Room+2


 * Virtual Field Trips in the Junior School**[[image:DSC01486.jpg width="270" height="202" align="right"]]

The questions and being able to email them to experts and get quick responses looks great. The children could look at the photos themselves in small groups or individually. Being junior children and unable to read, these photos were a very powerful tool.

They could choose an ecard, include a caption (fact they had learnt through the virtual field trip) to another class or to their parents. We liked the introduction videos showcasing up and coming field trips. Children were going home saying to their parents "We don't have to go on a bus to do a trip now.' Nicky, one of the teachers actually met Audrey (the virtual field trip teacher) in Christchurch and had her photo taken with her. the children were fascinated by this and it made the whole experience that much more real. We were quite amazed that all this took place in only 5 days.

Changing your timetable to suit the field trip ie staggered start time for theme (eg start topic middle of the term to plant the seed, field trip at the start of the next term) to fit in with the trip. Information on the site is just as exciting whether 'live' or part of the archives. Accessing background resources from one physical spot - not running around to different sources. Suggestion for younger children is to use pictures/photos (printed out from the site) to view while the audio conference is running. Keeps up interest level.

DiscussedThe integration into a general classroom programme. How did it effect on the routine? **The children were not effected due to their level of engagement.** How did integration impact on reading groups? **Motivated around the theme, but still catered for individual learning needs by fitting it around the 'normal' groupings.** The resources provided motivation and 'authentic learning oportunities' for writing and across the whole curriculum including the arts, science, maths. Opportunities for learning experiences came from student interest. By having all of the resources accessable from the one site, it made locating and developing class activities easy. Technology created some challenges. The reality is that school resourcing in equipment and training is not on an equal footing with what is available.

Children write questions, really basic sequencing of pictures, diary of a pet, compare basic care and needs of a kiwi to a domestic animal, photo diary.


 * Pictures will be valuable as a lead into discussion and motivation and sequencing and further questioning
 * opportunity to develop their own questions and have them answered
 * Links into other learning areas, all resources are on line
 * Links with home - families can access it through the school intranet

There are a variety of options for students to explore independently. Child centered approach to learning. An opportunity for students to be interactive with others outside their immediate community. Encourage rich questions through information aimed at childs level and interest. Teacher and student activities can be useful to hook students into topic.