Running head: Technology Integration of Infinite Campus



Running head: TECHNOLOGY INTEGRATION OF THE VIRTUAL FIELD TRIP 1

Technology Integration of the Virtual Fieldtrip

Barry Thibault

University of West Georgia

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Abstract

Changes in schools are crucial for classrooms, teachers and students to grow while continuing to promote learning in an effective, creative and entertaining way. Numerous models of change help educators lay out a plan for developing successful innovations utilizing technology into daily lesson plans. This research paper discusses a successful innovation by utilizing the impact of the Virtual Field Trip while identifying the criteria of Ely’s Condition for Change Model. As the change agent for this particular innovation, I was able to develop a plan to promote the importance of the Virtual Field Trip to all stakeholders in the Fine and Performing Arts (FAPA) small learning community at Douglass High School in Atlanta, Georgia.

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Technology Integration of the Virtual Field Trip

The implementation of technology into all Fine and Performing Art (FAPA) classrooms has become an essential part of all Fine Art Educators at Douglass. We are grateful that most teachers believe in the importance of technology and how it can shape the Fine Art Program, while preparing students for the 21st century demands. Nevertheless, it was a challenge for a couple of teachers at first to implement the importance of the internet and the Virtual Field Trip with their curriculum. As a change agent for my department, I was aware that these barriers needed to be addressed and began the process of training and implementing lessons that displayed the positive outcome from my student’s class work and lesson plans.

Participants

Frederick Douglass High School is a public school located in northwest Atlanta, Georgia bordering the Collier Heights and Center Hill communities. I have been a member of the “Astros Faculty” teaching Musical Theater/Dramatic Arts classes since July 2007 hired by our current principal, Mr. J. Austin Brown. I am proud to be a part of the Douglass High School Faculty serving 9th through 12th grade theater students in the city of Atlanta. Our school takes great pride in its academic history in both core classes and fine art classes. The school has strong alumni, many of which are parents of our students and some who are now part of our faculty. The following charts shows the current school demographics including student, school and teacher information.

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|School Level |High school |

|School Type |Magnet School |

|Grades Offered |Grades 9 - 12 |

|County |Fulton County, GA |

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|Total Students |2254 students |

|% Male / % Female |48%  /  52% |

|Total Classroom Teachers |122 teachers |

|Students by Grade |Grade 9 - 704 students |

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| |Grade 10 - 645 students |

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| |Grade 11 - 511 students |

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| |Grade 12 - 394 students |

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|% Hispanic |

|1% |

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|% Black |

|99% |

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The Fine and Performing Arts (FAPA) program at Douglass High School has endured some major program changes in the last several school years. The school was remodeled with a new state of the art auditorium housing the fine arts classrooms. The FAPA program at Douglass consists of Choral, Band, Piano, Theater, Guitar, Strings, and Music Appreciation courses for the 9th -12th grade student body. All music courses are taught between four music teachers. Students are generally placed into Fine Arts Courses as an elective for classes like Chorus, Band and Orchestra. Other Fine Art Classes, Guitar, Piano, Music Appreciation and Theater classes are used to fulfill the student required Fine Art Credit for graduation.

All FAPA classrooms recently acquired several computer labs and video/audio equipment as part of our remodel and technology update. This new technology has allowed us the opportunity to implement a requirement for Fine Arts students using technology to promote learning. By means of this new technology, all FAPA classrooms are taking advantage of the internet and the integration of the latest Web 2.0 tools available. The internet in our music classes alone has made a huge impact on how our students interact and learn about the arts. Innovations for the use of the internet in our FAPA classrooms include exploring and searching for information through joining Virtual Field Trips. The technology integration of the Virtual Field Trip has improved student interest in learning the arts while developing important research techniques. Teacher perceptions on this innovation have also changed since the integration into the fine art curriculum.

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Research Design (Implementation)

One change model strategy, based on Zaltman and Duncan’s book (1977), Strategies for Planned Chang, represents the importance of understanding the barriers and resistance to change before any change can be implemented into the teacher’s classroom. For this particular teacher, these barriers were negative factors that worked against his perception of the innovation. For the orchestra teacher, the resistance was only based out of fear for it being too difficult and time consuming to present lessons that would take away from his “practice time” with his students. In order for the change to take place, I did overcome these obstacles eventually when he became astonished at the possibilities of the Virtual Field Trip my classrooms were participating in while learning the arts and having fun.

