Using Virtual Roleplay Modules to Develop Teacher Candidates’ Competence in Communicating About Bullying
Deborah Schussler, Jennifer Frank, Michelle Wright, TK Lee, Penn State University, United States ; Julia Mahfouz, Pennsylvania State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Teachers can play a critical role in stopping bullying-related violence. However, many teachers report they are reluctant to become involved in peer conflicts for fear of “making the situation worse.” Live roleplay, which is typically used to teach these skills, is inefficient, frequently ineffective. Virtual roleplay can simulate intelligent, authentic conversations, but it may be most effective when presented in developmentally sequenced modules. The purpose of this project is to help teacher candidates to respond effectively to classroom bullying by providing them with opportunities to interact with virtual roleplay (VRP) modules that incorporate pre-conversation prompts and post-conversation reflections to teach a set of vital, targeted communication skills. Results showed that candidates found the VRP mostly user-friendly and that their efficacy around handling bullying increased and their likelihood of intervening in relational bullying also increased.
Schussler, D., Frank, J., Wright, M., Lee, T. & Mahfouz, J. (2017). Using Virtual Roleplay Modules to Develop Teacher Candidates’ Competence in Communicating About Bullying. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2243-2251). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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