ERIC EJ854371: Curriculum-Based Virtual Field Trips: Career Development Opportunities for Students with Disabilities

2006·0.78 MB·English

by  ERIC

4 Volume 28, Number 3, Spring 2006
Curriculum-Based Virtual Field Trips: Career Development Opportunities for
Students with Disabilities
by Russell Elleven, Michelle Wircenski, Jerry Wircenski, Kim Nimon
Abstract posted on the Web, and these may or what one earns. To support a fam-
may not correspond to the specific ily and succeed, workers at all skill
Many changes are taking place
instructional needs of a workforce levels need opportunities to learn
in our country. Technology contin-
preparation curriculum or to the spe- throughout their careers. Lifelong
ues to impact on the workplace,
cial needs of specific learners. learning is no longer a luxury; it is
demographics are changing the
Teacher-created VFTs offer a a way of life in a global economy
face of our neighborhoods, com-
number of advantages to (Mt. Auburn Associates, 2004).
munities, and work environments.
workforce educators and stu- In preparing students to
Globalization is placing greater
dents. The general steps for cre- meet the challenges of the 21st
demands on the economy and on
ating a customized curriculum- century workforce, future cur-
workers. Educators and employ-
based virtual field trip are outlined ricula and associated activities
ers must face the challenge of how
in this article. must be developed around uni-
to prepare learners for new roles
versal themes such as adapt-
that they will play in this ever Preparation for the Global
ability and change, diversity,
emerging workplace.
Workforce increasing technology, and life-
In this context, consideration
long learning. Technology domi-
must be given to how the U.S. edu- American society is based on
nates the development of the
cation and training system can work. A job is the price of admis-
21st-century school. Educators
evolve to better meet the needs of sion to the American way of life
and transition specialists must
the 21st-century workforce. Chal- and a means of realizing the
have an understanding of real-
lenges from the private and pub- American Dream. The work
world requirements so that they
lic sectors will include improving that one does affects almost ev-
can better teach all students,
educational outcomes at the pri- ery dimension of life: personal
including those with disabili-
mary and secondary levels and sense of accomplishment, type of
ties. Instead of talking about
developing current and effective op- home, and neighborhood in
which subjects they are taking,
portunities for career development. which one lives, standard of liv-
students will be talking about
When paralleling workforce ing, and educational opportuni-
outcomes, job experiences,
preparation curricula, field trips ties provided to one’s family.
projects, or community applica-
are valuable learning experiences Those who are seeking employ-
tions in which they will be work-
in the career exploration process ment and not able to obtain and
ing (Zenger & Zenger, 1999).
and can provide unexpected ben- keep a job eventually tend to drop
efits where examples talked out of family and community life. Individuals With Disabilities
about in the classroom can be re- Even worse, those not able to
and Employment
lated to real-world situations. For function in the American
individuals with disabilities, field economy may become involved in For any group in the United
trips can create challenges for stu- substance abuse, crime, and vio- States, one in five has a dis-
dents and educators, including lence (Carnevale & Porro, 1994). ability, and the unemployment
medical issues, accessibility is- In the next 10 to 15 years, rate for people with disabilities
sues, behavior management is- work in the United States will is the highest for any group of
sues, and processing issues. be shaped by demographic Americans. People with dis-
Virtual field trips (VFTs) are trends, technological advances, abilities represent an often-
one example of a time-worthy ca- and economic globalization. Cor- untapped group of educated,
reer exploration tool that has been respondingly, one challenge fac- highly skilled, talented, and
enhanced by technology. New ing educators and employers qualified workers. Although
technologies in the next 10 years will be how to prepare learners many people with disabilities
will offer tremendous potential to for their changing roles in the are employed, the unemploy-
revolutionize the way education workplace and how to ensure ment rate for people with dis-
and training are delivered in or- that the economy uses the full abilities is unacceptably high.
