Running Head: ISD PROJECT SPECIAL EDUCATION 1

Instructional Design Project Report on Technology Integration in Special Education

Theresa Eley, Susan Fesco, Wanda Griffin, Dona Thanushi Hettipathirana, Patricia Melton

EDUC 633 B01

Principles of Design and Management in Distance Education

Dr. Jennifer Courduff

Liberty University
ISD PROJECT-SPECIAL EDUCATION 2

Statement of Contribution

Previous research and projects have incorporated some technology in the classroom for students

with Specific Learning Disabilities(SLD). This project has brought together an assembled

grouping of available technologies to assist the special education instructor. The project has

been formulated to use Skype in the Classroom for virtual field trips, Inspiration for visual

learning, Adobe Spark for students to use as a visual story telling application, and for

instructors to house lessons for the students. Piktochart infographic illustrations are for

students to be assessed and display what they have learned from the lesson. All of the

technology in this project is methodically combined in a specific way for the instructor to

encourage this demographic in a constructivist methodology, with the most varied amount of

technology allowed, to enable these students to be viable and engaged, where they were once

disengaged in a learning environment. This project encourages instructors to pair students in

teams of two, to work collaboratively. The strategic paring of students of varying abilities

encourages them to learn from one another. Students of this demographic had the same access as

general education peers, to software such as, Microsoft Office, Internet Explorer, and Google

Chrome, and hardware, including desktops, iPads, and laptops. What was not available,

were spontaneous or distant field trips, which would require a great deal of planning, travel and

financing. The technology chosen for this project allows these students to further express what

they have learned, as well as experiencing virtual field trips to parts of the world formerly

inaccessible to them, speakers that are engaging and incorporate a component of fun learning to

the special needs student with specific learning disabilities.

ISD PROJECT-SPECIAL EDUCATION 3

Abstract

Human life in the Digital Age is immensely influenced by the advances in Information and

Communications Technology (ICT) and the fields of education and special education are no

exceptions. Thus, this Instructional Design(ISD) Project explores the integration of technology in

special education utilizing Virtual Field Trip(VFT) as a constructivist instructional tool to

facilitate students with specific learning disabilities(SLD) to make connections between

classroom learning experiences and real-world experiences/ phenomena through observation and

exploration and use a variety of digital, Internet, and software tools and technologies for

information processing. The tools and technologies used in this instructional module include:

Inspirations Software; Microsoft office; Piktochart; Adobe Spark and Skype in the

Classroom.

Key words: Digital Age, information and communication technology, Skype in the Classroom,

special education, specific learning disability, virtual field trip

ISD PROJECT-SPECIAL EDUCATION 4

Need Identification

Every facet of business and life in the Digital Age of the twenty first century is influenced by

some form of technology integration and hence, information and communication literacy has become an

imperative competency (Virginia.gov., 2015). The definition of ICT literacy, as defined by International

ICT Literacy Panel in 2002 reads as: ICT literacy is using digital technology, communications tools,

and/or networks to access, manage, integrate, evaluate, and create information in order to function in a

knowledge society (Virginia.gov., 2015). Thus, this ISD module will specifically focus on the need for

technology integration in the special education classroom in order to meet the computer and technology

standards of learning of the state of Virginia based on the Educational Technology plan for Virginia 2010-

2015 (Virginia.gov., 2105).

The identified need for this project is that students with specific learning disabilities are

disengaged in learning and lack the skills to process information across the curriculum. They

also are not able to make connections between school and the real world. Thus, the purpose of

this project is to engage students with specific learning disabilities in cross-curricular skills

through the integration of technology in Special Education using Skype in the Classroom (by

Microsoft Educator Community) to facilitate students with specific learning disabilities (SLD)

to make connections between classroom learning experiences and real world experiences/

phenomena through participating in a virtual field trip. Through the use of digital media students

with SLD will be able to construct their own knowledge and collaborate and interact with others

in order to become active participants of a proactive community of learning. (West, et al., 2012)

Through the use of digital and web-based tools, technologies and software, the Special

Education ISD project will enable the students with specific learning disabilities to meet the

following standards of learning of the state of Virginia in computer and technology and Earth

science:
ISD PROJECT-SPECIAL EDUCATION 5

1. Computer and technology standards of learning: basic operations and concepts; social

and ethical issues; technology research tools; thinking skills, problem solving, and

decision making; and technology communication tools (Virginia.gov., 2015).

2. Earth science standards of learning: interpretation of maps, charts, tables, and

profiles; the use of technology to collect, analyze, and report data; and the utilization

of science skills in systematic investigation meeting the Earth science standards of

learning of the state of Virginia (Virginia.gov., 2010).

Goal Statement

The instructional goal of this lesson module is to integrate technology in the special

education classroom, utilizing virtual field trip as a constructivist instructional tool to facilitate

students with specific learning disabilities, to make connections between classroom learning

experiences and real world experiences/ phenomena through observation and exploration and use

a variety of digital, Internet, and software tools and technologies for information processing.

The principal goal is to facilitate students with specific learning disabilities to use a

variety of digital, Internet, and software tools and technologies for information processing:

personal computers (desktop, laptop, iPad etc.); Internet search engines such as Internet

Explorer, Google Chrome etc.; web-based applications such as Inspiration for visual

learning; Piktochart for infographic illustrations; Microsoft Office for report compilation;

Skype in the Classroom for community networking; and Adobe Spark for creating video

presentation and e-portfolio based on the VFT learning experience.

ISD PROJECT-SPECIAL EDUCATION 6

Task Analysis

The instructional goal of this lesson module is to utilize Virtual Field Trip (VFT) as an

instructional tool in order to facilitate students with specific learning disabilities to make

connections between classroom learning experiences and real world experiences/phenomena. In

preparation for the VFT the teachers and learners will engage in a whole class open discussion

on dinosaurs and Jurassic Era, mapping the discussion points on a concept map such a mind or

cluster diagram using Inspiration software.

The students (Middle school students with specific learning disabilities) will then

participate in a virtual field trip using Skype in the Classroom by Microsoft Educator

Community, where each student will complete a worksheet recording the VFT experience: topic

or subject matter; observations; explorations; experiences; interesting facts; new vocabulary;

favorite experience/ aspect of the VFT and topics/questions for further research.

