You can contact LEARNZ, part of CORE Education, at:
PO Box 13 678,
My students enjoyed it and learnt so much. They were inspired and did their own projects on kauri dieback. They learnt to do inquiry learning. They enjoyed the videos and doing the activities to test their knowledge.
Fun, engaging, easy to use once you get your head around it all, kids love it, lots of different technology options. Some great info to challenge gifted and talented learners. Great to see the inclusion of Maori vocab.
Hearing from experts is fantastic from a multi-layer perspective - from learning about future careers (scientists, DOC rangers, visitor centre staff) to the significance of the kauri to NZ was excellent. The (bilingual class) children really enjoyed hearing guest speakers present in Te Reo, present their mihi and hear first hand how important the kauri was and is to them.
Engaging and relevant. My tamariki loved learning about the kauri. The field trip allowed them to engage with and utilise the learning we were doing in the classroom.
We found it an effective way to learn. It focussed us on our work and was more interesting than just picking up a book. We would use LEARNZ again because we get to learn more about what's outside of our local community.
Students were motivated by the field trip and made gains in reading, research, and critical thinking.
Adds to the learning experiences of our topic studies. We are studying kauri dieback using the "Keep Kauri Standing - Kauri Dieback" school resource so this trip supported that learning. It visited some of the areas we had already learned about and added some information from experts that helped to answer some of the questions we had.
Photos generated a lot of discussion.
Fitted in very well with our non-fiction reading strategies and gave information that we weren't aware of. Also topical with the news broadcast about Coromandel.
We live in the north and are surrounded by Kauri trees. Our students are now aware that kauri trees are under threat as they did not know this initially. I feel science is a very important part of the curriculum and want to encourage students to interact with the New Zealand environment. We are now going to visit the local bush and observe our trees.
They (LEARNZ virtual field trips) are informative and they reinforce what I am teaching. We had watched with real disappointment the Kauri Grove in Cambridge and our local area die in last year's drought.
Very informative as to what is happening on our doorstep, and we did not know about it. We are now going to contact DOC in our area and finding out more that we can do to help locally. All children saw things they related to, and saw the relevance of what they were learning. Nice to have the extra background from maori perspective.
Supported inquiry questions. Connections were made between areas visited on the virtual field trip and local known areas. Questions that accompanied videos matched the questions students had in discussions.
Great for Maori and Pasifika students and ESOL.
My students loved learning about the animals in the wetlands and why they are important. I have used the field trip integrated into my planning and programme.
We used the field trip as an alternative programme for our advanced readers. The students who undertook this field trip were engaged and interested in the content. We were able to select background information and activities that were suitable, yet challenging enough for our students. The use of video, with the ability to replay and revisit parts to gain a greater understanding, was helpful. They had very little knowledge prior to the 'trip', but demonstrated a great understanding afterwards.
It is such a great resource as all the background research has been completed for teachers and we can rely on it as being factual with the experts involved. Having a face to experts is really important for children. Videos were also most useful for a Y2 & 3 class. We are using it as a context for our Inquiry and this topic complimented our topic as it was local to our school.
Science is an area we are trying to strengthen and this was a perfect opportunity to put the students in a real life context or study. The students were really engaged in the topic. I am looking forward to sharing with my students both the Antarctic and ANZAC Memorial Park trips. Both are topics we were already studying.
The children were fascinated by the virtual field trip videos. They learnt a lot of new ideas and words and talked about it for days. The field trip was effective as it showed our students that other people did what we do.
Love the SOLO Taxonomy integration - that is the kind of thing we love! Great model for us of how to use such tools. The field trip was part of our Wonderful Wetlands term focus. We also went for an afternoon to Travis Wetlands in Christchurch. Good contrast of virtual and hands on. LEARNZ gives access to environments and experts that are pure quality.
Thank you, this was fantastic for my class. It worked well with our topic. Children were able to undertake this independently and were able to answer the questions after watching the videos.
The quality of resources is exemplary. Being able to access audio to support the readings is crucial for a number of learners in my class. The field trip met all of the learning intentions outlined by the LEARNZ overview and opened new lines of discussion and knowledge for all students.
Easy to use and great resources. The 2 levels of background pages were appropriate. Short videos with questions meant students didn't get bored.
Great engagement in our inquiry topic. Great content in differentiated forms. Connected to the environment and groups involved in community. Experts' content was put into language the students could understand.
It saves teachers valuable time. It is great to have the experts and a meaningful context for inquiry learning. My Year 3/4s learnt about braided rivers and were able to develop open questions for the audio conference. It was good to have a voice-over for the background pages. The panoramic section was excellent for making inferences.