Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

Chelcy D. Ross

The University of British Columbia

Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

Introduction

In the 21st Century due to the advancement of technologies, our world has changed

drastically. We are now a “society that saturates itself in technology” and “the 21st

century millennial students are products of their environment” (Chandrasoma &

Chu, 2016, p. 35). For a teacher it may not be possible to take their students on field

trips due to high costs, limited time, and/or accessibility. Nevertheless, by

incorporating Virtual Field Trips (VTF) into the classroom students are able to

partake on adventures they otherwise would not have been privy to. This in turn

gives students the opportunity to use technology in an educational manner.

Students are able to explore our galaxy, our oceans, watch live hatching of eaglets as

well as take a 3D tour of the Taj Mahal. Students can Skype with an expert, another

class on a field trip or watch a live streaming of Me to We. The possibilities seem

endless. Leila Meyer (2016) discovered that VFTs are beneficial but they must have

purpose and meaning. Puhek, Perse, and Sorgo (2012) in their study concluded that

the field trip method itself, real versus virtual, does not make the difference but

rather the teacher designing the trip does. With the assistance of a case study this

paper will demonstrate that by applying the Technological Pedagogical Content

Knowledge (TPCK) framework, an elementary teacher can effectively enhance

diverse student learning through the implementation of cross-curriculum virtual

field trips.

Case Study

To enhance her in-depth unit on Butterflies, Tessa Watson a kindergarten teacher at

Dallas Elementary organized a Virtual Field Trip by means of a video conference call
Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

to an Educational Service Centre in Ohio. The trip was organized near the end of the

unit therefore the students had already completed many inquiry-based projects on

butterflies. As well, prior to the field trip, students brainstormed questions to ask

the presenter. Ms. Watson felt the presenter was able to keep her students engaged

by interacting directly with them by video camera and microphone.  This online

learning experience was a great alternative to a traditional fieldtrip as it allowed

them to explore a place that we wouldn’t have been able to visit otherwise. When

interviewing Ms. Watson she concluded that, “ The only drawbacks that I can think

of, was that it took a great deal of time, effort and energy to set up.  We needed the

proper technology installed in the classroom ahead of time (screen, projector, laptop,

camera, microphone, speakers).  Our district technology coordinator visited our school

several times before the big day to test run the equipment.  We had to ask for help

through Telus (our internet provider) as something wasn’t connecting properly, but

they got that sorted out before the big day.“ Another issue that arose was on the day

of the field trip the presenter did not arrive on time therefore it was onerous to keep

the students settled while they were waiting (T. Watson, personal communication,

July 27, 2016). 

Virtual Field Trip: Technology Knowledge (TK)

Mishra and Koehler (2006) identified technology knowledge (TK) as the

“knowledge about standard technologies, such as books, chalk and blackboard, and

more advanced technologies, such as the Internet and digital video” (p. 1027). The

type of VFT will dictate the type of technology needed in order to create a successful

field trip. Majority of VFTs require Internet access, a desktop computer with
Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

keyboard and mouse or a laptop computer or chrome book. Through websites

teachers can access virtual tours of museums, art galleries and outer space. Also, the

Discovery Education website has numerous VFTs with resources and lesson ideas

readily available. Students can also experience a three-dimensional virtual field trip

with the use of a virtual reality headsets or Google Cardboard that is powered by a

smartphone with the relevant apps. Low-tech field trips can also be created by

hyperlinking a PowerPoint presentation that can be saved as a PDF, which can then

be easily posted, downloaded or shared (Lukes, 2014). Smedley and Higgins (2005)

reported on VFTs that used educational software or simulations to immerse

students with disabilities in a virtual environment. In the case study of a

videoconference VFT, Ms. Watson had to acquire a screen, projector, laptop, camera,

microphone, speakers as well as a sound Internet connection in order to visit the

Educational Service Center in Ohio. To embark on a VFT a teacher must apply a

learning technology by design approach (Mishra and Koehler, 2006) to determine

which technological hardware and software is needed to ensure student success of

the field trip.

Virtual Field Trip Pedagogy Knowledge

Mishra and Koehler (2006) identified pedagogical knowledge (PK) as the “deep

knowledge about the processes and practices or methods of teaching and learning

and how it encompasses, among other things, overall educations purposes, values

and aims” (p. 1026). The education system in BC is changing to meet the needs of

the 21st learner. The curriculum is focused on inquiry-based projects, which

promote hands-on experience with real world connections. It also allows for
Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

individualized learning in conjugation with collaboration for increasing

communication skills. VFTs empower teachers to provide students with learning

opportunities that allow for the development and growth in the core competencies

of the new curriculum. When partaking on a VFT a teacher must identify the diverse

needs of the students and take ownership of the experience (Cox and Su, 2004).

Hani Morgan (2015) identified the following guidelines for creating successful VFTs;

(1) prior to the VFT the teacher must identify the content, select the appropriate

software, and test the VFT, (2) while attending the VFT the teacher must plan

engaging activities that promote inquiry, (3) after the VFT the students must reflect

on the experience. The learning technology by design approach (Mishra and

Koehler, 2006) applies when creating a successful VFT. The case study showed that

even though the technology was working and implemented properly, the teacher

did not anticipate the expert to be late to the field trip. Therefore, next time she

plans a videoconference field trip she will plan a backup activity. Collaboration with

colleagues has been shown to greatly increase a teacher’s success. In the case study

the teacher had the support of the district technology coordinator when developing

the VFT. For teachers who may not have access to this resource, Krakower et al.

(2015;2016;) identified a community on Google+ Community Virtual Field Trips

where teachers can connect, collaborate, and create VFTs.

Virtual Field Trip Content Knowledge

Mishra and Koehler (2006) identified content knowledge (CK) as the “knowledge

about the actual subject matter that is to be learned or taught” (p. 1026). When

embarking on a VFT the teacher must not only determine the subject manner but
Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

also consider the images, videos, websites, or experts to be used. In a study

conducted by Cox and Su (2004) they determined that VFTs needed to be

contextualized. “Instructors who took time to integrate the VFTs into the total

learning experience via the workbook and/or activities provided a healthy learning

environment” (Cox & Su, 2004, p. 120). This also supports Meyer’s (2016) findings

that an instructor can ensure success of a VFT if it has purpose and meaning. The

VFT content must also “connect classroom topics to the real world to make learning

experiences more meaningful and expose students to experiences they might never

otherwise encounter“ (Smedley & Higgins, 2005, p. 117). The case study

implemented a VFT that allowed for students to further their understanding of

butterflies in a unique learning experience.

Conclusion

Advancements in technology has allowed for the creation of virtual field trips.

Although, technology alone cannot create a successful VTF rather a teacher must

also incorporate pedagogy and content knowledge. Virtual field trips are an

economically feasible and safe way to allow students to extend their learning and

experience an adventure without having to leave the classroom. Morgan (2015)

concluded that VFTs are extremely beneficial to rural and disadvantaged students.

Although, virtual field trips do not replace “real” field trips they do allow for another

resource to engage learners.

Assignment #3: Implementing the TPCK Framework for Virtual Field Trips

References:

British Columbia Ministry of education. (2015). Retrieved from

https://curriculum.gov.bc.ca/curriculum-updates

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Hani, Morgan. (2015). Focus on Technology: Virtual Field Trips: Going on a Journey
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