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Use of an Online Simulation to Support Pre-service Teacher Knowledge of Literacy Instruction
PROCEEDINGS

, University of Wollongong, Australia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The authors of this paper report on software that made use of segment excerpts of authentic classroom literacy experiences into interconnected, short-term teaching episodes called cycles. Sets of cycles link in a variety of ways to create a representation of the diversity of possible teaching episodes. As a result, each teaching episode unfolds according to the decisions that users make about the management of the classroom, teaching experience and students, and of random events that occur during each cycle. This research affirmed that these simulated cycles are effective in developing pre-service teachers' understanding of literacy teaching when users have access to support from cognitive tools designed to connect them with the theory needed to understand and address the pedagogical problems posed by the simulation. We found that this allowed pre-service teachers to more fully appreciate the reasons behind, and the potential impact of, subtle changes that expert teachers make during lessons.

Citation

Ferry, B. (2006). Use of an Online Simulation to Support Pre-service Teacher Knowledge of Literacy Instruction. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 512-519). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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