der to improve efficiency and ef- capacity and potential of our A National Health Interview
fectiveness in learning. The loca- youth (Charner, 1996). Survey found that 79% of
tions that a classroom teacher can In today’s economy, skills adults without disabilities
use with professionally developed matter; there is a strong connec- were working at the time they
VFTs are limited to those presently tion between what one learns and were interviewed and that only
The Journal for Vocational Special Needs Education 5
37% of those with disabilities as the foundation for a process · realize that different jobs are
were employed (U.S. Depart- of lifelong learning available to characterized by different work
ment of Labor, 2005a). students with disabilities seek- cultures and environments;
Employers face workforce ing a place in today’s knowledge- · increase their understand-
challenges daily, and the fore- based economy. The focus ing about career opportuni-
cast of labor market shortages should be on providing all individu- ties available to them
is not improving. A 2003 survey als with opportunities for self-ful- (Klem & Tuthill, 2003).
conducted by the Center for fillment and economic security Many students with disabilities
Workforce Preparation, a non- through learning. Career develop- face additional challenges that
profit affiliate of the U.S. Cham- ment and exploration can take can impede both their academic
ber of Commerce, revealed that place throughout life in a number and career development. These
workforce development and a of educational and training settings barriers incorporate both per-
shortage of workers at all skill (John J. Heldrich Center for sonal and environmental di-
levels are the major issues fac- Workforce Development, 2004). mensions and add increased
ing business and industry. Individual interests are stress to students’ career selec-
Moreover, a recent Aspen Insti- strongly influenced by what tion and decision-making pro-
tute report projected a critical people have experienced in life. cesses. Personal barriers may
shortage of workers over the The reality for many people with include low self-esteem, re-
next 20 years, particularly in disabilities is that their life ex- duced efficacy for career deci-
jobs requiring specific training. periences have been very lim- sion-making tasks, and a rela-
These reports confirm what ited. As a result teachers will tive lack of work experience
business and industry already need to include real opportuni- compared to peers without dis-
know; there are two few sources ties for individuals with disabili- abilities. Environmental barri-
of qualified workers to meet pro- ties to explore the world of work ers may include both perceived
jected needs. People with dis- and develop preferences and and actual job discrimination, in-
abilities represent the single interests. Effective career ex- adequate social support, and a lack
largest minority group of quali- ploration gathers information of workplace accommodations.
fied workers seeking employ- not only on specific interests
Field Trips as a Tool for
ment in today’s market (U.S. De- and skills, but also on the per-
partment of Education, 2005b). sonal characteristics and other Career Exploration for
attributes that the job seeker
The Necessity of Career Students With Disabilities
has to offer and the work envi-
Exploration ronments and culture that will Field trips are valuable learning
be the best and most supportive experiences in the career explo-
In a society obsessed with K-12
fit. Like anyone else, people ration process and can assist
educational performance, the
with disabilities may express students with disabilities in
well-being of millions of stu-
an interest in a field, but have gaining a better understanding
dents is compromised by a lack
a limited understanding about of concepts learned in the class-
of bridges to the world of work
what it entails. Additionally, room. When paralleling
around them (John J. Heldrich
they may have a finite view of the workforce preparation cur-
Center for Workforce Develop-
types of jobs that are available ricula, field trips can be used as
ment, 2004). In today’s complex
(National Center on Workforce introductory activities to expose
global workforce, students with
and Disability/Adult, n.d.). all students to aspects of upcom-
disabilities are in need of ca-
The process of career explo- ing units of work. Field trips can
reer development experiences
ration should help students with provide unexpected benefits in
more than ever before. Many
disabilities to: cases where examples talked
experts agree that all students
· learn about different jobs and about in the classroom can be
need a different mix of academic
careers; related to real world situations.
work and career preparation
· identify their personal inter- They can also be effective as
and a stronger integration of
ests, skills, and abilities; developmental or culminating
career and academic standards.
