Going into this project, my group and I selected the inquiry question “How can virtual field trips enhance accessibility and engagement for elementary students with diverse learning needs?”. As a teacher candidate, field trips initially felt quite daunting. During my six week practicum, I worked with a Kindergarten class that included many diverse learners with high needs, and I often wondered how an in person excursion would even be possible. Some students had mobility challenges, others required one to one support, many likely would have faced financial barriers, and the class spoke several languages and had inconsistent attendance. The age level added further complications because early primary students require extensive preteaching in order to participate safely and meaningfully.
As I reflected on all of this, I realized that these challenges made the idea of a Virtual Field Trip far more appealing and appropriate. It provided a way to imagine learning opportunities that would not leave anyone out.
I had also been introduced to the “Wolves in the Walls” virtual reality experience in my 402 class the year before. That activity, as well as a later simulated train journey, stayed with me and encouraged me to think about how technology infused experiences could enhance learning in my future classroom.
I was genuinely excited to investigate Virtual Field Trips more deeply. I wanted to understand their potential not only as engaging activities, but also as meaningful accessibility tools that support equitable learning.
My Role in the Project
My contribution to the project focused on three key areas.
First, I researched the history and evolution of Virtual Field Trips.
Second, I explored how they can foster inclusion, creative thinking, and student engagement.
Third, I examined strategies for effective planning, ensuring that Virtual Field Trips align with thoughtful and intentional pedagogy.
How Does This Relate to Teaching and Learning?
The connection is extensive and meaningful. Field trips of any kind are inherently learning experiences that expand student thinking and curiosity. While I do not believe Virtual Field Trips should entirely replace in person trips, I do believe they play a significant role in complementing them.
Virtual Field Trips provide equitable access to places and concepts that many students may never experience in person. They can serve as exposure tools, allowing learners to explore global locations or examine how certain places have changed over time. Most importantly, they provide multiple entry points for the entire class, including students who face barriers with traditional excursions.
Pros, Cons, and Risks
My peer outlined several categories of Virtual Field Trips, each with their own features.
The broader considerations include the following.
Pros
Virtual Field Trips can
• broaden student worldviews
• support accessibility through Universal Design for Learning principles
• provide safe and controlled environments for learners with higher needs
• create inclusive shared experiences for the entire class
They give students opportunities to explore settings that would otherwise be unavailable and can enrich their sense of connection to the world.
Cons
There are also notable challenges.
• Technology can be expensive, even for basic setups.
• Reliable internet access and devices are essential.
• More immersive tools such as augmented or virtual reality may not be financially possible in many schools.
Risks
A key risk is the possibility that teachers may begin relying on Virtual Field Trips instead of real world experiences. Authentic in person field trips remain valuable for social development, community engagement, and hands on learning, and they should continue to hold an important place in education.
Strategies, Best Practices, and Key Takeaways
The most important lesson I am carrying forward is the need for clear and purposeful intent. Virtual Field Trips must be planned with the same care and thoughtfulness as any other learning experience.
Teachers should
• consider the specific needs of their learners
• evaluate the technology available
• identify the precise learning outcomes
• build in reflection, discussion, and guided inquiry
A Virtual Field Trip should involve meaningful immersion, not passive screen time. It should promote higher level thinking and genuine curiosity. Simply plopping students in front of Google Earth will not produce deep understanding without guided structure and reflective engagement.
Our Artifact
My group created a Screencast for our artifact. I used a framework I found to create a Virtual Field Trip using Google Earth, and followed the steps to show my listeners. One of my group members used Thing Link to create a 360 Virtual Field Trip, and another walked through a Dinosaur Virtual Field Trip.
The artifact can be found by following this link: https://www.canva.com/design/DAG5AKz4ehY/AT9OtlhuaSPOsgy_JQa7Dg/edit
Going Forward
This project has significantly shaped my understanding of what Virtual Field Trips can offer. When designed with intention and aligned with student needs, they become powerful tools for inclusive education, accessibility, and creative exploration. They allow every student to participate in experiences that might otherwise be unreachable. Although they cannot and should not replace the richness of real world excursions, they can stand alongside them as innovative and equitable companions.