TEC 940 - Virtual Field Trips: Taking and
Fresno Pacific University Center for
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Field trips are a wonderful way to see and learn about
the world around us. Field trips enhance learning by motivating and engaging
students in a way that makes the subject matter come alive. However, field
trips can be difficult to organize, can be expensive, usually involve travel,
and are often impractical. With the advent of the World Wide Web, virtual field
trips have become possible. With just a computer with an Internet connection,
teachers and students can travel together around the world seeing and learning
many new things, and interacting with the people and objects in the places they
Using a project based approach, students will learn
about the taking and making of virtual field trips using the Internet World
Wide Web. Each project is directly tied to specific ISTE (International Society
for Technology in Education) National Educational Technology Standards. The
National Board for Professional Teaching Standards (NBPTS) propositions and
standards are also addressed. The course will provide participants with a
survey of what types of virtual field trips are possible. Then, using computer
and Internet technology, students will develop meaningful lessons centered
around virtual field trips that also meet subject matter standards and
framework requirements. Finally, participants will create their own unique
virtual field trip with accompanying lesson plans for its use.
Primary Learning Outcomes
completion of this course students will be able to:
List the various types of virtual field trips available on
the Internet. (I)
Create a resource of potential field trips. (I, II)
Discuss the classroom use of virtual field trips. (II, III,
Describe the components of a virtual field trip. (II, III)
Develop flow charts for virtual field trip Web sites. (I,
Create lesson plans centered around a virtual field trip
that meets specific subject matter standards and/or frameworks. (II, III, IV,
Develop a virtual field trip with lessons plans and have it
posted on the Internet (or a CD-ROM or computer disk). (I, II, III, IV, V)
Guide students in the creation of virtual field trip
projects. (II, III)
Identify, evaluate and use resources for further study in
the area of virtual field trips. (II, IV, V, VI)
Use the Internet in ways that make teaching and learning more
efficient, exciting, and educational. (II, III)
Identify, select, and use hardware and software technology
resources specially designed for use by K-12 students to meet specific teaching
and learning objectives. (I, II)
Plan and teach student-centered learning activities and
lessons in which students apply technology tools and resources. (II, III)
Guide collaborative learning activities in which students
use technology resources to solve problems in the subject area(s). (III)
Facilitate students' use of technology that addresses their
social needs and cultural identity and promotes their interaction with the
global community. (III, VI)
National Content Standards
The projects contained in this course for teachers are
closely aligned to the ISTE National Educational Technology Standards (NETS).
Numbers in parentheses following each learning outcome above refer to the
National Educational Technology Standards category to which the outcome is
linked. The categories are:
I. Technology operations and concepts.
II. Planning and designing learning environments and
III. Teaching, learning, and the curriculum.
IV. Assessment and evaluation.
V. Productivity and professional practice.
VI. Social, ethical, legal, and human issues.
Several of the course projects ask participants to
identify specific national, state or district standards for their curriculum
that will be applied to the lessons presented.
National Standards for the
The National Board for Professional Teaching Standards
(NBPTS) has established high and rigorous standards for what accomplished
teachers should know and be able to do. These standards represent a
professional consensus on the aspects of practice that distinguish accomplished
teachers. Cast in terms of actions that teachers take to advance student
achievement, these standards also incorporate the essential knowledge, skills,
dispositions and commitments that allow teachers to practice at a high level.
These standards are grounded philosophically in five core propositions.
The Virtual Field Trips course contributes to each of
the core propositions and addresses many of the NBPTS Standards as follows:
1. Teachers are committed to students and their learning.
Field trips motivate students to participate in the
learning experience. Field trips provide unique opportunities to develop
respect for individual, cultural, religious and racial differences.
2. Teachers know the subjects they teach and how to each
those subjects to students.
Field trips add to the instructional repertoire
allowing teachers to create multiple paths to learning the subjects they teach.
3. Teachers are responsible for managing and monitoring
Field trips allow teachers to create, maintain and
alter instructional settings to capture and sustain the interest of their
students, while making effective use of instructional time.
4. Teachers think systematically about their practice and
learn from experience.
Field trips create settings that enable teachers to
demonstrate capacities that are prerequisites for intellectual growth – the
ability to reason, take multiple perspectives, be creative and take risks, and
experiment and solve problems.