· understand what employers activities to consolidate what
Career development and
expect of them as employees has been learned.
preparation for success beyond
· learn about the importance of However, field trips, al-
high school must be adopted
pertinent job skills; though effective in providing
early in the students’ educa-
· gain an awareness of the aca- career exploration experiences,
tional experience (Hughes &
demic, technical, and personal can create limitations for both
Karp, 2004). School-based ca-
skills required by certain jobs; educators and students. These
reer development should serve
6 Volume 28, Number 3, Spring 2006
limitations include a lack of stimulating learning experi- possible in a real-time visit. The
transportation, supervisory ar- ences. VFTs are one answer, a new student can hear an explana-
rangements, cost, and district tool that educators can use to en- tion of the work being done and
guidelines regarding time away gage their students in learning see the action as well. Short text
from school and access to field (Kawka & Burgess, 2001). descriptions can also be included.
trip sites, especially for those stu- A VFT is an exploration through The VFT can be a multisensory
dents who reside in rural areas. the Web, typically an organized set experience that appeals to a wide
For individuals with disabili- of links with a particular theme. range of learning styles.
ties, field trips can create addi- Some trips simply consist of a list The educator must choose
tional challenges both for stu- of links on one Web page, while the most effective means for
dents with disabilities and for other trips use some type of navi- delivering information to the
educators. These challenges gator (or buttons) to move through students with disabilities. Pro-
include the following: (a) medi- the tour. In its best implementa- viding access to various forms
cal issues (e.g., students with tion, the trip is a guided and anno- of technology at the right time
health impairments, students tated tour of pages on the Web that can significantly improve the
who require medication); (b) have been selected by educators rate and amount of learning a
accessibility issues for students and arranged in a “thread” that stu- student accomplishes (Kawka &
with physical disabilities; and (c) dents can follow from page to page Burgess, 2001). There is an al-
behavior management issues. or site to site (Foley, 2001). VFTs most limitless variety of ways
provide both the instructor and the that the VFT might be used by
Virtual Field Trips for
learner the opportunity to explore educators delivering a workforce
Students with Disabilities aspects of an actual trip without preparation curriculum to stu-
leaving the classroom. They dents with disabilities. Examples
Virtual field trips (VFTs), which
should include all elements of a include the following:
are computer-based simulations
well-designed field trip and provide 1.Using the video clips to illus-
of an actual field trip, allow the
the students with experiences that trate real-world applications
student to vicariously experi-
are beyond those that could be ob- of core academic skills
ence the environment of the
tained from a pamphlet about or a (math, science, etc.).
intended location. VFTs are one
photo display of the location (Clark, 2.Using information to help in
example of a time-worthy ca-
Hosticka, Shriver & Bedell, 2002). the career decision-making
reer exploration tool that has
Elements of field trips that process.
been enhanced by technology.
are not necessary with VFTs 3.Using job-site interviews to
New technologies in the next 10
include the following: identify specific job responsi-
years will offer tremendous po-
1.Site clearance and approval. bilities (job development and
tential to revolutionize the way
2.Safety (both travel to and redesign).
education and training is deliv-
from as well as on-site). 4.Providing opportunities for
ered in order to improve effi-
3.Parent/guardian permission repeated visitations to the
ciency and effectiveness in
forms. site for continued study.
learning. Learning programs
4.Adult volunteers. 5.Allowing the student or in-
will become increasingly so-
5.Weather-related travel issues structor to focus on one spe-
phisticated over time with ad-
6.Time frames (departure, cific aspect of the trip at a
vances in hardware and soft-
travel time, return). time (task linking).
ware, including artificial intel-
7.Liability and insurance issues. 6.Providing for the presentation
ligence, voice recognition, and
8.Costs (e.g., admission fees). of a wider variety of experi-
natural language comprehen-
9.Eating arrangements. ences than may be possible
sion. These programs will also
10. Scheduling conflicts at during one trip.
benefit from improvements in
school. 7.Illustrating time-sensitive is-
intelligent tutoring systems
VFTs allow instructors to take sues that could not be viewed
that allow self-paced, interac-
students with disabilities inside on a single actual field trip.
tive, self-improving knowledge
businesses and industries with- 8.Providing curriculum inte-
(Karoly & Panis, 2004).
