Integration of simulation technology with assessment in initial teacher education.
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| Title: | Integration of simulation technology with assessment in initial teacher education. |
|---|---|
| Authors: | Spray, Erika1 erika.spray@newcastle.edu.au, Kett, Natasha1, Rutherford, Nate1, Rendoth, Tess1 |
| Source: | Australasian Journal of Educational Technology. 2024, Vol. 40 Issue 4, p1-18. 18p. |
| Subject Terms: | *Educational leadership, *Student engagement, *Technology education, *Teacher education, *Teacher educators, *Virtual classrooms |
| Abstract: | Simulated learning environments have rapidly evolved in recent years and are gaining traction as an effective tool in teacher education (Australian Institute for Teaching and School Leadership, 2023; Frei-Landau et al., 2023). This paper explores the use of virtual classroom simulation in initial teacher education at an Australian university. It considers the alignment of simulation activities with mandated learning outcomes, and the challenges in assessing simulation-based learning in ways which are fair, authentic and effective. These issues are analysed within a detailed review of how simSchool, an online virtual classroom gaming platform, has been innovatively integrated within the curriculum and assessment of three undergraduate initial teacher education courses. Each case study report includes an instructor-led evaluation of key elements of the assessment design process, enabling comparison of the different strengths of each approach. The paper concludes by summarising the salient aspects of successful integration and assessment of simulation technology in higher education. This contribution to the discourse of simulation pedagogy seeks to encourage more academics to test the affordances of simulation technology in their teaching by adopting approaches that are tailored for student cohorts and precisely aligned with learning outcomes. Implications for practice or policy: • Academics should tailor simulation activities for their cohort and learning objectives. • Assessment must be precisely aligned, fair, authentic and effective. • Learner engagement may be increased by careful introduction and management of expectations, with clarification of learning opportunities. • Ongoing evaluation of simulation activities and assessment is important to maintain high quality teaching and learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181186833 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integration of simulation technology with assessment in initial teacher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Spray%2C+Erika%22">Spray, Erika</searchLink><relatesTo>1</relatesTo><i> erika.spray@newcastle.edu.au</i><br /><searchLink fieldCode="AR" term="%22Kett%2C+Natasha%22">Kett, Natasha</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rutherford%2C+Nate%22">Rutherford, Nate</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rendoth%2C+Tess%22">Rendoth, Tess</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2024, Vol. 40 Issue 4, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Technology+education%22">Technology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Simulated learning environments have rapidly evolved in recent years and are gaining traction as an effective tool in teacher education (Australian Institute for Teaching and School Leadership, 2023; Frei-Landau et al., 2023). This paper explores the use of virtual classroom simulation in initial teacher education at an Australian university. It considers the alignment of simulation activities with mandated learning outcomes, and the challenges in assessing simulation-based learning in ways which are fair, authentic and effective. These issues are analysed within a detailed review of how simSchool, an online virtual classroom gaming platform, has been innovatively integrated within the curriculum and assessment of three undergraduate initial teacher education courses. Each case study report includes an instructor-led evaluation of key elements of the assessment design process, enabling comparison of the different strengths of each approach. The paper concludes by summarising the salient aspects of successful integration and assessment of simulation technology in higher education. This contribution to the discourse of simulation pedagogy seeks to encourage more academics to test the affordances of simulation technology in their teaching by adopting approaches that are tailored for student cohorts and precisely aligned with learning outcomes. Implications for practice or policy: • Academics should tailor simulation activities for their cohort and learning objectives. • Assessment must be precisely aligned, fair, authentic and effective. • Learner engagement may be increased by careful introduction and management of expectations, with clarification of learning opportunities. • Ongoing evaluation of simulation activities and assessment is important to maintain high quality teaching and learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.9450 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Technology education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Virtual classrooms Type: general Titles: – TitleFull: Integration of simulation technology with assessment in initial teacher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Spray, Erika – PersonEntity: Name: NameFull: Kett, Natasha – PersonEntity: Name: NameFull: Rutherford, Nate – PersonEntity: Name: NameFull: Rendoth, Tess IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 40 – Type: issue Value: 4 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
| ResultId | 1 |