5. Teachers are members of learning communities.
Field trips assist teachers in finding ways to work
collaboratively and creatively with world, national and local community
members, as well as parents, engaging them productively in the scope of a field
Professional Teaching Standards
The National Board of Professional Teaching Standards
(NBPTS) has identified certain commonalities that characterize the accomplished
practice of teachers. These professional characteristics of accomplished
teachers are reflected in the NBPTS Standards. The Virtual Field Trips course
addresses many of these standards as follows:
l Knowledge of students – Virtual Field Trips
students will create field trips that demonstrate their knowledge of students’
abilities, interests, aspirations and values.
l Knowledge of content and
– Virtual Field Trips students will draw on their knowledge of subject matter
and curriculum development in deciding what is important and appropriate to
learn in fashioning their virtual field trips and lesson assignments.
l Learning environment – Virtual Field Trips
students will create field trips that establish a caring, inclusive,
stimulating and safe educational experience.
l Respect for diversity – Virtual Field Trips
students will create a field trip that fosters respect and appreciation for
l Instructional resources – Virtual Field Trips
students will create and assess a rich and varied collection of virtual field
l Meaningful applications of
Virtual Field Trips students will produce a virtual field trip and lesson plan
that helps their students understand how the subjects they study can be used to
explore important issues in their lives and the world around them.
l Family involvement – Virtual Field Trips
students will make it possible for parents to participate in their virtual
field trip creations.
l Contributions to the
– Virtual Field Trips students will make it possible for other educators to
access their virtual field trip creation for feedback and/or classroom use.
credit for this course, eight projects must be completed as follows:
Projects: (total of 4)
Field Trip Pedagogical Value Paper. (10 points)
Field Trip Reviews. (10 points)
Research and develop an annotated list of helpful resources. (10 points)
chart for an existing (on the Internet) virtual field trip. (10 points)
Projects: (total of 4)
a lesson plan for an existing virtual field trip that addresses specific
curriculum standards. (10 points)
a simple flow chart diagram for a potential virtual field trip visit to a
familiar place. (10 points)
a flow chart for the final project: the virtual field trip you will create. (10
Project: Create a virtual field trip with a lesson plan that addresses specific
curriculum standards. (30 points)
substituted for one of the other eight with approval of instructor)
field trip related project of your own design. (10 or 30 points)
The final grade is based on points accumulated from
the eight course projects as follows:
90-100 points (90-100%) = letter grade A
80-89 points (80-89%) = letter grade B
To earn a grade of “Credit” a minimum of 80 points
(80%) must be earned. Course work falling short of 80 total points will not
The determination of project points is at the
discretion of the instructor and is based on the quality of each project
submitted as related to the course rubrics.
The course projects are to be submitted either through
the U.S. Mail, or by e-mail. Keep a copy of your mailed coursework in the event
something gets lost in the mail. If you would like your mailed assignments
returned, include a stamped, self-addressed envelope for this purpose.
here to download the TEC940 Grading Rubric.
Computer Capabilities Necessary for Course:
1. Use of and familiarity with a computer that has
2. Ability to “surf” the World Wide Web.
3. Ability to navigate to a specific Internet Web
4. Access to and ability to send and receive e-mail.
If you do not have an e-mail account, please see the Appendix for information
on where to obtain a free e-mail account.
Recommended Computer Capabilities:
Recommended Computer Capabilities are not required for success in the course
but will prove useful.
1. Ability to send e-mail attachments.
2. Ability to create web pages. See Appendix for
location of free Web based tutorials.
3. Ability to incorporate graphics into web pages.
4. Space on an Internet Web server. See Appendix for
location of free Web space.
5. Ability to upload web pages to a server.
Background Projects (total of 4)
____ 1. Virtual Field Trip Pedagogical Value
Paper (10 points)
____ 2. Virtual Field Trip Reviews (10 points)
____ 3. Annotated list of resources (10 points)
____4. Flow chart of existing virtual field trip
Creative Projects (total of 4)
____ 5. Lesson plan for existing virtual field
trip (10 points)
____ 6. Flow chart for a simple virtual field
trip (10 points)
____ 7. Flow chart for a complex virtual field trip
you create (10 points)
____ 8. Create and deliver a virtual field trip
Optional Project (may be substituted for
one of above)
____ 9. A project of your own design (10 or 30 points)
Completed course evaluation form
____ Completed FPU registration form