Students will work individually using digital and Internet tools and technologies such as

personal computers (desktop, laptop, iPad etc.), Internet search engines such as Internet

Explorer, Google Chrome etc., engaging in further research and investigation on an

experience/ aspect of the VFT that is of personal interest and compile a digital poster using

Piktochart. Every student will compile a field trip report detailing his/her VFT experience

using a word processing or presentation software tools such as MS Office. Students will work

in pairs creating a short story telling video presentation based on the VFT learning experience

using Adobe Spark, Spark Video feature to share with the class.

Note: Students need to be provided with accommodations, assistive technology,

modifications, and classroom support as determined by the IEP of each individual student

(Virginia.gov., 2014).
ISD PROJECT-SPECIAL EDUCATION 7

Virtual Field Trip Lesson Module

Students will engage in an instructor-guided whole class open discussion on dinosaurs

and Jurassic life the instructor will map the discussion points on a mind/cluster
diagram using Inspiration Software on the interactive whiteboard

Students will engage in instructor guided individual work mapping discussion points
on the topic dinosaurs and Jurassic Era on a concept map - mind/cluster diagram -
using Inspiration Software

Instructor will demonstrate the use of Skype in the Classroom for the class
highlighting the main functions and features
Each student will complete a work sheet recording his/her individual VFT experience

Students will participate in a virtual field trip using Skype in the Classroom
Each student will complete a work sheet recording his/her individual VFT experience

Students will engage in further research and investigation on individual basis on an

experience/ aspect of the VFT that is of personal interest and compile a digital poster
using Piktochart

Every student will compile a field trip report detailing his/her VFT experience using a
word processing or presentation creation tool Microsoft Office

Students will engage in instructor guided collaboration, working in pairs creating an

infographic video based on the VFT learning experience to share with the class using
Adobe Spark - Spark Video, each presentation will be followed by a Peer-Review

Every student will create an e-portfolio using Adobe Spark Spark Page Portfolio to
house the different projects developed in the VFT module

Figure 1. Virtual Field Trip Lesson Module. This figure illustrates the flow of pre-instructional and
lesson activities for the virtual field trip.
ISD PROJECT-SPECIAL EDUCATION 8

Context and Learner Analysis

The direct beneficiaries of this instructional module on Technology Integration in the

Special Education Classroom are special educators and students with special needs,

specifically, students with specific learning disabilities SLD. The instructional setting for the

special education students is determined, choosing from the continuum of placement options on

individual basis, determining the most suitable Least Restrictive Environment (LRE) for the

individual, through the respective IEPs in accordance with the mandates of the Individuals with

Disabilities Education Act (IDEA) 2004 (IDEA, 2004). The continuum of placement options

available for students with special needs range from least restrictive to most restrictive

(Virginia.gov., 2014). The continuum includes the following (Virginia.gov., 2014):

General education classroom (Inclusion)

Special classes

A combination of general and special classes

Special schools

Home instruction

Instruction in hospitals and institutions

A student with SLD, according to Guidelines for Educating Students with Specific

Learning Disabilities (SLD), may receive services in one or more environments (Virginia.gov.,

2014). Based on research indications, students with SLD can make significant gains when

provided with high quality instruction in part-time, separate settings (Virginia.gov., 2014).

Thus, the education setting best compatible with the students with learning disability

demography, for this ISD module will be the LREs determined by individual students IEP.
ISD PROJECT-SPECIAL EDUCATION 9

The target learner demography for this instructional module is students with specific

learning disabilities. The definition of SLD according to Individuals with Disabilities

Educational Act (IDEA) reads as, a Specific Learning Disability means a disorder in one or

more basic psychological processes involved in understanding or in using language, spoken or

written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell,

or do mathematical calculations, including conditions such as perceptual disabilities, brain

injury, dyslexia, or developmental aphasia (Virginia.gov., 2014).

Knowledge on effective evidence-based instructional practices play a crucial role when

teaching students with SLD (Virginia.gov., 2014). Some evidence-based instruction strategies

used with students with SLD include: graphic organizers such as concept maps and story maps;

summarizations; self-questioning strategies; collaboration and problem solving (Virginia.gov.,

2014). Students will be assessed on an ongoing basis in the form of instructor feedback using

progress monitoring assessments and summative assessments at the end (Virginic.gov., 2014).

Some assessment activities appropriate for students with SLD include: portfolio assessments,

direct observations, work examples and criterion referenced assessments (Virginia.gov., 2014).

As per IDEA 2004, instructional planning for special education students is required to be

carried out through an Individual Educational Program (IEP), based on students individual

educational needs and the special education and related services necessary to meet the needs

(Virginia.gov., 2014). The IEP comprise of the following components: Present Level Of

academic and functional Performance (PLOP); goals; progress reports; special education, related

services and supplementary aids and services; accommodations (presentation, setting, response,

schedule); modifications; participation in the state and district accountability system; and

placement and the least restrictive environment (Virginia.gov., 2014).

ISD PROJECT-SPECIAL EDUCATION 10

The age group considered for lesson activities are middle school aged students ranging

from ages 10-16, but the activities could be adapted and modified as necessary to meet the needs

of any other age group. Some characteristics of students with SLD include cognitive deficits in

the following areas: perceptual problems to do with difficulties recognizing, discriminating and

interpreting sensation; attention problems to do with selecting and focusing attention; memory

problems to do with deficits in working memory; processing speed problems to do with

difficulties in information processing; metacognition problems in adjusting behavioral and

environmental functioning responding to changing academic demands; language problems to do

with language delay and inappropriate use of language; academic deficits; and social problems to

do with deficits in social competence (Virginia.gov., 2014). There are also comorbid disorders

associated with SLD, such as Attention Deficit Hyperactivity Disorder (ADHD), emotional

disabilities and speech and language impairments (Virginia.gov., 2014).

Due to the cognitive deficiencies experienced by students with SLD they lack motivation

towards traditional assignments/task completion, which could result in negative attitude about

school in general (NASET, 2016). The learners prefer to learn kinesthetically rather than

listening to a lecture and taking notes (Virginia.gov.,2014).

