simSchool: A Pilot Study of Perceptions of Differentiated Instruction
Judith A. Scott, Missouri Baptist University, United States ; Susan Hopper, Episcopal School of Dallas, United States ; David Collum, Melanie Bishop, Timothy Delicath, Missouri Baptist University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In the high stakes testing environments of Pre-K-12 environments, the opportunities for pre-service teachers to participate in field experiences to hone professional skills like differentiation of instruction are narrowing. Schools of Education seeking to prepare teacher candidates for service in diverse learning communities are seeking alternative means of securing these experiences. Using a mixed methods framework, this study examined the perceptions of study participants with respect to use of simSchool and differentiated instruction, as well as the use of personality inventories to establish learning preferences in support of differentiation. A paired t-test was used to determine the relationship between student responses on pre- and post-surveys. The p value was 0.0055, thus showing significance at an alpha of 0.01. This study addresses the efficacy of simSchool, a virtual learning environment, in preparing prospective teachers for success in teaching diverse learners using differentiated instruction.
Scott, J.A., Hopper, S., Collum, D., Bishop, M. & Delicath, T. (2016). simSchool: A Pilot Study of Perceptions of Differentiated Instruction. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3061-3066). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations
Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.
- presentation_3071_48368.pptx (Access with Subscription)