Designing Instruction for Simulation Experiences in the Virtual Classroom: Teacher Educators Perspectives

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Explore and create : Playground

This is presentation 3 of 3, at station "Station 4: Virtual Classroom" within the playground "No Way But Forward: Inclusive Learning in a Pandemic"; scroll down to see more details.

Other presentations in this group:

Presentation 1: Designing Instruction for Simulation Experiences in the Virtual Classroom: Teacher Educators Perspectives
Presentation 2: Hybrid Teaching in a Middle School Robotics Classroom

Montrey Pertile
Laura Shelton
This Playground presentation explores the use of Mursion mixed-reality simulation software in teacher education. Participants will have an opportunity to view a video excerpt of the simulation platform, and discussion points will be shared on how the simulation software was used in undergraduate courses focused on math teaching methods.

Audience:	Coaches, Teacher education/higher ed faculty
Skill level:	Beginner
Attendee devices:	Devices required
Attendee device specification:	Laptop: PC, Chromebook, Mac Tablet: Android, iOS, Windows
Topic:	Teacher education
Grade level:	PK-5
Subject area:	Math
ISTE Standards:	For Educators: Designer Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. Facilitator Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. Learner Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

Proposal summary

Purpose & objective

The purpose of this presentation is to allow participants to experience Mursion mixed reality simulation technology and use Jamboards to evaluate the inclusivity of the product for use in teacher education spaces.

Outline

The presentation will begin with having participants watch a video excerpt from a math methods course, and will use Google Jamboards to track observations of both the software and the preservice teacher learning experience. The presentation will end with a discussion of how to help make these experiences more inclusive for all preservice teachers.

Supporting research

Webel, C., & Conner, K. A. (2017). Using simulated teaching experiences to perturb preservice teachers’ mathematics questioning practices. Mathematics Teacher Educator, 6(1), 9-26.

Landon-Hays, M., Peterson-Ahmad, M. B., & Frazier, A. D. (2020). Learning to teach: How a simulated learning environment can connect theory to practice in general and special education educator preparation programs. Education Sciences, 10, 184-201. https://doi.org/10.3390/educsci10070184

Gundel, E., & Piro, J. S. (2021). Perceptions of self-efficacy in mixed reality simulations. Action in Teacher Education, 1-19. https://doi.org/10.1080/01626620.2020.1864513

Aguilar, J. J., & Telese, J. A. (2020). Perceptions and opinions of the usability of simulations in a mathematics methods course for elementary pre-service teachers. Journal of Education and Practice, 11(12), 9-14. https://doi.org/10.7176/JEP/11-12-02

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Presenters

Montrey Pertile, University of Houston