ISD PROJECT-SPECIAL EDUCATION 11

Instructional Objectives

The instructional objectives for this module Technology Integration in the Special

Education Classroom are intended to meet the educational needs of students with Specific

Learning Disability (SLD) and build necessary skills addressing the learner characteristics and

cognitive deficits based on the following standards and guidelines:

Computer and technology standards of learning of the state of Virginia

(Virginia.gov., 2015)

Earth Sciences standards of learning of the state of Virginia (Virginia.gov., 2010)

Virginia Department of Education Guidelines for Educating Students with

Specific Learning Disabilities (Virginia.gov., 2014),

By completing this instruction module Integration of Technology in the Special

Education Classroom the students will learn,

1. How to engage in reflective learning through observation, exploration and experience

through completing the self-reflective questionnaire Virtual Field Trip Record (See

Appendix), report writing using Microsoft Office, peer-review of video presentation

through critical feedback and creation of portfolio using Adobe Spark Spark Page

2. How to use Skype in the Classroom virtual field trip feature as a constructivist

instructional tool to engage in interactive and collaborative learning

3. How to use Inspiration software to engage in visual learning through creation of

concept maps

4. How to use Microsoft Office for report writing and word-processing

5. How to use Piktochart for info-graphics through creation of digital posters

ISD PROJECT-SPECIAL EDUCATION 12

6. How to use Adobe Spark Spark Video feature for visual-audio-kinesthetic (VAK)

learning through creating an info-graphic video presentation

7. How to use Adobe Spark Spark Page feature for authentic and reflective learning and

assessment through creating an e-portfolio page

Assessments

Digital literacy is not an end in itself but lays the foundation for deep and continuous

learning (Virginia.gov., 2015). As expected in VA standards of learning for computer and

technology, the focus of this technology integration module is to encourage and engage students

in using technology to learn rather than learning about technology (Virginia.gov., 2015). Erwin

(1991) defines assessments as the systematic basis for making inferences about the learning

and development of students. More specifically, assessment is the process of defining, selecting,

designing, collecting, analyzing, interpreting, and using information to increase students'

learning and development (Koohang, Riley & Smith, 2009). Thus, for the purpose of this ISD

module students will be assessed on an individual basis responsive to their IEP needs and

requirements, on their competency in using the digital, Internet and software tools and

technologies in fulfilling the lesson activities.

The instructional framework for this instructional design module on integrating

technology in the special education classroom, to make connections between real world

experiences and the classroom learning experiences is based on constructivist learning theory.

Hence, the assessment also will be based on constructivism. Constructivist assessments are

learner centered, authentic and interwoven with teaching and are threefold: instructor

assessment, collaborative assessment, and self-assessment (Koohang et al., 2009). Collaborative

ISD PROJECT-SPECIAL EDUCATION 13

assessment is carried out through informal peer-review and self-assessments are carried out

through reflective learning activities. However, since the intended student demography for the

lesson is students with specific learning disabilities, the evaluators should make sure that the

needs, requirements, abilities and skill level of the individual students based on their respective

individualized education plan (IEP) are factored in to the assessment process and procedures.

Even the collaborative assignment will be assessed based on their IEP needs, requirements and

goals.

Staying true to the constructivist learning approach the facilitator will evaluate the

learners expressed thoughts and reflections individually (based on needs, requirement and goals

of IEPs) taking the role of a coach, mentor, and/or guide to provide feedback to learners

(Koohang et al., 2009). In this VFT learning module, the instructor will provide feedback on all

pre-instructional and instructional activities, assessing individual students competency in the

application of computer and technology knowledge and skills as prescribed in VA standards of

learning for computer and technology based on the following criterion-references (Virginia.gov.,

2015):

I. Students engagement in progressive development of technical knowledge and skills,

II. Demonstration of basic operational and conceptual knowledge in using the newly

introduced tools and technologies

III. Use of technology research tools in gathering and processing information

IV. Application of thinking skills, problem solving skills and decision making skills in

gathering and using information,

V. Communication with others (teachers, peers, experts) in collaborative learning

ISD PROJECT-SPECIAL EDUCATION 14

Congruence of Objectives, Skills and Assessments

Objectives Skills Assessments

1. To engage in reflective Information processing Participation in instructor guided

learning by means of skills whole class open discussion on

observation, exploration Language skills Dinosaurs and Jurassic Era

Social skills
and experience,
Technical Skills Completion of the self-reflective
completing the self-
Visual learning skills questionnaire/ work sheet titled
reflective questionnaire
"Virtual Field Trip Record".
Virtual Field Trip

Record, peer-review of
Creation of e-Portfolio using
video presentation through
Adobe Spark Spark Page
critical feedback, report
feature at
writing using Microsoft
https://spark.adobe.com/page/
Office and creation of
B8qeq/
portfolio using Adobe

Spark Spark Page Presentation of informal critical

feedback, reviewing peer

presentations through

participating in the class

discussion following up each

presentation
ISD PROJECT-SPECIAL EDUCATION 15

2. To use Skype in the Information processing Participation in the virtual field

Classroom virtual field skills trip to Discover Jurassic

trip feature as a Skills in perception Fossils at Dinosaur National

Language skills Monument on Skype in the

constructivist instructional
Social skills Classroom (by Microsoft
tool to engage in
Collaboration Educator Community) at
interactive and
Experiential learning skills https://education.microsoft.com/
collaborative learning
Observational learning Story/VirtualFieldTrip?token=6

skills XX2P

Exploratory learning skills Self-exploration of features and

Communication skills functions of Skype in the

Reflective learning skills Classroom an online educator

Technical skills community at

https://education.microsoft.com/

skype-in-the-

classroom/overview

3. To use Inspiration Information processing Creation of concept maps, in the

software to engage in skills form of mind/ cluster diagrams,

visual learning through Skills in perception using Inspiration software

Technical Skills Visual Learning feature at

creation of concept maps
Visual learning skills http://www.inspiration.com/

Visual ideation skills

Creative skills

Problem-solving skills

Critical thinking skills

ISD PROJECT-SPECIAL EDUCATION 16

Attention skills

Memory skills

4. To use Microsoft Office Information processing Compilation of a report in APA

for report writing and skills format based on the field trip

word-processing Skills in perception experience using a word

Language skills processing/ report writing

Reflective learning skills software such as MS Office

Social skills

Technical skills

Word-processing skills

Report writing skills

5. To use Piktochart for Information processing Creation of printable and

info-graphics through skills sharable digital poster using

creation of digital posters Technical Skills web-based infographic

Visual learning skills application Piktochart at

Visual ideation skills https://piktochart.com/

Creative skills

Critical thinking skills

Problem-solving skills

6. To use Adobe Spark Information processing Creation of a short-animated

Spark Video feature for skills video presentation based on the

visual-audio-kinesthetic Technical Skills virtual field trip using Adobe

Visual learning skills Spark Spark Video feature at

(VAK) learning through
ISD PROJECT-SPECIAL EDUCATION 17

creating an info-graphic Visual ideation skills https://spark.adobe.com/about/vi

video presentation Creative skills deo

Critical thinking skills

Problem-solving skills

Video editing skills

Presentation skills

Language skills

Social skills

Communication skills

7. To use Adobe Spark Information processing Creation of an e-Portfolio using

Spark Page feature for skills Adobe Spark Spark Page

authentic and reflective Technical Skills feature at

Visual learning skills https://spark.adobe.com/page/B8

learning and assessment
Visual ideation skills qeq/
through creating an e-
Creative skills
portfolio page
Critical thinking skills

