Effectiveness of an Online Simulation for Teacher Education
Farnaz Badiee, David Kaufman, Simon Fraser University, Canada
Journal of Technology and Teacher Education Volume 22, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study evaluated the effectiveness of the simSchool (v.1) simulation as a tool for preparing student teachers for actual classroom teaching. Twenty-two student teachers used the simulation for a practice session and two test sessions; data included objective performance statistics generated by the simulation program, self-rated performance data, and qualitative opinions and perceptions from participants. Participants’ scores for their simulated students’ learning significantly improved between practice and actual simulation sessions with one student, but their learning scores significantly decreased as complexity increased between sessions with one student and five students. Task appropriateness scores increased with practice. Participant ratings indicated that overall they found simSchool to be a helpful tool for learning about classroom teaching and identified shortcomings in the user interface and simulation organization that should be corrected to improve its effectiveness. Results show promise for the use of the simulation to augment teacher training programs before the actual classroom teaching experience.
Badiee, F. & Kaufman, D. (2014). Effectiveness of an Online Simulation for Teacher Education. Journal of Technology and Teacher Education, 22(2), 167-186. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
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Bryan Sorohan & Tommye Thomas, College of Education, Brenau University, United States
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