out concerns about previously gration examples from the
Creativity is required more
mentioned elements. The VFT multiple aspects of the field
than ever on the part of educa-
experience can include still trip (Clark et al., 2002).
tors. To capture the attention of
images, animation, graphics,
students who are continually
video clips, and audio clips,
stimulated by television, DVDs,
which take the viewer into the
and popular music, educators
workplace in a way not usually
need to present a variety of
The Journal for Vocational Special Needs Education 7
The Value of Customized more class time covering con- which incorporates design
cepts while students access features allowing students
Curriculum-Based VFTs
the VFT on their own time. access as required by the
There are two types of VFTs: 4. Geographic Independence: Americans with Disabilities
those developed by professionals Students can visit sites with- Act and the concept of univer-
and those developed by educa- out leaving the classroom en- sal design.
tors. VFTs that are available on vironment. This can be espe- 9. Additional Information: If the
the Internet, for example, are cially helpful in rural locations. VFT is on the World Wide Web
often thorough and impressive, 5. Temporal Independence: Stu- or is made with an applica-
utilizing technological re- dents can access a virtual tion that allows webbing, ad-
sources far beyond those avail- tour any time they feel it is ditional information can eas-
able to individual educators. convenient and spend as ily be included via a
However, they may have some much, or as little, time as hyperlink. This avoids clut-
drawbacks for students with dis- they want there. tering the screen with non-
abilities. For example, the nar- 6. Ease of Use: Web browsing is essential material.
ratives of professional VFTs may familiar to most students to- 10. Simple Improvements and Al-
be written to address the gen- day, and it islikely that little terations are Easy: If there are
eral interests of a large and di- training will be necessary for revisions to be made, the in-
verse audience. Thus, the read- students to use this technology. structor can immediately and
ing level, graphics, and anima- 7. Safety and Practicality: Ac- easily make these changes.
tions may be inappropriate and tual field trip sites may be 11. Reusability: Once a VFT is
ineffective for some students unsafe, require great diffi- developed, it can be upgraded,
with disabilities. Internet-based culty in travel and physical improved, and reused from
VFTs cannot replace customized exertion, and may be inac- year to year (Tuthill &
curriculum-based VFTs, devel- cessible in bad weather. The Klemm, 2002, pp. 461-462).
oped by educators, because the field trip site may be an in- 12. Elimination of Actual Field
latter can be connected directly dustrial plant or health care Trip Challenges and/or Bar-
to the curriculum being delivered facility which cannot accom- riers: Accessibility, safety,
and can be tailored to address the modate a large group of stu- and comprehension concerns
interests and learning needs of stu- dents. VFTs offer a safe and may be present for learners
dents with disabilities. In addition, practical way to visit sites who are visually impaired,
Web sites are notorious for chang- that may not otherwise be hearing impaired, learning
ing addresses or even vanishing. possible to visit. disabled, mobility impaired,
This unpredictability necessitates 8. Control of Content, Language, health impaired, and
continual monitoring of these pro- and Features: Teacher-cre- cognitively impaired. These
fessionally developed VFTs. Also, ated virtual field trips have considerations can be ad-
these trips probably do not cover the advantage of containing dressed when teacher-devel-
local industries or environmental customized lessons designed oped, curriculum-relevant
sites (Tuthill & Klemm, 2002). to closely fit the curriculum, VFTs are employed, especially
Teacher-created VFTs offer match the reading level of the if students are involved in
the following advantages for stu- students, and focus on local the process.
dents with disabilities: work-based sites that help For a step-by-step process for
1. Increased Learner-Centered- learners better identify and creating a curriculum-based
ness: This means that stu- relate to concepts. In addi- virtual field trip see Table 1.