Problem-solving skills

Video editing skills

Presentation skills

Language skills

Social skills

Communication skills
ISD PROJECT-SPECIAL EDUCATION 18

Instructional Strategy

The instructional strategy for this ISD on integration of technology in the special

education classroom is reflective of the following four elements of instructional strategy

identified by Dick, Carey and Carey (2005):

I. Content Sequence and Clustering

II. Learning Components

III. Student Groupings

IV. Selection of Media and Delivery Systems

The instructional strategy is designed with the objective to encourage students with specific

learning disabilities to engage in active learning using a variety of digital, Internet, and software

tools and technologies for the purpose of information processing through observation,

exploration and experimentation. The instructional activities are designed in a learner-centered

fashion where the learners are encouraged to engage in constructing their own knowledge

through observation, experimentation, and exploration. The role of the instructor is that of a

facilitator, guide and a mentor, not of a formal teacher who imparts knowledge through

direct/formal instruction.

The Conceptual Framework: The conceptual framework for this instructional module on

integration of technology, the special education classroom comprising of students with specific

learning disabilities (SLD) is based in constructivism, where virtual field trip is utilized a s the

primary instructional tool.

Constructivism is a learning theory rooted in learning theories advanced by Dewey

(1916), Piaget (1972), Vygotsky (1978) and Bruner (1990) and is defined as, active construction

of new knowledge based on a learners prior experience (Koohang et al., 2009).

ISD PROJECT-SPECIAL EDUCATION 19

The constructivist design elements (Koohang et al., 2009) used in the ISD module include,

Learner control over the learning process all lesson activities are designed in engaging

the learner to explore, discover and construct with the guidance and facilitation of the

instructor

Pre-instructional activities designed to embed the learners previous experience

knowledge on the subject matter

The instructional activities begin with presenting a real-world situation a virtual trip to

The National Dinosaur Monument

The lesson activities are designed to encourage learners to actively construct new

knowledge in terms of developing competency in using the digital tools, and software

introduced in the module

Integration of scaffolding in the activity design the instructor provides an overview

demonstrating features and functions technology tools, the students engage in self-

exploration and problem solving, with instructor support as and when needed

The instructors role involves, coaching, guiding, mentoring, acknowledging, providing

feedback, and assessing student learning

Self-reflection students reflect on the VFT experience through VFT Record, report, e-

portfolio, peer-review of video presentation through critical feedback

Collaboration, cooperation and social-learning whole class and pair lesson activities

Multiple perspectives learners interpret VFT experience based on individual

observations and explorations and peer-review of video presentation

Multiple representation of content/idea/concept learners use an amalgamation of text,

visual, auditory and kinesthetic means to information processing

ISD PROJECT-SPECIAL EDUCATION 20

The Instructional Framework: The Web module for this ISD project Technology Integration

in the Special Education Classroom is located on Adobe Spark at

https://spark.adobe.com/page/RK0dh5fvTso0o/. The students will be provided with guidance to

access the Web module activity instructions via visiting the Web page.

The instructional module comprises of the following components,

I. A ninety-minute pre-instruction session that includes three activities: open class

discussion; concept map creation using Inspiration software; and introduction to

Skype in the classroom.

II. Five ninety-minute constructive lesson activities (Lesson activities 1-4), where the

instructor provides guided instruction as and when necessary throughout each lesson

facilitating the students to engage in constructivist learning sharpening their skills in

information processing, information gathering, research-based learning, discovery

learning, exploratory learning, experiential learning, collaborative learning and multi-

modal learning (visual, auditory and kinesthetic learning - VAK learning).

At the end of the module on VFT students will acquire:

1. Essential knowledge and skills necessary to access, manage, evaluate, use, and create

information responsibly using technology and digital resources, meeting the computer and

technology standards of learning of the state of Virginia: Grades 6-8 (Virginia.gov., 2015).

Software applications and tools used in the module include: Inspiration; MS Office;

Piktochart; Adobe Spark; and Skype in the classroom.

Computer and technology standards of learning of the state of VA include: Basic

operations and concepts; social and ethical issues; technology research tools; thinking
ISD PROJECT-SPECIAL EDUCATION 21

skills, problem solving, and decision making; and technology communication tools

(Virginia.gov., 2015).

2. Interpretation of maps, charts, tables, and profiles; the use of technology to collect,

analyze, and report data; and the utilization of science skills in systematic investigation

meeting the Earth science standards of learning of the state of Virginia (Virginia.gov.,

2010).

ES.9 The student will investigate and understand that many aspects of the history and

evolution of Earth and life can be inferred by studying rocks and fossils. Key concepts

include,

A. traces and remains of ancient, often extinct, life is preserved by various means

in many sedimentary rocks;

B. superposition, cross-cutting relationships, index fossils, and radioactive decay

are methods of dating bodies of rock;

C. absolute and relative dating have different applications but can be used

together to determine the age of rocks and structures; and

D. rocks and fossils from many different geologic periods and epochs are found

in Virginia.

The teachers of SLD are required to be knowledgeable in effective evidence-based instructional practices

(Virginia.gov., 2014). Some evidence-based instruction strategies used with students with SLD include

graphic organizers such as concept maps and story maps, summarizations, self-questioning strategies,

collaboration and problem solving (Virginia.gov., 2014).

ISD PROJECT-SPECIAL EDUCATION 22

Pre-Instruction

Pre-instructional Activity 1: A 20-minute instructor-guided whole class open discussion on Dinosaurs

and Jurassic Era the instructor will facilitate the whole class to engage in an open discussion while

recording the discussion points on a concept map on the interactive whiteboard demonstrating the use of

Inspiration software.

