Games and Simulations in Teacher Education

207 Pages·2020·7.551 MB·English

by  Elizabeth Bradley

Advances in Game-Based Learning
Elizabeth Bradley  Editor
Games and
Simulations
in Teacher
Education
Advances in Game-Based Learning
Series Editors
Dirk Ifenthaler
Scott Joseph Warren
More information about this series at http://www.springer.com/series/13094
Elizabeth Bradley
Editor
Games and Simulations
in Teacher Education
Editor
Elizabeth Bradley
School for Graduate Studies
SUNY Empire State College
Latham, NY, USA
ISSN 2567-8086 ISSN 2567-8485 (electronic)
Advances in Game-Based Learning
ISBN 978-3-030-44525-6 ISBN 978-3-030-44526-3 (eBook)
https://doi.org/10.1007/978-3-030-44526-3
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Foreword
Teacher education combines a large number of competencies which characterise
later experts in education and schooling. Some of these competencies include (a)
the design, planning, and evaluation of learning and teaching processes; (b) the
motivation of students; (c) the knowledge of developmental, social, and cultural
presuppositions of students; (d) the assessment, analysis, and facilitation of a stu-
dent’s stage of development and learning; (e) the ability to conduct counselling
interviews; (f) the active cooperation in quality development of a school and school
organisation; and many others.
Teacher education programmes focus on these competencies, which teachers
require to perform their tasks effectively in the classroom, school, and wider educa-
tional arena. Both, the pre-service and in-service teacher education programmes
utilise an abundancy of methods and approaches to prepare and advance the teach-
ers’ competencies including mentoring, attendance at school, peer networks, super-
vision, self-reflections, and development portfolios. However, the use of games and
simulations in the field of teacher education is very rare.
Computer-supported learning environments such as games and simulations offer
effective means for understanding complex processes. As a consequence of this
development, games and simulations have become a widely used tool for training
and for research on human interaction with complex work and learning environ-
ments. In contrast to other media, such as animation, film, etc., games and simula-
tions provide a wide range of capabilities and areas of application for learning and
instruction. Accordingly, more and more games and simulations are being imple-
mented for very specific purposes and complex content. For example, training pro-
grammes using games and simulations have been successfully applied in the fields
of flight training, healthcare education, dental education, command and control
training of large incidents, team-based decision making, training of firefighters, and
many other domains. Still, comprehensive frameworks linking individual cognitive
processes, learning, instruction, and the design of games and simulations are scarce.
In this edited volume, Games and Simulations in Teacher Education, Elizabeth
Bradley brings together international experts on games and simulations showcasing
their latest concepts, methodologies, and empirical findings. The contributions
v
vi Foreword
focus on simulation technologies, gamifying trainings, and virtual reality. Chapter
authors use empirical research methodologies, including existing, experimental,
and emerging conceptual frameworks, from various fields in order to tackle phe-
nomena for preventing adverse childhood experiences; bullying prevention; pro-
moting understanding of students with disabilities and social, emotional, and
behavioural concerns; and supporting general and special education preparation.
The synthesis of latest innovations and fresh perspectives on pedagogical con-
structs makes Games and Simulations in Teacher Education a cutting-edge read for
researchers and educators in teacher education and beyond. Despite the potential
and applications of games and simulations being showcased in this edited volume,
it is imperative to note that a meaningful integration of games and simulations in
pedagogical scenarios shall have a supporting purpose for learning processes,
knowledge construction, and learning outcomes.
Dirk Ifenthaler (http://www.ifenthaler.info) is Professor and Chair of Learning,
Design and Technology at the University of Mannheim, Germany, and UNESCO
Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin
University, Australia. His previous roles include Professor and Director, Centre for
Research in Digital Learning at Deakin University, Australia, Manager of Applied
Research and Learning Analytics at Open Universities Australia, and Professor for
Applied Teaching and Learning Research at the University of Potsdam, Germany.
He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of
Education, University of Oklahoma, USA. Dirk’s research focuses on the intersec-
tion of cognitive psychology, educational technology, data analytics, and organisa-
tional learning. His research outcomes include numerous co-authored books, book
series, book chapters, journal articles, and international conference papers, as well
as successful grant funding in Australia, Germany, and the USA. He is the Editor-
in- Chief of the Springer journal Technology, Knowledge and Learning (www.
springer.com/10758) and editorial board member of several international journals.
Professor Dirk Ifenthaler
University of Mannheim
Mannheim, Germany
Curtin University
Perth, Australia
Acknowledgements
Thank you to my family – my husband Curtis and our three children, for their
encouragement and support of my work – and to my parents for instilling a love of
lifelong learning. Thank you to Eileen O’Connor and David Gibson for introducing
me to the field of games and simulations. Finally, thank you to the Great I Am, from
whom all blessings flow.
vii
Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Elizabeth Bradley
2 Introduction to PK12 Professional Development Role-Play
Simulation Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Glenn Albright
3 Swimming Upstream: Preventing Adverse Childhood
Experiences in Preparing Students for PK12 . . . . . . . . . . . . . . . . . . . . 19
Glenn Albright and Nikita Khalid
4 Step In, Speak Up! LGBTQ Youth Bullying Prevention . . . . . . . . . . . 35
Elizabeth Bradley, Glenn Albright, Jeremy McMilan,
and Kristen Shockley
5 Gamifying Teacher Training: Simulated Practice Learning
for Future and Practising Teachers Interacting
with Vulnerable Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Thomas Connolly, Nina Tsvetkova, and Plama Hristova
6 Training Special Education Teachers Through Computer
Simulations: Promoting Understanding of the Experiences
of Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Jelia Domingo and Elizabeth Bradley
7 What Simulation-Based Mentoring May Afford:
Opportunities to Connect Theory and Practice . . . . . . . . . . . . . . . . . . 91
Patricio Herbst, Nicolas Boileau, Mollee Shultz, Amanda Milewski,
and Vu-Minh Chieu
8 Professional Development Simulations for K12 Educators
to Address Social, Emotional, and Behavioral Concerns
in the School Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Nikita Khalid
ix
x Contents
9 Trauma-Informed Practices for K12 Schools . . . . . . . . . . . . . . . . . . . . 127
Nikita Khalid and Glenn Albright
10 Virtual Reality to Train Preservice Teachers . . . . . . . . . . . . . . . . . . . . 141
Richard Lamb and Elisabeth Etopio
11 Virtual Reality: Bringing Education to Life . . . . . . . . . . . . . . . . . . . . . 155
Eileen O’Connor
12 Simulated Learning Environments to Support General
and Special Education Preparation Programs in Developing
Teacher Candidate Instructional Strategies and a Disposition
Toward Coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Maria B. Peterson-Ahmad and Melanie Landon-Hays
13 TeachLivE™ and Teach Well: Simulations in Teacher
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Krista Vince Garland and Dennis Garland
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197