Search results for: Simulated environment
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Human-in-the-loop simulation is a valuable tool that can support novice teachers in learning how to lead classroom discussions. The authors ground their use of simulation in a theory of practice-based teacher education, examining how authenticity is theorized around approximations of practice. They then illustrate the use an approximation of practice approach, discussing guiding principles of project work in which novice teachers learn to facilitate small-group discussions with digitally simulated fifth-grade students. Several provocative vignettes illustrate the complexity of authenticity, suggesting additional theorization to help use authenticity as more a malleable attribute than as simulation’s end goal. One implication is that more study is needed, in the context of using virtual environments and humans in teacher education, addressing authenticity, participant perception of authenticity, and their interaction.
Updated: Aug. 20, 2021
This literature review analyzed 18 studies published between 2013 and 2020 to understand the role of virtual humans in mixed reality digital puppeteering simulations aimed at promoting teacher learning. Research questions explored: simulation design models, interactor training, and the attention researchers gave to language and race in the virtual classroom. The descriptive and logistical findings from this review resulted in three learning design models and five design principles that may guide the future use of digital puppeteering in mixed-reality virtual classrooms to promote teacher learning. Across studies, findings suggested promising results of teacher learning through mixed reality simulations and illuminated possible areas for future research. These included the documentation of interactor preparation and detailed evaluation of the interactions between teachers and avatars in virtual classrooms
Updated: Aug. 20, 2021
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Updated: Jul. 19, 2017
This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Updated: Jan. 24, 2017
This article argues that because mobile technologies are overtaking personal computers as the primary tools of Internet access, new forms of teaching and assessment are required to foster 21st century literacies, including those needed by K–12 teachers. Mobile technologies' unique affordances for teaching and assessment can create unique distributed task environments for learning and assessment. The author illustrates SimSchool as an example of a computer simulation designed for teacher education that utilizes mobile computing affordances.
Updated: Nov. 25, 2015
The main objective of this study was to identify emergent learning aspects of team-based simulations (TBS) among teacher trainees through transcribed videotaped simulations of critical ethical incidents. Findings point to a four-dimensional model of ‘Learning ethical conduct through TBS.’ First, TBS enables trainees to learn to make decisions within a “supportive-forgiving” environment. Second, the use of TBS may increase trainees’ awareness of their responsibility to learn how to develop standards of care for their students. Third, TBS helps teacher trainees to learn how to reduce colleagues’ misconduct. Fourth, TBS helps trainees develop an integrative approach as they have to consider different perspectives simultaneously.
Updated: Apr. 12, 2015
This study evaluated the effectiveness of the simSchool (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. The findings reveal that participants’ scores for their simulated students’ learning significantly improved between practice and actual simulation sessions with one student. However, participants' learning scores significantly decreased as complexity increased between sessions with one student and five students.
Updated: Jul. 20, 2014
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011