Pre-instructional Activity 2: Students will then spend 50-minutes creating a concept map on their

personal computers, in the form of mind/ cluster diagram, using Inspiration software Visual Learning

feature at http://www.inspiration.com/.

Pre-instructional Activity 3: Students will also be provided with a 20-minute overview on Skype in

the Classroom an online educator community at https://education.microsoft.com/skype-in-the-

classroom/overview encouraging the students to engage in further exploration for educational purposes.

Instructional Activities

Lesson Activity 1 (total duration 90-minutes):

Students will participate in a 60-minute-long VFT to Discover Jurassic Fossils at Dinosaur National

Monument on Skype in the Classroom (by Microsoft Educator Community)

at https://education.microsoft.com/Story/VirtualFieldTrip?token=6XX2P.

Students will be provided with a 30-minute work sheet titled "Virtual Field Trip Record" (See Appendix)

to record their VFT experience in terms of: topic or subject matter; observations; explorations;

experiences; interesting facts; new vocabulary; favorite experience/ aspect of the VFT and

topics/questions for further research.

ISD PROJECT-SPECIAL EDUCATION 23

Lesson Activity 2 (total duration 90-minutes):

The students will engage in 90-minutes of individual learning compiling a report in APA format

summarizing their field trip experience using a report writing and word processing software such as

Microsoft Office. The instructor will facilitate the students in using the word processors, formatting,

key boarding and report writing techniques.

The APA report should include the following: Cover page (title, name of student, name of instructor),

Abstract (summary), Introduction (date, time, setting, participants), Description/discussion (observations,

experiences, highlights, what I learned), Conclusions (what is liked and disliked), Further study (what I

want to learn more about, questions).

Lesson Activity 3 (total duration 90-minutes):

The instructor will do a short 15-minute overview of the Piktochart, guiding the whole class on how to

use the Printable template options of the web-based info-graphic application Piktochart

at https://piktochart.com/ to create a printable and shareable digital poster.

Students will then work individually for 75 minutes using an Internet search engine such as the Internet

Explorer or Google Chrome etc. engaging in further research and investigation on an experience/

observation of the VFT that is of personal interest and then use the gathered information to compile an

infographic digital poster using Piktochart Printable templates. The instructor will facilitate the students

throughout the lesson as and when necessary based on the skill and need level of the students.

Lesson Activity 4 (total duration 90-minutes):

The instructor will provide a 15-minute overview on the features and functions of Adobe Spark, a story-

telling application emphasizing the features of Spark Video option. The instructor will facilitate the

students providing guidelines on how to use Adobe Spark Spark Video feature

at https://spark.adobe.com/about/video to create a short-animated video presentation.

ISD PROJECT-SPECIAL EDUCATION 24

Students will work collaboratively for 75-minutes in pairs using Adobe Spark, to develop a short (a 3 -

5-minute-long) Spark Video presentation based on the virtual field trip report. The students will be

encouraged to engage in exploratory learning figuring out different Adobe Spark operations.

Both students in the pair are encouraged to take part in the verbal presentation of the info-graphic video to

the class, as their skill and need levels permit. The students will be provided with ample time to conduct

their video presentations.

Following up each presentation session there will a 2-minute whole class feedback session to encourage

informal peer review on the video presentation.

Lesson Activity 5 (total duration 90-minutes):

The instructor will provide a 15-minute overview on the features and functions of Adobe Spark, a story-

telling application emphasizing on Spark Page option to create Portfolio.

The instructor will facilitate the students providing guidelines on how to use Adobe Spark Spark Page

feature at https://spark.adobe.com/page/B8qeq/ to create a portfolio to house virtual field trip lesson

module projects.

Students will work individually for 75-minutes using Adobe Spark, to develop a Spark Portfolio page

reflecting on the software/ web applications used to completed projects, skills gained and the new

knowledge constructed through the lesson module using Adobe Spark Spark Page to house all the

projects they have developed based on the virtual field trip lesson module.

Note: The 90-minute long lesson activities need to be completed in multiple sessions, where a

single session lasts for 30-minutes or less in order to address needs to do with time

accommodations, activity pacing, class management and keeping the learners on task.
ISD PROJECT-SPECIAL EDUCATION 25

Media Selection

The following table presents a list of media - software and hardware needed for the entire

virtual field trip project. Media requirements criteria are elaborated in terms of additional media

support requirements, computer capability requirements, bandwidth requirements, and skills

requirements. Instructional delivery is discussed in the virtual filed trip course planning chart in

terms of content delivery, assessment, activities and student participation.

Accessibility: Effective integration of technology within the academic areas of

instruction may enhance the outcomes of students with SLD and maximize their accessibility to

the general education curriculum (Virginia.gov., 2014). Thus, the design and development of

this ISD module intends to offer a wide range of accommodations, modifications and assistive

technology options for students with SLD as required by their individual IEPs, in order to

facilitate better accessibility to information and learning. This ISD module will optimize and

enhance media and information accessibility to students with SLD in two ways: through

assistive technology devices (as determined by respective IEPs) and accessibility features that

are universally available via computer software and hardware and the Internet.

Assistive Technology (AT) as defined by Virginia Assistive Technology System (VATS)

reads as: any item, piece of equipment, or product system that may be used by a person with a

disability to perform specific tasks, improve functional capabilities, and become more

independent. It can help redefine what is possible for people with a wide range of cognitive,

physical, or sensory disabilities (Virginia.gov., 2013). Some of the most common assistive

technology devices used by students with SLD according to Stanberry and Raskind (2009)

include: abbreviation expanders, alternative keyboards, audiobooks, electronic work sheets,

freeform database software, graphic organizer and outlining, information/data managers, optical
ISD PROJECT-SPECIAL EDUCATION 26

data recognition and personal FM listening systems, portable word processors, proof reading

programs, speech recognition programs, speech synthesizers and screen readers, talking

calculators, talking spell checkers and electronic dictionaries, variable-speed tape recorders and

word-prediction programs (Stanberry & Raskind, 2009). In the context of this ISD module, all

students will be having access to their personal computers, laptops, iPads, tablets, and other

required computer devices and accessories and assistive technology devices as determined by

their respective IEPs. All the software and Web applications used in this ISD module

Inspiration Software, Skype in the Classroom, Microsoft Office, Piktochart and Adobe

Spark as discussed in the media selection chart below, are compatible with Windows:

Windows 7 & Windows 8 & Windows 10 and Macintosh: OS X 10.6 and later. Therefore,

accessibility features and AT tools accommodated by these operating systems and related

software, hardware and the Internet will be available for students with SLD in enhancing their

accessibility to media and information.

