This book includes more than twenty computer games and simulations for use in teacher training. Each of these simulations is innovative and presents an opportunity for pre-service teachers to have hands-on experience in an area of need prior to teaching in the classroom. Information on the simulation origins, including theoretical underpinnings, goals, characteristics, relevant research/program evaluation results, discussion of benefits and limitations as well as dissemination, recommended use, scope of practice, etc. of each game or simulation are included. Pre-service and new teachers will gain a number of useful skills through completion of these simulations and higher education faculty and administrators will gain a plethora of research-based and effective training tools for use in their teacher training programs.
Author(s): Elizabeth Bradley
Series: Advances in Game-Based Learning
Publisher: Springer
Year: 2020
Language: English
Pages: 201
City: Cham
Foreword
Acknowledgements
Contents
Contributors
About the Editor
Chapter 1: Introduction
1.1 Current Teacher Education Simulations
1.2 Conclusions
References
Chapter 2: Introduction to PK12 Professional Development Role-Play Simulation Technology
2.1 How a Simulation Works
2.2 Advantages of Virtual Humans
2.3 Under the Hood: What Drives the Simulations
2.4 Instructional Design Component: Simulations Rooted in Learning Theory
2.5 Interfering with Leaning: Respecting the Limits of Short-term Memory
2.5.1 Conversation Component
2.6 Conclusion
References
Chapter 3: Swimming Upstream: Preventing Adverse Childhood Experiences in Preparing Students for PK12
3.1 Background
3.2 What Are Adverse Childhood Experiences?
3.3 Why Are ACEs Occurring?
3.4 Corporal Punishment
3.5 Who Is This Problem Affecting?
3.6 Understanding the Parents
3.7 Preventing ACEs: Solutions and Results
3.8 The Simulation: Calm Parents, Healthy Kids
3.9 Components of the Simulation
3.10 Prompting a Child to Get Ready to Leave Home
3.11 Temper Tantrums: Reducing the Frequency
3.12 Handling a Child Interrupting a Parent on the Phone
3.13 Hit Another Child on the Playground: Emotional Coaching an Upset Child
3.14 Methods
3.15 Results
3.16 Conclusions
References
Chapter 4: Step In, Speak Up! LGBTQ Youth Bullying Prevention
4.1 Introduction
4.2 Background
4.2.1 Step In, Speak Up!
4.2.2 Hypotheses and Measures
4.3 Method
4.3.1 Participants and Design
4.3.2 Measures
4.3.3 Step In, Speak Up!
4.3.4 Procedure
4.3.5 Fidelity of Simulation and Data Analyses
4.3.6 Planned Analyses
4.4 Results
4.4.1 Means Efficacy
4.4.2 Evaluation of Step In, Speak Up!
4.4.3 Behavior Changes
4.5 Discussion
4.6 Conclusion
References
Chapter 5: Gamifying Teacher Training: Simulated Practice Learning for Future and Practising Teachers Interacting with Vulnerable Learners
5.1 Introduction
5.2 Practice Learning
5.3 Simulated Practice Environment
5.3.1 The Cases
5.3.2 The Tiny Oaks Nursery
5.3.3 The Play2Do Simulated Practice Environment
5.4 Evaluation Methodology
5.4.1 Evaluation of Digital_Bridges
Comparison of Pre-test and Post-test
5.4.2 Evaluation of Play2Do
Comparison of Pre-test and Post-test
Summary
5.5 Recommendations and Conclusions
References
Chapter 6: Training Special Education Teachers Through Computer Simulations: Promoting Understanding of the Experiences of Students with Disabilities
6.1 Introduction
6.2 Social/Emotional Disorders
6.3 Autism Spectrum Disorder
6.4 Attention-Deficit/Hyperactivity Disorder
6.5 Dyslexia
6.6 Visual Impairments
6.7 Hearing Impairments
6.8 Conclusion
References
Chapter 7: What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice
7.1 Theory and Practice in Learning to Teach
7.2 Innovations in the Settings for Learning to Teach
7.3 Innovations in Mentoring Are Needed
7.4 Theoretical Framework
7.5 Technology-Mediated Simulations of Teaching: A Conceptual Framework
7.5.1 The User Interface: Modality and Individuality