According to NETS (National Educational Technology Standards), students must be able to use technology effectively to compete with the global market and businesses. In my opinion, this is also important for musicians, performers and artistic students who plan to compete in the arts. Technology enables all students to become (ISTE: International Society for Technology in Education, 2004):

➢ Capable technology users to support research

➢ Information seekers, analyzers, and evaluators

➢ Problem solvers and decision makers

➢ Creative and effective users of productivity tools

➢ Communicators, collaborators, publishers and producers

➢ Informed, responsible, and contributing citizens

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These qualities make a well educated adult that can compete with anyone in the 21st Century while becoming prepared for today’s technology driven world.

Analysis

My successful change was implemented into other classrooms because it follows Ely’s Condition for Change Model and allows for a positive change to take place in any classroom. According to Ely, conditions must be met before any change (innovation) can take place. The first condition is “dissatisfaction with the status quo (there has to be a better way)” (Ellsworth, 2000, p. 67) .Virtual Field Trips are an educational, practical and engaging alternative to the curriculum extension of the traditional class “field trip”. This is a better alternative to the actual trip especially with the financial implications of traveling. Time constraints and classroom safety combined with increased classroom size provide additional needs for the alternative approach to a field trip.

The second condition in Ely’s Conditions of Change is that the innovation “must possess sufficient knowledge and skills to do the job” (Ellsworth, 2000, p. 68). Technology has always had a “challenging” effect on many teachers because it is new and different than their normal teaching methods. I have always encouraged my colleagues to request help and tutorials from many web sites and from myself during the school day. I am available and love teaching what I learn from using these innovations. It is also important to take advantage of the students and their knowledge of the technology and internet. It is much more interesting as a class to learn from

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each other as this also allows students to feel important and comfortable to participate with each other.

Ely’s third condition states that all must have equal access to resources (Ellsworth, 2000). For many students at Douglass, real field trips are often not equally available because of family concerns and financial obligations. Consequently, every student receives the same access to the computer labs in the FAPA building. This allows for every student to receive the same information promoted by the Virtual Field Trips. Every class room, teacher and student has, “everything they need to make it work” (Ellsworth, 2000, p. 76).

Furthermore, the fourth condition states that “implementers must have time to learn, adapt, integrate, and reflect on what they are doing” (Ellsworth, 2000, p. 69). The implementation of the Virtual Field Trip is easy to integrate, learn and adapt to all fine arts classes and teachers are available to reflect the issues and concerns during conference and planning. Many educational sites, for instance, promote the field trips also include lesson plans and lesson ideas for teachers to further adapt to their own needs and practices.

Ely’s 5th condition explains the benefits of “rewards or incentives that exist for participants” (Ellsworth, 2000, p. 70). In this case, our orchestra teacher still disputed the value of the musical virtual field trip for a while. He then began to see that my students were extremely positive about the learning experience and their knowledge from observing many of the great music field trips and concert halls otherwise impossible to visit. He began to realize that he was also learning and gaining something out of each virtual expedition. This is an important

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barrier challenged by many teachers debating if, “I’m going to get something out of this too” (Ellsworth, 2000, pp.76).

As a final point, the 6th of Ely’s Conditions for Change Model states the importance of “participation is expected and encouraged” (Ellsworth, 2000, pp.70-71). Many web sites and Virtual Field Trips utilize digital media with the use of video, sound and photographs making it exciting and entertaining to all students and this allows for participation from the whole class. My class has also produced our own class Virtual Field Trip for parents to visit and learn about what happens in our theater class. This encourages all students and families to participate and be accounted for while integrating the technology innovations learned in class.

Discussion

In conclusion, change is an important aspect of education and introducing new innovations must be implemented with special care in the details in order to be completely successful. Furthermore, It is important for all change agents to be able to explain how the technology innovation can have a positive learning effect for both student and educator. Many stakeholders still find it intimidating and overwhelming to integrate technology and change effectively. Challenges in social, community and other barriers exist and will continue in the school and classroom. There will always be new innovations as new technologies emerge just as there will still be several who argue about its uses in the classroom. I am a teacher that uses any technology to create a better learning environment for my students; I hope that I can continue to challenge other teachers who are still not convinced in technology innovations.

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References

Bellan, J. M., & Scheurman, G. (1998). Actual and virtual reality: making the most of field trips. Social Education, 62(1), 35-40. Retrieved June 15, 2010 from



Ellsworth, J.B (2000) Surviving Change: A survey of educational change models. Retrieved June 20, 2010

Krupnick, K. (1998) Dog Sleds On-line: Creating a Virtual Fieldtrip. Social Studies Review, Fall/Winter, 43-46. Retrieved June, 15, 2010 from:

Lamb, Annette (2006). Building Treehouses for Learning. 4th Edition. Vision to Action.

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