Usability: Skype in the classroom has a varied distribution of usability with features of

video conferencing, easy collaboration with educators around the world, connects classrooms

and schools, supports calling, messaging, video file and image sharing. Skype in the classroom

offers virtual field trips (VFT), Skype Lessons, Skype Collaborations, Mystery Skype and

Guest Speakers from around the globe, (Skype, n.d..).

Inspiration is a visual thinking and learning application that can be used on mobile

devices as the iPhone and iPad as well as pcs and laptops. Inspiration can also easily be used

for students with learning disabilities to create concept maps, mind mapping, concept mapping

and offers graphic organizers (Inspiration, 2017), that are easy for students with specific

learning disability to grasp.

ISD PROJECT-SPECIAL EDUCATION 27

Adobe Spark, and Spark Video, are an extremely versatile and usable application to use

in the classroom. The Adobe Spark application allows teachers to insert fun and interactivity

into all sorts of lessons and assessments. Adobe Spark allows the teacher to house the lesson

modules and plans that include and are not limited to creative storytelling, student portfolios, trip

reports, photo essays, and offers story starters (Adobe Spark, 2017). Piktochart is also easily

used with iPad, and pcs, and laptops.

Piktochart offers infographics, presentations and printables, for the student and teacher

to use. The student can create infographics easily by importing photos or other graphics, as well

as make presentations and printables that would include posters. It is a simple application and

easy for a student with specific learning disability (SLD) to understand with a minimal amount

of pre-instruction (Piktochart,2012).

Microsoft Office 2016 Home and Student Edition is used to teach basic keyboarding

skills, basic word processing skills, navigational and computer operational skills. Microsoft

Office 2016 Home and Student Edition, offers embedded adaptive and assistive technology

that a student with specific learning disability might require, such as a speech to text setting, and

text to speech setting (Microsoft Office,2017).

Sustainability: In May 2016, Adobe launched Adobe Spark. Adobe Spark can be

used on the iPad, iPhone, and Web. Adobe is free and designed for everyday communications

for creating and sharing impactful visual stories. The Adobe Spark web app seamlessly syncs

with Spark Page, Spark Post and Spark Video iOS mobile apps, allowing users to create, edit

and share their story from wherever they are, regardless of their design experience (Wikipedia,

2017).
ISD PROJECT-SPECIAL EDUCATION 28

Piktochart is a web-based info graphic media with HTML Publishing capability, which

generates info graphics that are viewable online with multiple clickable elements for users.

Piktochart has a free version that has over 600,000 registered users. Piktochart also offers a

subscription for $15 a month or a full access version for $29 a month. The current version of

Piktochart is called Magic Piktochart" and was released in January 2013. It includes an

HTML publisher which allows users to create info graphics that can be viewed online or

embedded to a website (Wikipedia, 2017).

Inspiration was introduced to the public in 1982 and is a product of Inspiration

Software Inc. The company offers a 30-day free trial membership, the software can also be

purchased for $39.95 for a continuous license for a single computer and is available via

electronic download. The companys visual learning tools are used by more than 25 million

people worldwide (Inspiration, 2017),

Skype was first released in 2003 and bought by Microsoft in 2011. It is available for free and

can be downloaded on computers, mobile devices, tablets, Xbox, and TV. At the end of 2010,

there were over 660 million worldwide users, with over 300 million estimated users each month

as of January 2017 (Wikipedia, 2017).

Internet safety and security: Virginia standards state that students will be versed in

Internet security. With this demographic, it would be advisable to continuously encourage

Internet safety, well before the virtual field trip event. VA standards (Virginia.gov., 2006) state

Senate bill 58, Protecting Children in the 21st Century Act, requires schools receiving federal

E-Rate funds to educate students about Internet safety and block students access to social-

networking Web sites and chat rooms unless supervised. Consistency in the classroom to

reiterate the urgency to protect the students from cyberbullying, or other predatory intentions of
ISD PROJECT-SPECIAL EDUCATION 29

others. Any opportunity to educate students to use caution when visiting these sites is important

in their safety.

Legal and ethical practices in using technology in the classroom: Students and

instructors can use indicated software for class projects under the Fair Use Rule. Fair Use

denotes that when used for educational purposes, the usual copyright laws dont always apply.

(Piktochart, 2012). Per the Rules of Copyright and Fair Use, an instructor or student can

borrow small pieces of Copyrighted work as long as it is for an educational project. Students and

instructors must always give credit to the creator of the resources, and depending on the class,

must be included in the works cited, or reference section according to the format of American

Psychology Association (APA), or Modern Language Association (MLA). Students in the

demographic targeted in the project can be instructed to use only about 10% of copy and paste

without getting into copyright issues. The instructor will be more involved to ensure that

plagiarism is avoided as well.

The rule of thumb Piktochart recommends are: No more than 4 pictures used from one

artist, 10% or 3 minutes or less of music (which ever of the two is less), one chart or cartoon per

book or periodical issue. YouTube videos can be used if the share feature has been enabled, to

allow for embedding in the students project. Do be aware that if the project is shared in a post

or in any other public access other than a site just for the class, the Fair Use Rules are no longer

valid.
ISD PROJECT-SPECIAL EDUCATION 30

Inspiration Software

Additional Recommended:
media Internet connection*
support QuickTime (for Mac only)
requirements Optional:
Interactive electronic whiteboard
Microphone
(Inspiration Software, 2017)

Computer Windows: XP, Vista, Windows 7 & Windows 8 & Windows 10

capability Macintosh: OS X 10.6 and later
requirements

Bandwidth For downloaded products, the computer on which the downloaded product is
requirements installed must be connected to the Internet for the product to be activated.