7.5.2 The Engine of a Simulation
7.5.3 Interacting with the Milieu in a Simulation of Teaching
7.5.4 A Teaching Simulator as Support of a Mentor-Mentee Relationship
7.6 Practical Rationality: The Theory of Teaching Behind the Design of SimTeach
7.6.1 Mathematics Instruction
7.6.2 The Professional Obligations of Mathematics Teaching
7.7 The SimTeach Simulation
7.7.1 The Milieu in the SimTeach Simulation
7.8 Method
7.8.1 Procedure
7.8.2 Data Sources and Data Analysis
7.9 Results
7.9.1 Connections Made About Noticing
7.9.2 Connections Made About Alternativity
7.9.3 Connections About Justification
7.9.4 Connections About Situative Flexibility
7.10 Discussion and Conclusion
References
Chapter 8: Professional Development Simulations for K12 Educators to Address Social, Emotional, and Behavioral Concerns in the School Setting
8.1 Using Virtual Classrooms to Help Real Students
8.2 Effects of Mental Disorders on Student Achievement
8.3 Impact of Student Mental Health on Educator Fatigue, Burnout, and Turnover
8.4 Teacher Mental Health and Its Impact on Student Achievement
8.5 Mental Health Culture in Schools
8.6 Influence of Stigma and Culture in Help-Seeking Behaviors
8.7 Cost and Availability of Mental Health Care
8.8 Kognito K12 Simulations: Educators Becoming Gatekeepers
8.9 At-Risk for Elementary School Educators (Fig. 8.1)
8.10 At-Risk for Middle School Educators (Fig. 8.3)
8.11 At-Risk for High School Educators (Fig. 8.5)
8.12 Conclusion
References
Chapter 9: Trauma-Informed Practices for K12 Schools
9.1 Introduction
9.2 Background to the Learning Experience
9.3 Adverse Childhood Experiences
9.4 Trauma and Learning
9.5 Teacher Burnout
9.6 The Simulation
9.7 The Study
9.8 Results
9.8.1 Demographics
9.8.2 Satisfaction
9.8.3 Knowledge and Ability
9.9 Beliefs Regarding Disruptive Students
9.10 Impact on Behavior
9.11 Discussion and Conclusion
References
Chapter 10: Virtual Reality to Train Preservice Teachers
10.1 Introduction
10.2 Purpose, Research Question, and Hypothesis
10.3 Methods
10.3.1 Procedure, Unit of Analysis, and Sample
10.3.2 Conditions
10.3.3 Measures of Cognitive Dynamics Functional Near-Infrared Spectroscopy (fNIRS)
10.3.4 Autonomic Nervous System Measures
10.3.5 Paper Measures
10.3.6 Scenario Characteristics
10.3.7 Data Processing
10.4 Results
10.5 Discussion
10.5.1 Limitations
10.5.2 Conclusion
10.5.3 Implications for Practitioners
References
Chapter 11: Virtual Reality: Bringing Education to Life
11.1 Literature Review: Background
11.2 Implementing VR
11.3 Understanding This Environment
11.4 Acquiring Environments – Co-workspaces Too
11.5 Developing Applications
11.6 Meetings, Collaborations, Presentations, and Poster Sessions
11.7 Quests and Games
11.8 Simulations and Role-Playing
11.9 Mathematics, Computer-Aided Design, and STEM/STEAM
11.10 Mathematics and Economics
11.11 Coding and Scripting
11.12 Understanding the Avatar
11.13 Designing for Learning and the Learner
11.14 Evaluating: The Learning Experience/The Environment
References
Chapter 12: Simulated Learning Environments to Support General and Special Education Preparation Programs in Developing Teacher Candidate Instructional Strategies and a Disposition Toward Coaching
12.1 Introduction
12.2 Simulated Learning Environments
12.3 Using TeachLivE and Mursion to Prepare Teacher Candidates
12.3.1 Recommended Use and Scope of Practice
12.3.2 Benefits of Using Simulated Learning Environments
12.3.3 Limitations of Using Simulated Learning Environments
12.4 Conclusion
References
Chapter 13: TeachLivE™ and Teach Well: Simulations in Teacher Education
13.1 Introduction
13.2 Simulation Technology in Teacher Preparation
13.3 TeachLivE™
13.4 The TeachLivE™ Space
13.5 TeachLivE™ Development
13.6 Utilizing TLE in Teacher Education Programming
13.7 Individualized Clinical Coaching and Provision of Feedback
13.8 Reflective Practice
13.9 Perceived Value
13.10 Conditionalities and Considerations
References
Index
