I. THESIS ABSTRACT
Research has indicated that simulations contribute to learning, by providing immediate feedback, engaging learners, and in establishing an authentic and individualized understanding within a variety of areas. Analysis of the data shows that 21st century learners are eager to be engaged in this type of pedagogical environment with interactive experiences, which allows for consistent learning and relearning. Students of the 21st century crave opportunities to be directly involved in exploring new material delivered in a technological format. New generational students learn by doing, and the entertainment factor within technological resources supports more meaningful engagement. The traditional 20th century format is no longer challenging or interesting for these students. The existing problem is that educators don’t have the training or knowledge to reach these new learners.
II. Introduction
Students of the 21st century crave opportunities to be directly involved in exploring new material delivered in a technological format. New generational students are hands-on learners, and the entertainment factor within technological resources supports more meaningful engagement. When utilizing games and simulations as learning tools, students show high engagement, according to Roth and Welzel (2001). As stated by Whitsett (2007), "Students graduating from our high schools, colleges, and universities are moving into a world that is entirely different than that of our parents and grandparents." (p.8). Educators and school administrators in the K-12 setting tend to view video and computer games solely as a form of entertainment. Often, these games are not viewed as educational tools.
The solution lies with the teachers and administrators. With training and knowledge of the benefits of using technological tools in the classroom, teachers and administrators may have the confidence and willingness to begin a new chapter in classroom learning. Using simple methods, teachers and administrators could quickly be instructed on how to use educational websites in the classroom. According to Anthes (2009), “separate studies, to boost visual acuity, spatial perception, and the ability to pick out objects in a scene. Complex, strategy-based games can improve other cognitive skills, including working memory and reasoning”(p.1). One example of an educational tool for professional development is a Ning site, which explains the background of the new learning techniques and give success stories describing student achievement, reached through active participation in a simulation. Educators could be presented with a questionnaire inquiring about their familiarity with 2nd generation learning through game simulations such as those found at EdHeads.org, Oregon Trail, as well as collaboration sites such as Ning. The data would be displayed for their immediate feedback. According to Srinivasan, Perez, Palmer, Brooks, Wilson, and Fowler (2006), simulations are available to support instruction in many areas of science and engineering. The participants would then be led to an online site, either EdHeads.org or an Oregon Trail site. These sites are free, are user-friendly, and are Web 2.0. The purpose of this design is for the participants to learn how to use Web 2.0 sites in their current curriculums, then collaborate with other members of this site about what they learned and how they placed it into their curriculum. The above Web 2.0 sites can be used in math, science, history, and English. This free option to use such tools is an excellent option for districts that have a limited technology budget.
III. Goals and Objectives
The application of this topic adherently relates to the classroom use in improving pedagogy delivery of curriculum material. The solution is to engage the students through simulation delivery. Educators in the K-12 setting, along with administrators need training to successfully implement these programs and in order to recognize the value of these learning tools. In order to facilitate training, educators and administrators can actively participate in a presentation of a Ning site, which will direct them into areas of math, science, social studies, and English. The solution is to improve K-12 education by promoting the use of simulation software for material delivery. As Taylor and Chi (2006) make clear, students can have a deeper understanding of the content in multiple contexts and be able to recall and apply the information in more real-life, practical situations, even testing environments (308). The students can actively engage in this software and be able to participate through exploring, applying hypotheses, and examining their results in a visual, animated form. The results of the research indicate that application of games and simulations in the classroom can be a global level learning experience.
It can be anticipated that the utilization of Ning as a means will be successful in order to blog and post educational success. Educators of all levels can participate in this Ning site as a means of communication. Imagine educators on a K-12 collaborating with each other in order to expand student understanding and increase teacher knowledge of simulation software, with both collaboration and sharing ideas to expand curriculums.
This topic will enable the participant to follow through two learning domains, cognitive and affective learning. These domains will be throughout the lesson and at times they will be used together. The Web 2.0 tools and the curriculums will orchestrate the procedure of using these domains.
In the cognitive aspect the learners will participate in the online Web 2.0 programs Edheads.org and Oregon Trail. This hands-on familiarity will build knowledge of the site, distinguish useful applications and evaluations in the curriculum.
In affective learning, the participants will collaborate amongst peers discussing what worked for them and what other online tools were available. This will be done through blogging and the Ning site.
The K-12 teachers attending this in service training should be able to evaluate and choose which simulations will improve the learning of their students according to their subject area(s) from those included on the web site (Oregon Trail and Edheads) while collaborating with their peers within thirty minutes of the morning interactive presentation of evidence and experience playing the games. These teachers should be able to write a complete lesson plan with the template offered on the web site for their chosen simulation during the afternoon session, while interacting with the website and department peers, that can then be utilized in their classrooms. Using the web site’s checklist, the teachers should be able to review and evaluate their chosen simulation game and post and discuss their lessons in a discussion board on the
website before leaving the in service.
IV. Presentation
Simulations give immediate feedback, which has been found to be helpful in both educational as well as military settings. According to Harris (2009), simulations offer “students the chance to test decisions and realize consequences, two key aspects of a simulation”(p.108). The immediate feedback allows students to revise and improve their performance in an ongoing manner.
In another environment, immediate feedback has been found to reduce safety concerns by using robotic simulations to rehearse scenarios under more controlled circumstances than would be found in reality. According to Mihali and Sobh (2005), “The software package could, for example, be used from student residences as a ‘virtual’ manipulator so that students can write their own simulation and control software”(p.41). The software enables the robot to simulate movement, so that the students’ input does not cause an error, which could cause damage to the robot. This software not only encourages authentic learning, but also is cost efficient after the initial output of goods.
The K-12 teachers attending this in service training should be able to evaluate and choose which simulations will improve the learning of their students according to their subject area(s) from those included on the web site (Oregon Trail and Edheads) while collaborating with their peers within thirty minutes of the morning interactive presentation of evidence and experience playing the games. These teachers should be able to write a complete lesson plan with the template offered on the web site for their chosen simulation during the afternoon session, while interacting with the website and department peers, that can then be utilized in their classrooms. Using the web site’s checklist, the teachers should be able to review and evaluate their chosen simulation game and post and discuss their lessons in a discussion board on the website before leaving the in service.
V. Evaluation
Throughout the website training, teachers will be assessed through online quizzes, made by the creators of this web site, that test their knowledge on the types of simulation games. Students and Teachers will receive results instantly from the web site using www.proprofs.com. Teachers may collaborate and take these online quizzes. The quizzes are no fail activities that serve as a means for the teacher to gauge what information they may still be unclear about. Teachers will get feedback through discussions. Once teachers have completed the website training and have been introduced to the various simulation games, teachers will work in collaborative groups to create a lesson that incorporates a simulation game. The lesson will suggest ways to use simulation game or create a new way to look at using the virtual game. This information will be presented to the participants in their training session via the Ning site. Teachers will utilize the discussion board and write an honest and reflective review about one of the simulation games featured. These reviews will provide “real world” advice about these new tools to other teachers.
VI. References
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