dents can control the pace of tion, learning is enhanced
the presentation and com- when events are closer to Evaluating the Virtual
plete it at a pace convenient students’ own sociocultural Field Trip
for them. perceptions formed through
When evaluating the effective-
2. Use of Multiple Modes of local culture. With this in
ness of a customized curriculum-
Learning: VFTs can be de- mind, teachers can incorpo-
based VFT one should consider
signed so that a variety of rate the communication style
both the appropriateness and the
stimuli (audio, video, text) of the local culture into VFTs
effectiveness of the technology
can be used to appeal to the in order to appeal to local
used in the presentation of the
different learning modes of needs. For example, teachers
content. Students frequently ex-
students with disabilities. working with students who
perience learning situations in-
3. Teaching Flexibility and Effi- have sensory disabilities can
directly through technology by the
ciency: Teachers can spend design an instructional VFT
use of pictures, simulations, graph-
8 Volume 28, Number 3, Spring 2006
Exhibit 1.
Step-By-Step Process for Creating a Curriculum-Based Virtual Field Trip
The general steps for creating a customized curriculum-based virtual field trip are as follows:
1. Examine the objectives of the Career and Technology program and choose a VFT topic that in-
cludes experiences that fit the objectives and enhance learning. Technologically delivered or
enhanced instruction must first and foremost be appropriate to the desired learning outcomes
and be naturally woven into the overall pattern of the learning material (Cox & Su, 2004). The
purpose of the field trip may meet multiple objectives.
2. Create a concept map of the experiences to be included in the field trip. A concept map provides
an overview of all the elements to be included in the VFT and acts as an organizing framework to
build upon in construction of the final product. The concept map should not be considered the
final blueprint for the field trip; rather, it should be seen as an overview and a starting point from
which the product evolves.
Figure 1.
Career Exploration Vignettes from a Radiology VFT for Health Science Technology Education.

Career Information

Career Choices
The Journal for Vocational Special Needs Education 9
Exhibit 1, Figure 1, continued.
Licensure Data

Glossary

Job Shadow
Interview

Worksite Tour
10 Volume 28, Number 3, Spring 2006
Exhbit 1, continued.
The general steps for creating a customized curriculum-based virtual field trip, continued:
3. Select the appropriate technology to be used based on the content and the curricular objectives
of the trip. The technology includes organizing the program and tools for collecting and present-
ing data. The equipment and software used will depend on the complexity of the trip. Customized
curriculum-based VTFs can vary in their complexity, based upon the experience of the developer
with the technology available.
4. Collect and organize materials to be included in the VTF based on the curriculum objectives to
be accomplished and the concept map. Examples of desired materials might be pictures, both
digital and photographs; video clips; text; databases and graphs; and sound.
5. Schedule site visitations. Make contact with a resource person at the VTF site and explain the
goals and purpose of the proposed VFT. If possible, take a video production crew to the site. (If the
school district has a media technology program or department, this is an excellent resource.)
Meet with all the people involved to briefly outline what is going to happen. Stress that the video
shots are to be as natural as possible with “real” people going through the actual steps or proce-
dures that are involved in the job being documented. Following the shoot, interview the people
involved and ask them to describe in detail what they were doing and why. Ask about licensure,
education, training, and the physical demands of the job. Draft a simple release form following
department/organization policies. Request signed release forms from individuals included in
the video clips.
6. If necessary, convert all materials to a digital format. When converting materials to a digital
format, the question of computer platform (Windows vs. Mac OS) must be considered. The deci-
sions made about the format of the individual parts (pictures and text) must be considered to
ensure that they are appropriate for the platform being used.
7. Assemble all elements in the organizing program based on the concept map. Here, another
decision regarding the format of the virtual field trip must be made. Will it be one stand-alone
program presentation or a series of segments that can be accessed separately? How will the
virtual field trip best meet the needs of the teacher and students? These decisions, along with
the developer’s knowledge of presentation programs, will determine whether Macromedia Direc-
tor, Hyperstudio, Power Point, or any of the other available authoring programs meet the needs of
the designed virtual field trip. The choice of the authoring programs used is often the developer’s
personal choice based on familiarity and skill with this program.
