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Good planning must precede field trips, real or virtual. Before considering virtual field trips, read a discussion on the topic, "Why Take Field Trips."
Education World has two articles that you should read before you write your own virtual field trip.
North Carolina State University has a good discussion of four categories of virtual field trips that will present some ideas you might not have considered. You may wish to modify one of their suggestions and have your students produce a PowerPoint show to follow up their trip, rather than a HyperStudio stack.
SurfAquarium has a good set of Virtual Field Trip Guidelines, including a nice list of do's and don't's. One excellent suggestion of theirs is that the teacher should remember that they are taking the class outside the four walls of their classroom, albeit via cyberspace, and must provide just as much supervision and structure as they would on a traditional field trip.
The Indigenous Education and Training Alliance has way of looking at virtual field trips that is different from the common virtual tourist model. They assert that in order for the VFT to have a significant curriculum purpose, it is desirable to have a problem or investigation as the guiding framework of the VFT. This was of designing a VFT will have your students working at higher levels of Bloom's taxonomy.
Take a look at a permission form posted by field-trips.org. This permission form is a .pdf (portable document format) and will require Adobe Acrobat Reader. The purpose of the form is to notify the parent of the virtual excursions so that they might engage their child in a discussion of their online journey. If you think that this is a good idea, as I do, create your own permission form using MS Word.
After the field trip, look back at the experience using the evaluation form provided by Kathy Schrock.