Skills Knowledge on visual organizers and basic computer navigation skills

requirement

Skype in the Classroom

Additional Desktop microphone

media Speakers
support Web camera
requirements Interactive white board for display or a data projector if video
conferencing with another class
Download Skype and setup a Skype ID

Computer Windows: XP, Vista, Windows 7 & Windows 8 & Windows 10

capability Macintosh: OS X 10.6 and later
requirements

Bandwidth Standard Internet connection

requirements

Skills Basic computer navigation skills and abilities in software down load and
requirement installation etc.
ISD PROJECT-SPECIAL EDUCATION 31

Interactive Whiteboard

Additional White-boarding software, a computer, a projector, interactive Whiteboard

media accessories
support
requirements

Computer For best performance, use the SMART Video Player on a computer that meets
capability the following requirements:
requirements Pentium 450 MHz processor (700 MHz or faster recommended)
128 MB RAM
160 MB of hard disk space
Microsoft DirectX 8.1 End-User Runtime or later
Macromedia Flash player version 7.0.19 or later (recommended)

(SMART Board interactive whiteboard system specifications, 2011)

Bandwidth Standard Internet connection

requirements

Skills Skills to setting up and operating a white-boarding, multimedia projector and

requirements computers

Internet search engines/browsers and Internet services

Mozilla Firefox, Google Chrome, Internet Explorer, Safari

Additional Internet browser compatible computer

media
support
requirements

Computer PC
capability Operating system: Windows XP, Vista, Windows 7, Windows 8
requirements Processor: Second generation Intel Core or compatible CPU (or higher).
Win 7 (1 GHz), Win XP (300MHz), Vista (1.5 GHz)
Memory (RAM): 1GB (minimum)
Free Hard Drive Space: 20GB (minimum)
Network Capability: Ethernet card or Wi-Fi
Browser: IE 9.x or higher, Firefox 28x or higher, Chrome 33.x or
higher
Graphics: XVGA (1024x768) or higher
Other: CD/DVD drive required (sound card and speakers recommended)
ISD PROJECT-SPECIAL EDUCATION 32

Mac
Operating system: OSX 10.5 (Leopard), OSX 10.6.X (Snow Leopard or
higher recommended)
Processor: PowerPC G3 or higher
Memory (RAM): 1GB (minimum)
Free Hard Drive Space: 20GB (minimum)
Network Capability: Ethernet card or Wi-Fi
Browser: Safari 5.x or higher, Firefox 28.x or higher, Chrome 33.x or
higher
Graphics: XVGA (1024x768) or higher
Other: CD/DVD drive required (sound card and speakers recommended)

(Internet FAQs, 2017)

Bandwidth Standard Internet connection
requirements

Skills Basic computer operation and navigation skills

requirements

Piktochart

Additional Piktochart works best with Google Chrome, or Internet Explorer

media
support
requirements

Computer Computer with standard Internet compatibility

capability
requirements

Bandwidth Standard Internet connection

requirements

Skills Basic computer operational and navigational skills, basic knowledge on

requirement infographics

Microsoft Office 2016 Home and Student Edition

Additional Adaptive/ assistive technology as required by individual student Individualized

media education plan requirements.
support
requirements
ISD PROJECT-SPECIAL EDUCATION 33

Computer 1 GHz Processor

capability 2 GB RAM
requirements 3.0 GB Disk space
1024x768 Resolution

(Microsoft Office, 2017)

Bandwidth Standard Internet connection

requirements

Skills Basic word processing skills, computer operational and navigational skills,
requirement keyboarding skills

Adobe Spark

Additional Operating Systems: Windows 7 or newer, Mac OS X, Chromebook

media Supported web browsers: Chrome 36 or newer, Firefox 31 or newer,
support Safari 7 or newer, Internet Explorer 11 (see note below), Microsoft
requirements Edge

(Adobe Spark 2017)

Computer We recommend at least 8GB of memory for PC's and at least 2GB of
capability memory for Chromebooks
requirements iPad or iPhone running iOS 9 or newer

(Adobe Spark 2017)

Bandwidth Standard Internet connection

requirements

Skills Basic word processing skills, computer operational and navigational skills,
requirement keyboarding skills
ISD PROJECT-SPECIAL EDUCATION 34

Instruction Delivery - Course Planning Chart

Instructio Objectives Activities and Instructional Media Student Time

nal Assessments Content Developm Participation Allotme
Activity Materials ent and nt/ Notes
Number Impleme
ntation
Pre- To engage in Activity: Interactive Exploratio Group Activity 20
Instructio reflective whiteboard n of Whole Class Minutes
nal learning by Instructor guided and Concept Activity
Activity 1 means of whole-class open accessories map Contributing
observation, discussion on Inspiration creation to the whole
exploration Dinosaurs and Jurassic software at using class
and Era using, interactive http://www.in Inspiratio discussion
experience white board, Inspiron spiration.com n
software. / Software
and (introducti
Assessment: Criterion - Self- on)
referenced feedback on reflective
the Individual student questionnaire
participation in - VFT
instructor guided whole Record
class open discussion.

Pre- To use Activity: Inspiration Concept Individual 50-

Instructio Inspiration Creating a concept map software at map Activity: Minutes
nal software to on student personal http://www.in creation
Activity 2 engage in computers, in the form spiration.com using Teacher
visual of mind/ cluster / Inspiratio guided Whole (The
learning diagram, using n Class Activity- lesson
through Inspiration software software students will will be
creation of Visual Learning feature observe and held in
concept maps at http://www.inspiratio explore the use two or
n.com/. of Inspiration more 25-
Software minute
Assessment: sessions)
Criterion referenced
feedback on exploration
and creation of Concept
mapping

Pre- To use Activity: Skype in Skype in Teacher 20

instruction Skype in the the guided whole Minutes
al Activity the Instructor guided Classroom Classroom class Activity
3 Classroom overview of Skype in (by - Students will
virtual field the Classroom Microsoft exploratio observe and
trip feature as Educator n of explore the use
a Exploratory learning by Community) features of Skype in
constructivist students engaging in at and usage the Classroom
instructional self- exploration of https://educati of
tool to engage Skype in the on.microsoft. Skype in
in interactive Classroom for com/skype- the
and educational purposes in-the- Classroom
ISD PROJECT-SPECIAL EDUCATION 35

collaborative classroom/ov (Introducti

learning Assessment: erview on)
Criterion-referenced
feedback on exploration
and use of Skype in
the Classroom