8. Review the finished product to be sure it meets the objectives for which it was intended. There
will always be questions about how the VFT could be better. What can be added to improve the
outcomes? What are the differing needs of the learners using it? How can each learner group add
to the information presented? (Clark et al., 2002).
ics, and interactive experiences Summary plish this, educators and tran-
that allow the learner to follow their sition specialists must have an
Employers face workforce chal-
interests and to revisit locations in understanding of real-world re-
lenges daily, and the forecast of
the program as their interests quirements so that they can
labor market shortages is not
grow. Technology should not be better prepare students for their
improving (U.S. Department of
seen as a replacement for experi- role in the new global economy.
Education, 2005b). Due to the
ences but as an enhancement of Universal themes must be
changing nature of the
these experiences. Technology can infused into future curricula,
workforce, impacted by demo-
be used to enhance the senses, including increasing technol-
graphic trends, technological
build interest and excitement, or ogy, diversity, adaptability and
advances and economic global-
to review and analyze experiences change, and lifelong learning.
ization, educators must meet
(Clark et al., 2002). Career development and prepa-
the challenge of preparing the
ration for success in the global
next generation for this new
workforce must be adopted early
workforce. In order to accom-
The Journal for Vocational Special Needs Education 11
in students’ educational expe- tive summary. Washington, DC.: gene, OR: International Society
riences (Hughes & Karp, 2004). U.S. Department of Education, for Technology in Education.
Field trips have always been Office of Educational Research Klemm, E. & Tuthill, G. (2003). Vir-
and Improvement. tual field trips: Best practices.
a valuable learning experience
Charner, I. (1996). Study of school- Journal of Instructional Media, 30
in the career exploration pro-
to-work initiatives. Washington, (2), 177-194.
cess. They can assist students
DC.:U.S. Department of Educa- Mt. Auburn Associates. (2004).
with disabilities in gaining a
tion, Office of Educational Re- Getting the job done: Advancing the
better understanding of real-life search and Improvement. new skills agenda.Sommerville,
work demands. Virtual field Clark, K., Hosticka, A., Schriver, MA: Author.
trips (VFTs) are one example of M., & Bedell, J. (2002). Computer National Center on Workforce and
a successful career exploration based field trips. Disability/Adult . (n.d.). Career
tool that has been enhanced by East Lansing, MI: National Center exploration. Boston: University of
technology. A VFT is an explo- for Research on Teacher Learning. Massachusetts, Institute for
(ERIC Document Reproduction Community Inclusion.
ration through the Web, typically
Service No. ED476987) Tuthill, G. & Klemm, E. (2002).
an organized set of links with a
Hughes, K., & Karp, M. (2004). Virtual field trips: alternatives to
particular theme, providing
School-based career development: actual field trips. International
both the instructor and the
A synthesis of the literature. New Journal of Instructional Media, 29
learner with the opportunity to
York: Teachers College Colum- (4), 453-465.
explore aspects of an actual bia University, Institute on Edu- U.S. Department of Education.
work environment without leav- cation and the Economy. (2005a). Disability employment
ing the classroom. John J. Heldrich Center for 101. Washington, DC.: Office of
Customized curriculum- Workforce Development. (2004, Special Education and Rehabili-
based VFTs, those developed by June). The 70 percent solution: tative Services.
educators in coordination with Five principles for helping young U.S. Department of Labor. (2005b,
people make better choices during April). Statistics about people with
business and industry sites, can
and after high school. Camden, disabilities and employment.
provide valuable, up-to-date ca-
NJ: The State University of New Washington, DC.: Office of Dis-
reer exploration information for
Jersey, Edward J. Bloustein School ability Employment Policy.
students. Steps to designing and
of Planning and Public Policy. Zenger, W., & Zenger, S. (1999, April).
developing VFTs to parallel ca- Karoly, L., & Panis, C. (2004). The Schools and curricula for the 21st
reer and technology curricula 21st century at work: Forces shap- century:Predictions, visions, and
are provided in this article. ing the future work-force and work- anticipations. National Association of
place in the United States. Santa Secondary School Principals (NASSP)
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