long lasting virtual field trips, Colonial Williamsburg’s Electronic Field Trip program. Many of the current VFTs, however, fall short of this goal and instead serve as an updated form of a content delivery model, with little interaction or student engagement in historical issues. While not a true substitution, today’s technologies provide some opportunities through virtual field trips (VFTs) to simulate these experiences, engage students in knowledge production and disciplined inquiry, and have interactions with the dedicated staff members from these historic sites. In the current state of social studies education, field trips are being cut from many schools’ curriculum. ![]()
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