Lesson To use Activity: Skype in Skype in Teacher 90

Activity 1 Skype in the the guided Whole Minutes
the Participation in the Classroom Classroom class Activity
Classroom expert guided VFT VFT at - Students will (The
virtual field using Skype in the https://educati Participati participate in lesson
trip feature as classroom Virtual Field on.microsoft. on in the the VFT will be
a Trip feature at com/Story/Vi VFT using engaging in held in
constructivist https://education.micros rtualFieldTrip Skype in observation three or
instructional oft.com/Story/VirtualFi ?token=6XX the and inquiry more 30-
tool to engage eldTrip?token=6XX2P 2P classroom minute or
in interactive Each student completes Virtual Individual less than
and the questionnaire VFT Field Trip Activity sessions)
collaborative Record engaging in feature Students will
learning self-reflection based on complete the
individual observations, VFT record
explorations, engaging in
experiences and self-reflection
inquiries based on
individual
Assessment: observation
inquiries
Criterion-referenced
feedback on
Participation in the
VFT and completing
the Self-reflective
questionnaire VFT
Record

Lesson To use Activity: Microsoft Teacher 90

Activity 2 Microsoft Students compile a field Microsoft Office- Guided Minutes
Office for trip report on individual Office for Compilati Individual
report writing basis, reflecting on their report on of VFT Activity (The
and word- own observations, compilation, report Students will lesson
processing experiences, word using compile a VFT will be
explorations and processing Microsoft report using held in
inquiries based on the and/ or Office Microsoft three or
virtual field trip presentations Office based more 30-
experience using on their VFT minute or
Microsoft Office experience less than
sessions)
Assessment: Criterion
based feedback on the
compilation of VFT
report
ISD PROJECT-SPECIAL EDUCATION 36

Lesson To use Activity: Web-based Piktochart Teacher 90

Activity 3 Piktochart Work individually infographic - Guided Minutes
for info- creating an info-graphic application Creation Individual
graphics digital poster on a VFT Piktochart of digital Activity (The
through observation of personal at poster Students will lesson
creation of interest using https://piktoc using create a digital will be
digital posters Piktochart Printables hart.com/ Piktochart poster held in
feature Printables engaging in three or
feature observation more 30-
Assessment: and minute or
Criterion-referenced exploration less than
feedback on creation of using sessions)
digital poster Piktochart

Lesson To use Adobe Activity: Adobe Adobe Teacher 90

Activity 4 Spark Create an info-graphic Spark Spark guided Group Minutes
Spark Video video presentation in Spark Video Spark Activity -
feature for collaboration with a feature at Video: Students will (The
visual-audio- partner based on the https://spark.a Creation create an lesson
kinesthetic VFT experience using dobe.com/abo of infographic will be
(VAK) Adobe Spark Spark ut/video infographi video held in
learning Video feature c video presentation three or
through presentati engaging in more 30-
creating an Following each on using observation, minute or
info-graphic presentation, the whole Adobe exploration less than
video class engages in an Spark and sessions)
presentation informal peer-review Spark collaboration
session providing Video using Adobe
critical feedback feature Spark Video

Assessment:
Criterion- referenced
feedback on creation of
infographic video
presentation and
informal feedback by
peer-review on the
video presentation

Lesson To use Adobe Activity: Adobe Adobe Instructor 90-

Activity 5 Spark Create an e-portfolio Spark Spark guided minutes
Spark Page reflecting on the Spark Page Spark individual
feature for software/ web feature at Page: activity - (The
authentic and applications used to https://spark.a Creation Students will lesson
reflective completed projects, dobe.com/pag of an E- create an E- will be
learning and skills gained and the e/B8qeq/ portfolio portfolio to held in
assessment new knowledge using house the three or
through constructed through the Adobe projects more 30-
creating an e- module using Adobe Spark- completed in minute or
portfolio page Spark Spark Page Spark the lesson less than
Page for module sessions)
Assessment: Portfolios engaging in
Criterion referenced observation
feedback on creation of and
E-portfolio exploration
ISD PROJECT-SPECIAL EDUCATION 37

References

Adobe Spark. (2017). Retrieved from: https://spark.adobe.com

Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design of Instruction. New York,

NY, USA: Addison-Wesley Educational Publishers.

Discover Jurassic fossils at dinosaur national monument. (2015, November 11). Retrieved from

https://education.microsoft.com/Story/VirtualFieldTrip?token=6XX2P

IDEA. (2004). Building the legacy: IDEA 2004. Retrieved from http://idea.ed.gov/

Inspiration Software. (2017). Retrieved from http://www.inspiration.com

Internet FAQs. (2017). Retrieved from https://www.timewarnercable.com/en/support/faqs/faqs-

internet/internettr/what-are-the-minimum-system-requirements-for-twc-central.html

Koohang. A, Riley. L, and Smith. T (2009). E-learning and constructivism: from theory to

application. Interdisciplinary Journal of E-Learning and Learning Objects 92-109.

Retrieved from http://www.ijello.org/Volume5/IJELLOv5p091-109Koohang655.pdf

Microsoft Office 2016 Home and Student Edition. (2016). Retrieved from:

https://products.office.com/en-us/home-and-student

Microsoft Office. (2017). System requirements for Office. Retrieved from

https://products.office.com/en-us/office-system-requirements

Morgan, P. L. (2006). Increasing task engagement using preference or choice-making: Some

behavioral and methodological factors affecting their efficacy as classroom interventions.

Remedial and Special Education, 27(3), 176-187.

National Association of Special Education Teachers (NASET) Characteristics of Children with

Learning Disabilities. (2016) Retrieved from

www.naset.org/fileadmin/user_upload/LD_Report/Issue_3_LD_Report_Characteristic_of
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_LDpdf.

Piktochart. (2012), Retrieved from https:magic.piktochart.com

Sevilio, K. L. (2009). You get to choose! Motivating students to read through differentiated

instruction. Teaching Exceptional Children Plus, 5(5), 1-11. Retrieved from Retrievable

from http://files.eric.ed.gov/fulltext/EJ967752.pdf

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classroom/overview

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fpd/800ixseries/specsheets/specsb885ixv07jul11.pdf

Stanberry. K. & Raskind. M. H. (2009). Assistive Technology for Kids with Learning

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overview

Virginia.gov. (2006). Guidelines and Resources for Internet Safety in Schools. Retrieved from

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_resources.pdf

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science.pdf

Virginia.gov. (2013). Virginia Assistive Technology System. Retrieved from

http://www.vats.org/progserv.htm
ISD PROJECT-SPECIAL EDUCATION 39

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ISD PROJECT-SPECIAL EDUCATION 40

Appendix

Virtual Field Trip Record

Name: Date:

Venue/ place:

Topic/ Subject matter:

My observations:

My explorations/experiences:

Interesting facts I learned:

New words I learned:

My favorite experience/ aspect of the virtual field trip:

My questions for further research: